جست‌وجوی استاد و پژوهشگر

Ed Arnheiterمشاهده پروفایل

استاد بالینی

• Process Improvement
• Quality Management
• Lean Six Sigma
• +۴ مورد دیگر

Ed Arnheiter, PhD, is a Clinical Professor at Drexel University’s Department of Decision Sciences and MIS, and an Instructor at Keck Graduate Institute (KGI) within the Henry E. Riggs School of Applied Life Sciences. His expertise spans Process Improvement, Quality Management, Lean Six Sigma, and Operations Management. Education: PhD in Industrial Engineering (UMass Amherst), MS in Engineering Management (UMass Amherst), BS in Mechanical Engineering (Union College) Certification: Lean Six Sigma Master Black Belt Dr. Arnheiter’s research focuses on applying Lean Six Sigma methods to healthcare, education, and manufacturing. He emphasizes experiential learning through case studies and real-world examples (e.g., Chevron Corporation process improvements). His consulting work with Arnold Consulting LLC and ARGO-EFESO Group addresses operational excellence in industries like aerospace, healthcare, and food processing. Teaching specialties include Operations Management, Supply Chain Management, and Medical Device Production at KGI, alongside graduate/undergraduate courses in Statistics, Data Analytics, and Project Management at other institutions. Industry experience includes 11 years in quality planning, supplier quality management, and product-testing lab supervision.

Linda Venencianoمشاهده پروفایل

استاد

• Mathematics Education
• Early Childhood Education
• Algebra Readiness
• +۳ مورد دیگر

Linda Venenciano is a Professor of Education at Pacific University, serving as the BEd Program Chairperson and Interim Director. She specializes in mathematics education, focusing on early childhood through high school preservice teachers. Her work emphasizes curriculum development, equity strategies in teaching, and algebra readiness. Previously, she held roles at the University of Hawai‘i’s Curriculum Research & Development Group, including Interim Director and faculty member. Venenciano’s research spans measurement-based learning, teacher training, and addressing educational inequities through innovative curricula. She contributes to the journal Investigations in Mathematics Learning as an editorial board member. Her scholarship integrates practical classroom strategies with theoretical frameworks to enhance mathematical understanding and teacher effectiveness. Her research interests include early algebraic thinking, the application of Davydov’s curriculum approaches, and fostering equity through pedagogical innovation. Venenciano advocates for curricula that promote deep conceptual understanding over rote memorization, particularly in foundational mathematical concepts like number sense and measurement. She has developed classroom-ready tasks and professional development modules to support educators in implementing student-centered learning environments. Key themes in her recent articles include leveraging microteaching models for equity-focused teacher training, analyzing student misconceptions in foundational math topics, and designing curricula to bridge gaps in algebra preparedness. Her work often highlights the importance of nonnumeric quantities and relational thinking in early mathematical development. Venenciano’s contributions address both K-12 and higher education contexts, aiming to create inclusive and effective learning experiences.

• Second Language Assessment
• Educational Assessment
• L2 Writing
• +۳ مورد دیگر

Khaled Barkaoui is an Associate Professor in the Faculty of Education at York University, Canada, and currently serves as Associate Dean Research. He holds a PhD in Second Language Education from the University of Toronto and an MA in Linguistics from the University of Manouba, Tunisia. His research focuses on second language assessment, L2 writing in academic contexts, educational assessment, and mixed-methods research. He has authored numerous articles and serves on editorial boards for Language Assessment Quarterly, Language Testing, and Assessing Writing. Education: PhD in Second Language Education, University of Toronto (2003–2008) MA in Linguistics, University of Manouba, Tunisia (1996–2000) Research Interests: His work emphasizes validation of language assessments, test-taker performance analysis, and institutional language policies. He explores how writing tasks, audience considerations, and technological tools (e.g., automated scoring) impact second language learners' performance. His studies often address practical applications in educational settings, such as improving test design and enhancing writing pedagogy. Grants & Collaborations: Barkaoui has led projects funded by external contracts, including studies on the Duolingo Test of English, the CAEL Academic Unit, and the TOEFL iBT writing section. These projects examine linguistic characteristics, test validity, and the impact of computer skills on assessment outcomes. Teaching & Supervision: He teaches courses on quantitative research methods, mixed-methods research, and second language assessment at both undergraduate and graduate levels. He has supervised multiple PhD and Master’s students, contributing to their research on topics like peer assessment, ESL teacher practices, and program evaluation. Languages & Expertise: Proficient in Arabic with expertise in bilingualism, educational equity, and quality education aligned with UN Sustainable Development Goals.

