جست‌وجوی استاد و پژوهشگر

• Computational Thinking
• Mathematics Education
• Teacher Education
• +۳ مورد دیگر

Aino Ukkonen serves as Assistant Professor and Head of Studies (Area of Responsibility 2) in the Department of Primary and Secondary Teacher Education at Oslo Metropolitan University's Faculty of Education and International Studies. Her office is located at Pilestredet 52, 0167 Oslo (B418), with contact details including mobile: +47 947 80 007, office: +47 672 35 762, and email: aino.ukkonen@oslomet.no. Her research centers on computational thinking integration in educational settings, particularly within mathematics instruction and elementary teacher training. As lead of the MASCOT (Mathematics, Science and Computational Thinking) project, she investigates teaching methodologies, learning processes, and assessment frameworks for computational thinking across Nordic teacher education programs. Ukkonen co-directs the Digital Learning Arenas and Task Design in Mathematics Education research groups, focusing on practical classroom applications and digital pedagogy development. Analysis of her 2023-2024 publications reveals a concentrated effort on formative assessment strategies for computational thinking, with case studies examining Norwegian and Finnish teacher perspectives. While earlier work (2021-2022) includes transport economics and waste management research, her current trajectory demonstrates a clear pivot toward educational technology and computational literacy in K-12 contexts. This shift aligns with her active dissemination through 14 conference presentations on computational thinking assessment frameworks. Ukkonen operates within the MASCOT project ecosystem and her two research groups, which facilitate cross-institutional collaboration among Nordic educators. These initiatives prioritize developing scalable assessment tools and curriculum resources for integrating computational thinking into mathematics and science education, with ongoing work focusing on teacher professional development and classroom implementation challenges.

• Computational Thinking
• Mathematics Education
• Teacher Education
• +۳ مورد دیگر

Andre Rognes is an Associate Professor at Oslomet – Oslo Metropolitan University, affiliated with the Faculty of Education and International Studies within the Department of Primary and Secondary Teacher Education . He serves as Head of Studies and leads research initiatives focused on digital learning and mathematics education. His work emphasizes computational thinking integration in teacher training and K-12 curricula, as seen in the interdisciplinary MASCOT project. Research interests include computational thinking, mathematics education pedagogy, educational technology, and curriculum design. Notable projects investigate flipped classroom methodologies in university settings, birth month effects on academic performance, and early childhood math learning through digital tools. His publications span journals like Nordic Journal of Comparative and International Education and Scandinavian Journal of Educational Research , with recent work analyzing curricula in Nordic countries and LEGO robotics-based learning in elementary education. Rognes collaborates with international teams through research groups such as Digital Learning Arenas and Task Design in Mathematics Education . He has presented at conferences including NERA and the European Conference on Argumentation, focusing on computational thinking and argumentation development in young learners.

• Mathematics Education
• Teacher Education
• Inclusive Education
• +۳ مورد دیگر

Associate Professor Annette Hessen Bjerke is affiliated with the Department of Primary and Secondary Teacher Education at Oslo Metropolitan University’s Faculty of Education and International Studies. She currently serves as Head of Studies for the department, overseeing areas such as curriculum design and program coordination. Her research focuses on inclusive mathematics education strategies, computational thinking integration, and teacher educator roles in bridging theory and practice. Her work emphasizes equitable classroom practices, particularly through projects like IMaT (Inclusive Mathematics Teaching), which explores strategies to raise attainment levels in Norwegian schools. She has published extensively on topics such as task differentiation, teacher self-efficacy, and the impact of computational thinking in mathematics education. Collaborations include international journals like Nordic Studies in Mathematics Education and Frontiers in Education . Bjerke co-authored multiple mathematics textbooks for primary and secondary education, including the 'Matemagisk' series, designed to enhance student engagement and conceptual understanding. Her research also addresses systemic issues like relative age effects on student trajectories and challenges in teacher education post-fieldwork experiences. As a stakeholder in educational reform, she actively contributes to policy discussions on inclusive pedagogy and teacher training innovation, balancing performative accountability with professional autonomy in Norwegian schools.

