جست‌وجوی استاد و پژوهشگر

Andrew Baileyمشاهده پروفایل

استاد

• Philosophy of Mind
• Metaphysics
• Embodied Cognition
• +۷ مورد دیگر

Andrew Bailey is a Professor and Associate Dean (Research and Graduate Studies) in the Philosophy Department at the University of Guelph's College of Arts. He holds a Ph.D. from the University of Calgary (1998) and degrees from Pembroke College, Oxford (B.A. Honors and M.A. in Politics, Philosophy, and Economics, 1991). His research focuses on phenomenal consciousness, embodied cognition, and the philosophy of William James, with significant contributions to debates on physicalism, mental causation, and panpsychism. Bailey has edited multiple influential works, including anthologies on social and political thought and editions of classic philosophical texts like Descartes' Meditations and Locke's Second Treatise . He has secured substantial funding through a SSHRC Standard Research Grant (2005–2008) for his work on the metaphysics of consciousness. Bailey received the 2009 Distinguished Professorial Award for teaching excellence from the University of Guelph Faculty Association. His edited volumes, such as Philosophy of Mind: The Key Thinkers (2013), reflect his expertise in synthesizing interdisciplinary perspectives. As an academic leader, he oversees research and graduate programs while maintaining an active editorial role in publishing foundational texts and anthologies. Bailey's work bridges historical and contemporary philosophy, often engaging with cognitive science and empirical methodologies. He emphasizes embodied cognition and the role of sensory-motor systems in perception, while also critiquing traditional Cartesian frameworks. His edited works demonstrate a commitment to accessible scholarship, with series like the Broadview Anthology of Social and Political Thought (2008) consolidating key texts from ancient to modern thinkers. Education: Ph.D. in Philosophy, University of Calgary (1998) B.A. (Hons.) and M.A. in Politics, Philosophy, and Economics, Pembroke College, Oxford (1991) Awards: 2009 Distinguished Professorial Award (Teaching) Advising & Grants: SSHRC Grant: $57,641 for 'Metaphysics of Phenomenal Consciousness' (2005–2008) Advises graduate students on philosophy of mind, metaphysics, and William James Bailey leads efforts to integrate cutting-edge research with pedagogical innovation, exemplified by his 2024 editions of Socratic dialogues and the Broadview Introduction to Philosophy . His edited works often include critical introductory essays, such as in Philosophy of Mind: The Key Thinkers , which provides contextual analysis for contemporary debates. He also collaborates on interdisciplinary projects, such as EEG analysis studies linking cognitive states to embodied experience.

Sergey Sosnovskikhمشاهده پروفایل

مدرس ارشد

• Political Economy
• Corruption
• Industrial Clusters
• +۷ مورد دیگر

Dr. Sergey Sosnovskikh is a Senior Lecturer in International Business at the Manchester Metropolitan University Business School , where he also serves as Level 7 Year Tutor. He holds a PhD in International Business and Economics (University of Greenwich, 2018) and is a Certified Management and Business Educator (CMBE) and Fellow of the Higher Education Academy (FHEA). His career spans academic roles at the University of Salford, De Montfort University, the University of Greenwich, and Ural Federal University (Russia), alongside industry experience in banking, maritime transport, and public services. PhD , International Business and Economics, University of Greenwich (2018) PGCert , Academic Practice in Higher Education, De Montfort University (2021) MSc , International Management, University of Roehampton (2010) BSc , International Economics, Ural Federal University (2009) BA , Teaching Foreign Languages, Ural State Pedagogical University (2009) Research Interests focus on the intersection of political economy, corruption, and institutional economics within international business contexts. He investigates industrial clusters, supply chain disruptions, and the impact of geopolitical tensions on trade , with a particular emphasis on emerging economies like Russia and China. His work often combines qualitative and quantitative methods to analyze policy effectiveness, entrepreneurial behavior, and technological transformations in business environments. Recent publications highlight his interdisciplinary approach, including studies on sanctions and corporate exit strategies (Journal of World Business, 2024), agglomeration economies in Russian regions (Regional Studies, 2025), and blockchain’s role in mitigating corruption (Europe-Asia Studies, 2025). These works reflect his expertise in institutional analysis, sustainable investment, and regional economic development . Awards and Memberships include accreditation as a Certified Management and Business Educator (2022–present), Fellowship of the Higher Education Academy (FHEA), and memberships in the Regional Studies Association, British Association for Slavonic and East European Studies, and World Interdisciplinary Network for Institutional Research. He actively mentors PhD students and serves as economics stream organiser for the British Association for Slavonic & East European Studies conference.