Anke Sennemaمشاهده پروفایل

پژوهشگر

• Multilingualism in Education
• Language Acquisition
• Speech Perception
• +۳ مورد دیگر

Dr. Anke Sennema is a Researcher at the Department of Language Acquisition and Language Didactics of German at Johannes Gutenberg University Mainz. Her work focuses on multilingualism in education, speech perception, and German as a foreign language (DaF/DaZ). She has held roles such as University Assistant at the University of Vienna and Acting Professor at Humboldt University Berlin. She specializes in collaborative online international learning (COIL), language policy, and vocational education. Education: PhD in Linguistics (University of Potsdam, 2009). Research interests include phonetics, language acquisition, and internationalization in education. She has co-authored over 30 publications on topics like multilingual teaching strategies and cross-border educational cooperation. Projects include the 'German as a Foreign Language Internship Abroad' program and joint PhD programs with Tehran University. Her recent work emphasizes integrating multilingual approaches into higher education and fostering international academic partnerships. She has led sections on phonetics at international conferences and contributed to language policy initiatives. Her teaching includes modules on language assessment and intercultural communication.

Seán Delaneyمشاهده پروفایل

مدرس

• Mathematics education
• Teacher education
• Teacher knowledge
• +۳ مورد دیگر

Seán Delaney serves as Registrar and Vice President (Academic Affairs) at Marino Institute of Education in Dublin, where he has worked as a teacher educator since 1999. His academic practice is grounded in eleven years of primary teaching experience, including a year as principal of a nine-teacher school in Kilkenny City, and membership on the National Council for Curriculum and Assessment's English sub-committee. His educational qualifications include: Ph.D. in Teaching and Teacher Education, University of Michigan (2008) M.Ed., Harvard University (1998) M.Sc., NUI Diploma in Curriculum Studies, University of Dublin Diploma in Educational Management, University of Dublin B.Ed., NUI Delaney's research examines teacher knowledge, mathematics education, and cross-cultural comparisons of professional practice. He investigates how mathematical knowledge for teaching manifests in classroom instruction and how teacher education can leverage practice-based approaches. His work bridges theoretical frameworks with practical classroom applications, particularly in primary mathematics contexts. Analysis of his publication history since 2003 reveals sustained focus on adapting U.S. measures of mathematical knowledge for teaching to the Irish context, analyzing textbook structures across cultures, and developing practice-based teacher education methods. Key trends include growing emphasis on differentiated instruction in mathematics and cognitively challenging tasks within international comparative frameworks. His scientific awards include: Fulbright-Ireland Boyer Scholar in Education (1998) Rackham One-term dissertation fellowship, University of Michigan (2008) Delaney actively shapes teacher development through resource creation for the Professional Development Service for Teachers and hosts the "Inside Education" podcast since 2009, exploring innovative professional learning approaches. His teaching responsibilities include module leadership in the B.Ed. program and Master of Education in Primary Mathematics program.

• Student Retention
• Learning Analytics
• Collaborative Pedagogies
• +۷ مورد دیگر

Sarah Parkes is a Reader in Collaborative Pedagogies and Practice at Newman University, affiliated with the Directorate of Learning, Teaching and Scholarship within the College of Arts, Design, Social Sciences and Humanities (DASSH). She holds prestigious awards including the 2020 National Teaching Fellow and Newman Distinguished Teaching Fellow titles, alongside multiple recognitions for student partnership work. Her research focuses on transdisciplinary approaches to student success, leveraging learning analytics and diffractive analysis to address issues like the digital divide and undergraduate retention. **Educational Background**: Doctoral thesis on diffractive analysis (2023), with extensive prior academic and professional service roles. **Research & Teaching**: Leads the PG Cert in HE Practice and CPD routes to PSF Fellowship, specializing in flipped classrooms, online pedagogies, and hy-flex teaching. Her work emphasizes collaborative practices, mattering theory, and the role of affective relationships in student progression. She chairs Assessment Boards and Validation Panels, and co-founded the Romero Freire Institute. **Awards Overview**: 2020 National Teaching Fellow 2019 Advance HE Teaching Excellence Award (CATE) Newman Students’ Union Excellence Awards Times Higher Education finalist for student support **Grants & Projects**: £96,055 HEfCE/OfS-funded Catalyst project (2016-2018), exploring pedagogic interventions via learning analytics. Active in professional networks like the Society for Research into Higher Education and EFYE Network. **External Roles**: External examiner for Abertay University’s AHEAD programme, and member of strategic groups including the Retention and Continuation Task Group and AI Interest Group.