Leslie Grantمشاهده پروفایل

دانشیار

• TESOL (Teaching English to Speakers of Other Languages)
• Applied Linguistics
• Multicultural Education
• +۴ مورد دیگر

Leslie Grant, PhD, is an Associate Professor in the Department of Teaching & Learning at the University of Colorado at Colorado Springs (UCCS), serving as Faculty Director for TESOL and Curriculum & Instruction. She holds a PhD in Applied Linguistics from Northern Arizona University (1994) and has extensive experience in ESL education, including roles at Central Michigan University (1995–2004) and Educational Testing Service (ETS) as a postdoctoral fellow. Her research focuses on language assessment, multicultural education, and TESOL pedagogy. Education: PhD in Applied Linguistics (Northern Arizona University, 1994), M.A. in Bilingual Multicultural Education, B.S. in Secondary Education (Spanish). Teaching: Courses include ESL/Multicultural Education, Literacy for Linguistically Diverse Learners, and Research Methods in Education. Her research emphasizes culturally responsive teaching, language assessment design, and second language acquisition. Recent publications explore arts integration in classrooms and multilingualism in the U.S. She has received grants for projects like the TOEFL prototype validation and video-based listening comprehension tests. Awards: Tenure and promotion to Professor (2008), multiple teaching awards, and grants from the FRCE and FTPD programs. Service: Leadership roles in NRMERA, TESOL, and committees on diversity and educational innovation.

Saihua Xiaمشاهده پروفایل

استاد

• ESL/EFL Teacher Training
• Second Language Acquisition (SLA) Pragmatics
• Cognitive Approaches to Language Learning
• +۵ مورد دیگر

Dr. Saihua Xia is a Professor of English (TESOL) at Murray State University's Department of English, College of Humanities and Fine Arts. She holds a Ph.D. from SUNY Albany, M.S. from SUNY Albany, M.A. from the University of International Business and Economics (Beijing), B.A. from Hunan Normal University (China). She has been a Visiting Scholar at the University of Cambridge (UK) and Hong Kong Polytechnic University. Her teaching philosophy emphasizes student engagement over entertainment, fostering active learning in TESOL contexts. Research focuses on TESOL pedagogy, second language pragmatics, cognitive approaches to language learning, and curriculum design. Notable research includes studies on East Asian students' cultural adaptation in Hong Kong and pragmatic communication strategies in cross-cultural interactions. Dr. Xia has received multiple awards including the Sandra Flynn Professor of the Year (2011) and Board of Regents Teacher of Excellence (2010). She leads professional service roles, including TESOL International's Nominating Committee and KYTESOL leadership positions. She has secured grants such as the CISR Grant (2007, 2014) and contributes to academic journals like the Journal of Comparative & International Higher Education and Indian Journal of Applied Linguistics . Education: Ph.D., State University of New York (SUNY), Albany M.S., SUNY, Albany M.A., University of International Business and Economics, Beijing B.A., Hunan Normal University, China Service and Leadership: TESOL International: Nominating Committee, Professional Development Council KYTESOL: President, Vice President, Professional Development Officer Former Associate Dean, School of Foreign Languages, Beihang University (Beijing)

David E. Meelمشاهده پروفایل

استاد

• Mathematics Education
• Calculus Pedagogy
• Technology in Education
• +۳ مورد دیگر

Dr. David E. Meel is a Professor in the Department of Mathematics & Statistics at Bowling Green State University (BGSU), affiliated with the College of Arts & Sciences. He specializes in mathematics education, with a focus on pedagogical strategies, technology integration, and teacher development. His research examines calculus instruction, linear algebra pedagogy, and the impact of educational technologies like dialogue journals and web-based tools. He holds an Ed.D. in Mathematics Education from the University of Pittsburgh (1995), a B.A. in Mathematics from Houghton College (1989), and additional studies at South Dakota State University. Dr. Meel’s work emphasizes enhancing student understanding through innovative methods such as concept mapping, story-based teaching, and writing-to-learn approaches. He has contributed extensively to journals like PRIMUS and the Journal of Online Mathematics and its Applications , and his research often bridges cognitive learning theories (e.g., Pirie-Kieren model, APOS theory) with classroom practice. He has developed web-based tools for linear algebra and explored the effectiveness of technology in calculus education through comparative studies between traditional and computer-assisted curricula. His publications span over two decades, addressing topics from pre-service teacher training to advanced mathematics education policy. Notably, he has investigated the role of e-mail dialogue journals in fostering reflective learning and the challenges faced by graduate teaching assistants. Dr. Meel’s work underscores the importance of aligning pedagogy with student-centered, conceptually rich learning environments.