Juanita Butمشاهده پروفایل

استاد

• Comparative Literature
• Ethics and Literature
• Disciplinary Literacy
• +۳ مورد دیگر

Juanita But is a Professor in the Department of English at City University of New York (CUNY), where she serves as Developmental Reading Coordinator and principal developer of the college-wide Reading Effectively Across the Discipline (READ) program. She oversees curriculum design, assessments, faculty development, and technology integration in reading instruction while collaborating with interdisciplinary teams to enhance disciplinary literacy. Education Ph.D. in Comparative Literature, State University of New York at Buffalo M.A. in Comparative Literature, SUNY Buffalo B.A. in Media and Literary Studies, SUNY Buffalo Research Focus Juanita’s work bridges literary studies with pedagogical innovation, emphasizing disciplinary literacy, ethics in literature/film, and diasporic narratives. She investigates global issues through textual analysis and develops strategies to improve reading comprehension across academic fields. Leadership & Collaborations As a founding member of the CUNY Reading Discipline Council, she fosters cross-departmental literacy initiatives. Her collaborative projects include integrating reading strategies into engineering courses like electronics and electromechanical engineering, demonstrating her commitment to interdisciplinary education.

• Human-Computer Interaction
• Sound and Music Computing
• Multisensory User Experience
• +۵ مورد دیگر

Nuno Correia is an Associate Professor in Digital Transformation at Tallinn University , with affiliations including Aalto University (visiting lecturer) and ITI/LARSyS (associated researcher). He holds a PhD in Art and Design in New Media from Aalto University (2013) and has taught at multiple institutions globally since 2000. Research Interests : Human-Computer Interaction (HCI), Sound and Music Computing, Multisensory User Experience, Media Art and Design. His work bridges interactive technology with dance, digital art, and AI applications, focusing on performance ecologies, screen scores, and VR environments. Scientific Awards : Best paper award at ACM DIS 2022 Tallinn University best article in exact sciences 2022 Recent Trends in Articles : 2024 papers on AI-driven dance interaction; 2023 work on multisensory feedback systems; 2022 studies on body mapping and composite animation; 2021 contributions to hackathons, screen scores, and VR design; 2020 projects on live motion capture and glitch workflows. Creative Contributions : Co-founder of SIIDS symposium; organizes art-science residencies (e.g., Bio Elektron, MODINA project); collaborates with Eesti Kontsert on brain-wave visualization performances.

Réka Kassaiمشاهده پروفایل

مدرس

• Mindfulness Interventions
• Executive Function Development
• Attention-Deficit/Hyperactivity Disorder (ADHD)
• +۷ مورد دیگر

Réka Kassai is a Lecturer in the Department of Clinical Psychology and Addiction at Eötvös Loránd University (ELTE), affiliated with the Institute of Education. Her research focuses on mindfulness interventions, executive function development in children, ADHD, stress management, and parenting behaviors. She is also a PhD student exploring these areas further. Her work frequently employs meta-analytic methods and randomized controlled trials to evaluate intervention efficacy. Key research interests include: Neurocognitive development in children and adolescents Mindfulness-based interventions for cognitive and emotional regulation Impact of socioeconomic factors on psychological outcomes Parenting behaviors and developmental disorders Her recent publications analyze the effects of mindfulness practices on cortisol levels, executive function disparities among preschoolers, and the relationship between ADHD symptoms and parenting styles. She leads the Cognitive Development and Education Research Group, focusing on bridging clinical psychology with educational practices. Professional activities include advising on doctoral research (as seen in her doktori.hu profile) and maintaining an active publication record across multiple disciplines. Contact details include kassai.reka@ppk.elte.hu and the Institute's Budapest office at Kazinczy u. 23-27.