• Teaching Chinese as a Foreign Language
• Chinese Grammar Acquisition
• Cross-linguistic Influence
• +۴ مورد دیگر

Dr Youlan Yu is a Lecturer in Mandarin Chinese at Regent's University London with over 25 years of experience teaching Chinese as a foreign language across multiple UK institutions including London School of Economics and London Metropolitan University. She specializes in spoken Chinese instruction from beginner to advanced levels. Her educational background includes a PhD in Languages in Education from the Institute of Education, University of London (1999) and a BA Honours in Chinese Language & Literature from Beijing Normal University, China (1983). Dr Yu's research focuses on cross-linguistic influences in language acquisition, particularly how English grammar affects Chinese grammar learning, and cross-cultural communication strategies. Her work explores speech pattern instruction, technology integration in character learning, and pedagogical approaches to Chinese function words. Her publication history shows consistent focus on practical teaching methodologies, with recent work examining technology's role in writing instruction (2011) and speech pattern teaching (2017), building on earlier foundational work on particle 'le' acquisition (2002, 2004). Dr Yu has secured research funding including a £1,500 grant from LSE's Centre for Learning Technology for her project 'Improving reading and writing skills in Chinese in Moodle'. She serves as an external examiner for Central Lancashire University (2016-2020) and for Edexcel/Pearson examinations. Professional affiliations include the British Chinese Language Teaching Society (BCLTS) since 1998 and life membership in the International Association of Teaching Chinese as a Foreign Language. She has judged the UKAPCE Mandarin Reading Competition for five consecutive years.

• STEM Education
• Educational Assessment Practices
• Active Learning Classrooms
• +۴ مورد دیگر

Dr. Richelle Marynowski is a Researcher at the University of Calgary's Faculty of Education, specializing in innovative educational practices and assessment strategies. Her work focuses on STEM education, classroom environments, and teacher professional development. She has co-authored studies on active learning classrooms, emergency remote teaching during the pandemic, and the impact of STEM courses on teacher efficacy. Key contributions include developing generative unit assessments to enhance student learning and exploring how physical classroom design influences student engagement. Her research integrates mixed-methods approaches, emphasizing both quantitative outcomes and qualitative insights from educators and students. Her research interests include authentic assessment practices, teacher training methodologies, and the intersection of pedagogy with emerging global challenges like pandemic-induced educational disruptions. Dr. Marynowski advocates for trauma-informed, equity-centered approaches in education and has explored barriers to teacher professional growth. She collaborates with international researchers and institutions, as evidenced by co-authored studies involving educators from multiple countries. Notable projects include a quasi-experimental study on active learning classrooms demonstrating the direct influence of classroom configuration on student engagement. Her work on generative unit assessments has redefined how educators evaluate student progress in mathematics, emphasizing dynamic, process-oriented evaluation. While no academic awards are explicitly mentioned in the provided texts, her prolific publication record indicates significant scholarly impact in education policy and practice. Dr. Marynowski's research also addresses high-stakes examinations, curriculum alignment, and the design of STEM education programs. She emphasizes collaborative approaches to education, such as peer review methodologies and participatory action research, to foster continuous improvement in teaching practices. Her contributions bridge theory and practice, offering actionable insights for policymakers and educators.