Stephen Lucasمشاهده پروفایل

دانشیار

• Preservice Teacher Education
• Teacher Professional Development
• Educational Psychology
• +۳ مورد دیگر

Stephen Lucas is an Associate Professor at Eastern Illinois University, specializing in teacher education and professional development. His work focuses on pre-service teacher self-efficacy, novice teacher support, and educator training methodologies. He holds a Ph.D. from the University of Missouri, an M.A. from California State University, Fresno, and a B.A. from Point Loma College. Lucas teaches courses including EDF 5500 (Curriculum Development), SED 2000 (Inquiry into Teaching), and SED 3330 (Instructional Tasks in Secondary Schools). His research has been published in journals like Eastern Education Journal and Issues in Teacher Education , emphasizing practical applications of educational theory. His professional activities include curriculum design, faculty development workshops, and supervisory training initiatives. Education: Ph.D., University of Missouri M.A., California State University, Fresno B.A., Point Loma College Research Interests: Dr. Lucas's work centers on enhancing teacher preparedness through structured professional development programs. He investigates how self-efficacy beliefs shape teaching practices and explores effective strategies to support new educators during their transition into the profession. His studies often involve quantitative analysis of teacher performance metrics and qualitative exploration of educator experiences in classroom settings. Grants & Advising: While specific grants are not listed, his research contributions reflect sustained engagement with educational policy and practitioner needs. No formal advisee list is provided in available materials.

Jolien Mouwمشاهده پروفایل

استادیار

• Educational Technologies
• Virtual Reality (VR) in Teacher Training
• Classroom Management
• +۵ مورد دیگر

Jolien Mouw is an Assistant Professor in the Department of Educational Science at the University of Groningen's Faculty of Behavioural and Social Sciences. Her research focuses on educational technologies, particularly the application of Virtual Reality (VR) in teacher training and classroom management. She leads projects like 'Order in the Classroom with Virtual Reality,' which won the Dutch Education Award 2024, enabling pre-service teachers to practice managing kindergarten classrooms in simulated VR environments. Her academic contributions span educational innovation, teacher professionalization, and cooperative learning. She is affiliated with the GION research group, which emphasizes educational effectiveness and interactive learning designs. Mouw holds roles in the Young Academy Groningen and the Comenius Network, advocating for sustainable teaching practices. Her work bridges theory and practice, addressing how technologies like VR can enhance teaching skills and student learning outcomes. Education: PhD in Developmental Psychology from Leiden University (2018) Key Research Themes: VR in education, teacher training, classroom management, and blended learning Her publications explore topics like TPACK frameworks for university teachers, pandemic-era teaching practices, and the role of emotion understanding in narrative comprehension. She has collaborated on projects funded by the Comenius Teaching Fellowship and contributes to interfaculty initiatives like the XR Hub for immersive technology applications in education.

Ali Erarslanمشاهده پروفایل

دانشیار

• English Language Education
• Second Language Acquisition
• EFL Teaching Methods
• +۳ مورد دیگر

Assoc. Prof. Ali Erarslan is an academic in English Language Education at Alanya Alaaddin Keykubat University's Faculty of Education. He holds a PhD from Anadolu University and has taught at institutions like Pamukkale University and Alanya Alaaddin Keykubat University since 2007. His research focuses on EFL teaching methods, online learning strategies, and teacher motivation. He has supervised Master's theses including Ece Topkaya's evaluation of primary school English curricula and Turan Paker's study on writing course attitudes. Awards include the 2022 Faculty of Education Social Sciences Achievement Award. His courses cover linguistics, teaching approaches, and research methods. Recent publications explore crisis-era teacher resilience, L2 grit scales, and cybersecurity in education. Education: Doctorate: Anadolu University (2007-2000) Master's: Pamukkale University (2011-2008) PhD: Çanakkale Onsekiz Mart University (2016-2012) Research interests include curriculum development, digital pedagogy, and language policy. His 15 most recent articles (2021-2024) address topics like MOOC efficacy, teacher emotions, and video-based learning. He contributes to journals like Psychology in the Schools and Shanlax International Journal of Education . Current roles include Department Head at Alanya University and editorial work for The Literacy Trek .