• Educational Assessment
• Student Motivation
• Educational Policy
• +۴ مورد دیگر

Nicolas Hübner is an Assistant Professor at the Institute of Education, University of Tübingen. He holds a PhD from the Hector Research Institute of Education Sciences and Psychology (2017) and completed studies in Psychology and Education Sciences at the Universities of Erfurt, Jyväskylä (Finland), and Tübingen. He is a Bradshaw Fellow at Durham University (2019) and a member of the College for Interdisciplinary Educational Research (CIDER). His research focuses on student assessment, educational policy reforms, and teacher professional development, employing advanced quantitative methods like longitudinal structural equation modeling and multilevel analysis. Education: PhD in Education Sciences (University of Tübingen, 2017), M.Sc. in Educational Science and Psychology (University of Tübingen, 2014–2017), B.A. in Teaching, Learning, and Training Psychology (University of Erfurt, 2008–2012). Professional experience includes roles at the National Educational Panel Study (NEPS) and research fellowships at the Hector Institute. Research interests include the comparability of grading systems, STEM education outcomes, and the impact of educational reforms. He leads projects like the "Schulversuch Lernförderliche Leistungsrückmeldungen" and investigates teacher feedback mechanisms in secondary education. Awards include the Dissertation Award (2018) and the NEPS Publication Award (2020). Key grants: German Research Foundation (DFG), Baden-Württemberg Ministry of Science (projects on grade inflation and teacher professional development). Active in interdisciplinary collaborations, including studies on socioemotional skills and international education systems.

Camilla Spalivieroمشاهده پروفایل

پژوهشگر ارشد

• Second Language Acquisition
• Multilingual Education
• Intercultural Education
• +۳ مورد دیگر

Camilla Spaliviero is a Research Fellow at Ca' Foscari University of Venice (SSD: GLOT-01/B), specializing in second language acquisition, multilingual education, and intercultural pedagogy. She holds a PhD in Linguistics from Ca' Foscari, focusing on literary texts in foreign language classrooms. She also teaches Italian as a Second Language (L2) at the University of Bologna, Ferrara, and Turin. Her current Marie Skłodowska-Curie grant (2025–) supports the LATECO project, fostering multilingualism through teacher collaboration, based at the University of Bergen (Norway), with secondments at the University of Graz (Austria) and the University of Copenhagen. Her research emphasizes multilingualism, digital resources, and teacher training. She coordinates the 'Itals Letteratura' project, exploring multimodal and digital tools in L2 education. She is affiliated with several research networks, including the 'Multilingualism on My Mind' (MoMM) group at the University of Bergen and the 'Literature in Language Learning and Teaching Network' (LiLLT ReN). Spaliviero has extensive international experience, including visiting roles at the University of Valencia and Bergen. She is a member of editorial boards for Rassegna Italiana di Linguistica Applicata (RILA) and EL.LE. Educazione Linguistica , and has reviewed for leading journals. Her work integrates literary texts, digital storytelling, and intercultural education to address migrant writers' contributions and multilingual classroom dynamics. Key awards include the Marie Skłodowska-Curie grant (2025–), and her research spans over 45 publications, including monographs and peer-reviewed articles on language pedagogy, teacher training, and literary education. She also trains Italian language teachers internationally and examines for the CEDILS certification.

Sheeba Rosewilliamمشاهده پروفایل

مدرس

• Patient-Centred Care
• Goal Setting in Rehabilitation
• Stroke Rehabilitation
• +۸ مورد دیگر

Dr Sheeba Rosewilliam is a Lecturer in Physiotherapy at the School of Sport, Exercise and Rehabilitation Sciences, University of Birmingham. She serves as the Equality, Diversity & Inclusion (EDI) Lead and is actively involved in teaching, research, and administrative leadership. Her academic journey includes a PhD in Health Services Research from the University of Birmingham (2016), an MSc and BSc in Physiotherapy from India, and a PG Cert in LTHE. BSc (Physiotherapy), 1993 – Christian Medical College, Vellore, India MSc (Physiotherapy), 2002 – TN Dr. MGR Medical University, Chennai, India PG Cert in LTHE, 2013 – University of Birmingham, UK PhD in Health Services Research, 2016 – University of Birmingham, UK Her research is centered on patient-centred care, with a strong emphasis on goal setting within stroke and neurological rehabilitation. She explores how goal setting can be integrated into self-management and community-based interventions, and investigates shared decision-making, particularly with frail elderly patients. Her pedagogical research focuses on fostering patient-centred philosophy in healthcare students. The analysis of her recent publications reveals a consistent focus on qualitative and mixed-methods research in rehabilitation. Key trends include the conceptual and practical aspects of patient-centred goal setting, the development of patient-centred professionals, and the application of shared decision-making across various rehabilitation settings (acute, intermediate, community). Her earlier work also includes clinical trials on neuromuscular electrical stimulation for stroke recovery. Dr Rosewilliam has made significant contributions to the academic community through her publications in top rehabilitation journals and a highly cited book chapter. Her work has helped shape understanding and practice around patient-centred rehabilitation. She supervises BSc and MSc dissertation students and currently mentors postgraduate researchers on topics such as self-management after stroke, improving balance using community volunteers, and goal setting in palliative care. She has contributed to research funding through her involvement in projects and has served in key administrative roles, including Admissions Tutor for Physiotherapy and MSc Dissertation Lead. She is a committee member of the Northfield Stroke Association, bridging academic research with stroke survivor communities. Dr Rosewilliam is actively involved in her research community, regularly reviewing for leading rehabilitation journals and the BMJ. She is also committed to EDI, drawing from her BAME background to promote fairness, open discussion, and equal opportunity within her School and the wider University.