Kaori Takamineمشاهده پروفایل

دانشیار

• Theoretical Linguistics
• Syntax
• Norwegian Didactics
• +۷ مورد دیگر

Kaori Takamine is an Associate Professor at the UiT The Arctic University of Norway , affiliated with the Department of Automation and Process Engineering . Despite her departmental affiliation, her research group AcqVA-Nor focuses on Acquisition, Variation and Attrition of Norwegian . She teaches Communication, Norwegian, and English to engineering students. Research Interests : Theoretical/applied linguistics, Norwegian/English didactics, second language learning, intercultural communication, peer assessment systems, singing-based pronunciation methods. Projects : Internationalization in the Classroom (sustainable competence for engineers), Language Mentor program for pharmacy students with Norwegian as L2. Collaborations : Co-authorships with Gianina Iordachioaia, Isabelle Roy, Naoyuki Yamato, Peter Svenonius. Email : kaori.takamine@uit.no

Manuel Maria Sevilla Muñozمشاهده پروفایل

استاد

• Translation Studies
• Phraseology
• Paremiology
• +۳ مورد دیگر

Manuel Maria Sevilla Muñoz is a Professor in the Department of Translation and Interpreting at the Faculty of Arts and Humanities, University of Murcia. He holds a PhD from Universidad Complutense de Madrid (2002) on the didactics of scientific-technical translation for humanities students. His research focuses on phraseology, paremiology, and their application in translation studies, particularly in historical fiction and literary texts. He has published extensively on translation pedagogy, including studies on flipped classrooms, ICT integration, and collaborative learning methodologies. His work analyzes phraseological units' role in textual contextualization and their translation challenges across languages like Spanish, English, and French. He has collaborated with institutions like the Paremia journal and co-authored studies on proverbial competence and digital tools in translation education.

David F. Cihakمشاهده پروفایل

استاد

• Special Education
• Autism Spectrum Disorders
• Intellectual Disabilities
• +۵ مورد دیگر

David F. Cihak serves as Associate Dean of Professional Educator Licensure and Director of the Bailey Graduate School of Education at the University of Tennessee, overseeing 100+ educator licensure programs and 130+ school district partnerships nationwide. As a Professor of Special Education, he pioneers innovative pathways like the 2020 “Grow Your Own” initiative for aspiring Tennessee educators. Ph.D. in Exceptional Children, Georgia State University (2005) M.S. in Exceptional Children, Georgia State University (2000) B.A. in Psychology, University of Colorado, Colorado Springs (1994) Teacher Certification in Emotional Behavioral Disorders, Georgia (1996) His research centers on evidence-based strategies for individuals with intellectual disabilities and autism spectrum disorders (ASD), specializing in video modeling , augmented reality , and mobile technologies to enhance educational, vocational, and social outcomes. He emphasizes positive behavioral supports and transition services for adolescents in both classroom and community settings, with particular focus on independent living skills development. Analysis of Dr. Cihak’s 2018-2025 publications reveals a dominant trajectory in assistive technology applications for disabilities, featuring smartwatch-based executive function supports , digital literacy tools , and video modeling interventions . His work consistently bridges special education and technology innovation , with accelerating emphasis on postsecondary education frameworks for students with intellectual and developmental disabilities. Dr. Cihak leads the FUTURE program, a groundbreaking post-secondary education initiative at UT for college students with intellectual and developmental disabilities. This program exemplifies his commitment to creating inclusive academic pathways through technology-enhanced curricula , peer mentorship systems , and community integration strategies that support academic, vocational, and social success in higher education environments.

• Special Education
• Early Childhood Education
• Behavioral Disorders
• +۵ مورد دیگر

Lawrence Johnson is Dean of the College of Education, Criminal Justice and Human Services at the University of Cincinnati, where he serves as the chief administrative officer overseeing all academic programs and sponsored activities. He also holds positions as State Representative for the University of Cincinnati Institute of Community Partnerships and Executive Director of the Arlitt Child and Family Research and Education Center. Dr. Johnson's educational background includes: Ph.D. in Special Education from University of Illinois Urbana-Champaign (1984) M.A. in Special Education with emphasis in school counseling from University of Illinois Chicago (1981) B.S. in Special Education with emphasis in behavioral disorders and learning disabilities from Western Illinois University (1978) Dr. Johnson specializes in behavioral problems and statistical analysis with extensive expertise in early childhood special education, program evaluation, and data analysis techniques including content analysis, statistics, and applied behavior methods. His research focuses on enabling classroom teachers to work with students with mild learning and behavior problems, program administration in early childhood and higher education settings, and assessment of young children. He has developed collaborative techniques that bridge educational theory with practical application in diverse educational environments. His research spans from clinical interventions for preschool children to systemic program evaluation at the institutional level. His scholarly work shows a clear trajectory from specialized special education research toward broader educational leadership and systemic reform. While maintaining his focus on early childhood special education, his publications increasingly address teacher preparation, educational leadership, college access initiatives, and interdisciplinary approaches to educational challenges. The breadth of his work spans from clinical interventions with preschool children to systemic program evaluation at the institutional level. Dr. Johnson has received recognition from the International Council for Exceptional Children Division of Teacher Education for his contributions as president of the organization. With an impressive record of securing external funding, Dr. Johnson has served as Principal Investigator for over 200 grant proposals that have impacted local, state, and national educational initiatives. His grant portfolio demonstrates remarkable breadth across early childhood education, special education, teacher preparation, and program evaluation. Many of his projects focus on Head Start programs, early intervention services, and collaborative educational models that extend the university's mission into practical community applications. As Executive Director of the Arlitt Child and Family Research and Education Center, Dr. Johnson has led a comprehensive preschool program serving over 180 children and their families, including a Head Start program. His leadership has fostered numerous community partnerships that bridge academic research with practical application settings, creating sustainable models for early childhood education and intervention services.