Vjosa Velaمشاهده پروفایل

مدرس

• English Language Teaching (ELT)
• Vocabulary Acquisition
• Educational Technology
• +۵ مورد دیگر

Vjosa Vela is a Full-Time Lecturer at the Language Center within the Faculty of Languages, Cultures and Communication at South East European University (SEEU). She holds a Master's in English Language Teaching (ELT) from SEEU (2007-2011) and a Master of Arts in English Language and Literature from Fatih University, Turkey (1997-2001). Her academic career includes roles as a High Lector since 2003, focusing on BSE level courses, ESP for Law, and coordinating syllabus design. Research Interests: Dr. Vela’s work centers on vocabulary acquisition methodologies, task-based language teaching, and technology-enhanced learning. Notable themes include the impact of bilingualism on EFL acquisition, student-centered podcast projects, and the role of authentic materials in motivating learners. She explores innovative techniques like literature circles and video-based lesson plans to enhance language retention and learner autonomy. Publications Overview: Her recent work (2023) examines self-regulated learning in digital environments, task-based vocabulary acquisition, and challenges in student-centered language learning. Earlier studies (2014-2022) investigate cognitive aspects of vocabulary retention, contrastive linguistic analysis between English and Albanian, and the use of technology in EFL classrooms. Key areas span pedagogical approaches to ESP, reading comprehension strategies, and cross-cultural linguistic comparisons. Professional Experience: Beyond teaching, Vela served as an interpreter for OSCE during Macedonia’s 2001 crisis. She actively participates in academic workshops and is a prolific contributor to SEEU’s institutional publications and conferences. Her work bridges theoretical linguistic research with practical classroom applications, emphasizing student engagement and adaptive teaching practices.

• Educational Sciences
• Digitalization in Education
• Educational Policy Analysis
• +۳ مورد دیگر

Anne Kjellsdotter is an Associate Senior Lecturer at the School of Education, Humanities and Social Sciences, Halmstad University. She holds a PhD in Subject Matter Education and focuses her research on digitalization in education, educational policies, and rural entrepreneurship. Her work spans from classroom interaction to municipal policy levels, with a recent emphasis on rural societal contexts and digital tools' integration in learning environments. Education: Dr. Kjellsdotter earned her PhD in Subject Matter Education. Research interests include exploring how digitalization influences teaching practices and policies across different educational levels, particularly in rural areas. Her current project examines digitalization's role in fostering entrepreneurship in rural societies. She also investigates the interplay between neoliberal reforms and their impacts on teachers, as well as the effective integration of ICT in primary education. Her work combines classroom-level analyses with broader policy considerations, emphasizing the communicative dynamics between local and institutional levels. Her recent publications (2024) address rural education dynamics and neoliberal educational reforms, while earlier works (2015–2020) delve into ICT integration strategies, multimodal classroom tasks, and digital resource orchestration in primary schools. These studies highlight her focus on bridging technological innovation with pedagogical practice and policy. Scientific Awards: No awards explicitly mentioned in the provided information. Advising and Grants: No specific details on advisees or grants are available in the text.

Jule Böhmerمشاهده پروفایل

پژوهشگر ارشد

• Bilingual Education
• Language Didactics
• Digital Learning
• +۲ مورد دیگر

Dr. Jule Böhmer is a Research Fellow in the Faculty of Education at the University of Hamburg, affiliated with the Department of General, Intercultural and International Comparative Education and Educational Psychology. Her academic journey includes a PhD focused on German-Russian biliteracy, and professional experience spanning research roles, high school teaching, and curriculum development. Since 2015, she has taught language didactics (Russian/Turkish) and supervised student practicums. Her research explores multilingualism, digital learning, and educational equity. Key interests include: Language pedagogy for heritage speakers Impacts of digital tools on teaching praxis School development in multicultural contexts Biliteracy acquisition across linguistic systems Publications demonstrate strong thematic coherence around language education innovation, with recent works addressing technology integration during COVID-19 and curriculum adaptations for diverse learners. Earlier research established foundations in biliteracy assessment and bilingual pedagogy. No advising relationships, awards, or laboratory affiliations are documented in available materials.