• Religious Education
• Intercultural Education
• Inclusion and Diversity in Education
• +۱۰ مورد دیگر

Geir Skeie is a Professor of Religious Education at the University of Stavanger (UiS), Faculty of Arts and Education, Department of Cultural Studies and Languages. He holds the UNESCO Chair on Diversity, Inclusion, and Education and serves as the Ombudsman for Scientific Integrity at UiS. He also holds a guest professorship at the Norwegian University of Science and Technology (NTNU) and previously served as a professor at Stockholm University, where he continues to supervise doctoral students. University: University of Stavanger School: Faculty of Arts and Education Department: Department of Cultural Studies and Languages Additional Roles: UNESCO Chair, Ombudsman for Scientific Integrity His research focuses on intercultural education, religion in education, inclusion, human rights, and impartiality, using qualitative methods and action research. He has led multiple national and international research projects and maintains a strong academic network. His work addresses the complexities of religious and cultural diversity in educational settings, particularly in the Nordic context. His recent publications (2020–2024) highlight themes such as bias-based bullying, existential questions in education, inclusive learning environments, and the role of religious education in promoting democratic values. The articles reflect a consistent engagement with pedagogy, ethics, and policy, often situating Norwegian practices within broader European and global frameworks. Key collaborators include Hildegunn Fandrem, Dag Husebø, and Øystein Lund Johannessen. Geir Skeie has made significant contributions to religious education research, particularly in the areas of: Dialogue and conflict in the classroom Existential and ethical exploration in schools Teacher impartiality and neutrality Memory, heritage, and identity in education Curriculum development and reform Religious diversity and inclusion He has supervised doctoral students and continues to mentor emerging scholars. He has been involved in collaborative research projects such as the ReDi project on religion-related dialogue in schools. His work bridges theory and practice, contributing to both academic knowledge and practical improvements in educational settings.

• International Political Economy
• Political Theory
• Latin America
• +۱ مورد دیگر

Lina Theresa Schmid is a Lecturer at the Institute of Political Science, University of Vienna, within the Faculty of Social Sciences. Her research focuses on International Political Economy, Political Theory, Latin America, and Social Movements. She holds a BA and MA and is actively involved in academic service roles within the Institute. Research Interests : Schmid’s work explores the intersections of political economy, theoretical frameworks in political science, and regional studies with a focus on Latin America. Her work on social movements integrates structural analysis with case studies, emphasizing transnational dynamics and policy implications. Methodologically, she combines qualitative approaches with comparative frameworks. Publications Trends : Her recent publications (2012–2025) emphasize language pedagogy in translation and interpreting (TI) education, machine translation integration, and curriculum design. Key themes include skill development (e.g., mediation competence), technological impacts (LLM-driven tools), and cross-linguistic analysis (e.g., modal verbs). Affiliations & Service : She contributes to administrative roles at the Institute of Political Science, including research administration and public relations. No awards or grants are explicitly listed in the provided texts. Labs/Teams : No specific labs or collaborative teams are mentioned in her profile. Her work appears to be individual and institutionally focused.