Tim Kenyonمشاهده پروفایل

استاد

• Epistemology
• Ethics
• Critical Thinking
• +۳ مورد دیگر

Tim Kenyon is a Professor of Philosophy at the University of Waterloo's Faculty of Arts. His research focuses on epistemology, critical thinking, and ethics, with notable contributions to debates on disagreement, polarization, and the application of critical thinking in education and engineering. He is actively involved in promoting innovative teaching practices, as evidenced by his role in the University of Waterloo's task force on deep learning initiatives. Kenyon has authored influential works on bibliometrics and research evaluation, including the 2016 White Paper on Measuring Research Outputs. His public engagements include speaking at the Rape Culture Teach-a-thon, where he addressed intersections of philosophy, ignorance, and societal issues. His interdisciplinary approach bridges philosophy with practical applications in education and policy.

Susan V. Piazzaمشاهده پروفایل

استاد

• Literacy Studies
• Teacher Education
• Digital Pedagogies
• +۲ مورد دیگر

Susan V. Piazza is Professor and Chair of the Teaching, Learning, and Educational Studies Department at Western Michigan University. With over 25 years of experience in urban/rural schools, her work focuses on educational equity for marginalized students. She holds an EdD and MEd from Wayne State University, and a BEd/BA from the University of Windsor. Her research examines literacy learning, digital pedagogies, teacher development, and caregiver engagement. Recent projects explore virtual classrooms, multilingual instruction, and community literacy initiatives. She actively collaborates with regional agencies to address teacher shortages and curriculum development. Dr. Piazza's publications demonstrate sustained focus on educational equity through: Literacy improvement frameworks Culturally responsive assessments Professional development models Digital pedagogy adaptations Honors include: Teacher Educator of the Year Award (Michigan Reading Association, 2016) She serves as Treasurer of the Literacy Research Association and has led federally-funded grants to enhance teacher effectiveness for minority students.

• Computer Science Education
• Quantum Computing
• Programming Languages
• +۳ مورد دیگر

Diana Franklin is a prominent academic researcher specializing in computer science education, quantum computing, and programming language design. Her work bridges technical innovation with educational outreach, focusing on K-12 curriculum development and computational thinking strategies for young learners. She collaborates extensively with institutions and co-authors on projects emphasizing inclusivity in computing education and quantum hardware/software integration. Her research interests span three core areas: 1) Developing culturally responsive computing curricula for elementary and middle school students, 2) Advancing quantum computing education through gamified tools like Qupcakery, and 3) Exploring AI applications in K-12 instruction such as GPT-based transpilers for block-based coding. Notable initiatives include the TIPP&SEE learning strategy framework and Scratch Encore curriculum. Recent article trends highlight Franklin's focus on metacognitive strategies in programming, cognitive science integration in education, and quantum computing accessibility. Over 128 publications demonstrate her cross-disciplinary impact, with significant contributions to conferences like SIGCSE and ICER. Though no formal awards are listed in the provided texts, her prolific collaboration network indicates recognized expertise in the field. Franklin's work emphasizes teacher training and student-centered pedagogy, with projects addressing diverse learning needs through universal design principles. She participates in large-scale educational initiatives such as the Assessment of Computing for Elementary Students (ACES) and collaborates with institutions on quantum architecture optimization for fault-tolerant systems.