Patricia Alexanderمشاهده پروفایل

عضو هیئت علمی

• Domain-specific learning
• Epistemic beliefs
• Text-based learning
• +۵ مورد دیگر

Patricia Alexander is a Distinguished University Professor and Jean Mullan Professor of Literacy at the University of Maryland, College Park, where she leads the Disciplined Reading and Learning Research Laboratory. She holds concurrent roles as Distinguished Scholar-Teacher and Fellow in multiple prestigious organizations including the American Psychological Association and National Academy of Education. With over 340 publications and 400 presentations, her work focuses on domain-specific learning, epistemic beliefs, and the role of relational reasoning in academic development. Key honors include the Oscar S. Causey Award (2001), Edward Lee Thorndike Award (2006), and Sylvia Scribner Career Award (2007). Her recent funded grants include projects on critical online reasoning (German Research Federation, 2023-2028) and STEM education innovation (NSF, 2021-2024). Educationally, Alexander holds a Ph.D. from the University of Maryland, College Park (1981), following prior experience as a middle school teacher and literacy specialist. Her research bridges cognitive psychology and education, emphasizing how knowledge integration, strategy use, and motivation shape learning outcomes. Notable contributions include frameworks for multiple-source use in education and the theoretical underpinnings of relational reasoning's role in critical thinking. Her lab's work addresses challenges in higher education, such as improving academic writing through video modeling and assessing information processing in digital environments. Current projects explore culturally responsive pedagogy, smart technologies in teaching, and interventions targeting critical-analytic thinking skills. Alexander advocates for interdisciplinary approaches, integrating philosophy, cognitive science, and educational practice to advance learning theory and classroom application.

Maria Christoforouمشاهده پروفایل

استادیار

• Immersive Storytelling
• Digital Media
• Interactive Theater
• +۸ مورد دیگر

Dr. Maria Christoforou is an Assistant Professor at the University of Nicosia , affiliated with the School of Humanities and Social Sciences and the Department of Design and Multimedia since 2006. Her work bridges immersive storytelling, digital media, and feminist narratives through innovative technologies like VR and 3D art. PhD in Philosophy, Nottingham Trent University MA in Interactive Multimedia, University of the Arts London Bachelor of Arts in Graphic Communication, University of Nicosia Associate Degree in Science, University of Indianapolis Her research focuses on immersive storytelling methodologies , transmedia narratives , and digital art . She explores the emotional and symbolic impact of hybrid virtual/real environments, particularly through feminist perspectives and theories of the sublime. Dr. Christoforou’s publications span VR-mediated language education , interactive documentaries , and phytopathology . Key trends include the integration of AI, extended reality (XR), and metaverse platforms in pedagogy, alongside cultural and ecological studies. Scientific Awards: Third Prize, PlayStation London Awards (2002) First Prize for Best Logo, Against Violence in the Family Association (1998) First Prize for Best Christmas Card Design, Telethon Campaign (1998) She is an experienced educator and trainer, leading workshops in digital media , immersive storytelling , and creative techniques for both children and adults. Her work emphasizes empathy, catharsis, and feminist themes through art and technology.

Efi A. Nisiforouمشاهده پروفایل

استادیار

• Educational Technology
• Cognitive Psychology in Education
• Digital Literacy
• +۴ مورد دیگر

Efi A. Nisiforou serves as Assistant Professor in the Department of Education at the School of Education, University of Cyprus, with research spanning educational technology, cognitive psychology, and digital transformation in learning environments. Her academic credentials include: PhD in Assessing Online Learners' Differences in Field-Dependence Independence Cognitive Ability Using Multi-Metric Methods, Cyprus University of Technology (2016) Master in Metacognition and Learning Styles: Teachers', Parents' and Students' views, The University of Manchester (2009) Bachelor from National and Kapodistrian University of Athens (2008) Her research centers on cognitive learning styles (particularly field dependence-independence) analyzed through eye-tracking and EEG methodologies , extending to AI integration in education , digital literacy frameworks , and teacher leadership development . Current investigations examine ChatGPT's impact on higher education, VR/AR pedagogical applications, and disinformation combat strategies for vulnerable adolescent groups. Analysis of her 2020-2025 publications reveals dominant trends in emerging educational technologies, with 40% focusing on AI applications (including ChatGPT studies), 30% on digital literacy/disinformation, and 30% on immersive technologies (VR/AR) and teacher training. Her methodological approach consistently combines quantitative eye-tracking data with global survey instruments across K-12 and higher education contexts. Dr. Nisiforou leads multiple EU-funded research initiatives examining digital transformation in educational systems, with particular emphasis on institutional readiness assessments and teacher professional development frameworks. As Principal Investigator for the DRONE project (2024-present), she develops digital literacy curricula for school leaders combating disinformation, while her VRinHE project (2022-2024) establishes implementation frameworks for immersive technologies in higher education. These projects demonstrate her focus on translating research into practical educational tools through cross-sector collaboration with CARDET and international partners.