• Pedagogy
• Early Childhood Education
• Multicultural Education
• +۷ مورد دیگر

Aslaug Andreassen Becher is a Professor at Oslo Metropolitan University (OsloMet), affiliated with the Faculty of Teacher Education and International Studies. Her work focuses on pedagogy in early childhood and beginning school education, with strong emphasis on play, inclusion, and the physical learning environment. Her research interests include: Early years in school – pedagogical perspectives Multicultural education Guidance Social inclusion and peer relationships Materiality and spatial design in education Teacher well-being and professional development Place-sensitive and Indigenous (Sámi) pedagogy Her recent publications (2013–2023) highlight a consistent focus on play-based learning, classroom environments, and inclusive practices in early education. Themes such as children's social relationships, teacher-student dynamics, and the integration of cultural knowledge—especially in Sámi contexts—are central. She often employs qualitative and discourse-analytic methods, contributing to both national and international educational discourse. She has been involved in dissemination through public platforms like Utdanningsnytt.no, advocating for increased play to enhance student well-being and motivation. Her collaborative work spans multiple institutions and interdisciplinary projects, including those on teacher well-being and educational architecture. Scientific contributions include numerous book chapters and journal articles in pedagogical journals such as Nordisk tidsskrift for pedagogikk og kritikk and Norsk pedagogisk tidsskrift . She actively participates in research networks and conferences, including Reconceptualizing Early Childhood Education and international Erasmus+ projects. Her email for professional contact is aslaugandreassen.becher@oslomet.no .

• Curriculum theory
• Bildung-centred Didaktik
• Educational policy analysis
• +۷ مورد دیگر

Erik Ryen is a Professor in the Department of Primary and Secondary Teacher Education at the Faculty of Education and International Studies, Oslo Metropolitan University. His work focuses on curriculum theory, Bildung-centred Didaktik, educational policy analysis, and the intersection of knowledge, education, and democracy at national and international levels. Current affiliation: OsloMet - Faculty of Education and International Studies Research areas: Curriculum theory, Didaktik, Educational policy, Critical thinking in social sciences Ryen's recent publications address critical thinking pedagogy in primary education, curriculum design challenges, and the societal role of education. He has contributed to journals such as the European Educational Research Journal and the Journal of Curriculum Studies, often exploring interdisciplinary approaches and policy implications. His research projects include KriT , which develops educational models for critical thinking in primary schools using children's literature and news media. He is also involved in debates about curriculum frameworks and educational governance in Norway, frequently collaborating with colleagues like Kim Gunnar Helsvig and Kirsti Marie Jegstad.

Dianne Yeeمشاهده پروفایل

دانشیار

• Educational Leadership
• Educational Technology
• Organizational Change
• +۳ مورد دیگر

Dianne Yee is an Associate Professor at Western University , where she teaches online courses in the Doctor of Education program. She has also held adjunct and sessional instructor roles at the University of Calgary, University of Regina, and SIAST. Prior to her post-secondary career, Yee spent 15+ years as a principal and held system leadership roles in K-12 education, including Superintendent of School Improvement. Education PhD in Educational Leadership and Educational Technology (1999), University of Calgary MEd in Educational Psychology and Educational Administration (1986), University of Saskatchewan BEd in Secondary English and Educational Psychology (1976), University of Saskatchewan Her research focuses on educational leadership , ICT integration , policy and governance , and student and teacher capacity building . She has published extensively on formative assessment, pedagogical leadership, and cross-cultural educational practices. Her publications highlight trends in educational assessment , collaborative teaching , technology integration , and middle school reforms . She frequently reviews manuscripts for Solution Tree publishers and has presented at conferences like IDEAS 2016. Yee’s work emphasizes research-based improvement in student outcomes and teacher development, spanning K-12 and post-secondary contexts.

• Mathematics Education
• Primary Education
• Educational Technology
• +۱ مورد دیگر

Murat BAŞ is a Lecturer at Kirsehir Ahi Evran University's Faculty of Education, Department of Primary Education, since 2023. He holds a PhD in Classroom Education (2015-2021) and an MA in Education from the University of Warwick (2011-2013). Education: PhD (Classroom Education, Gazi University), MA (Education, University of Warwick), BA (Management Information Systems, Anadolu University), BA (Basic Education, Erciyes University), BSc (Physics, Gaziosmanpasa University) His research focuses on Mathematics Education, Educational Technology, and Curriculum Development. He explores integrated teaching approaches, digital tools like interactive smart boards, and historical contexts in math education. Recent publications analyze 2024 primary education curriculum reforms, interdisciplinary use of mathematics in life sciences, and Web 2.0 tools in classrooms. His work emphasizes pedagogical innovation and cross-disciplinary alignment. Scientific Award: Ministry of Education Abroad Graduate Study Scholarship (2010) He supervised Master's theses on mathematics teaching strategies and social studies curriculum analysis. Professional roles include editorial responsibilities at TAY Journal and Kirşehir Education Faculty Journal .

• Curriculum and Instruction
• Measurement and Evaluation in Education
• Education/Teaching Technologies

Prof. Dr. Hacı Ömer Beydoğan is a faculty member at the Faculty of Education , Department of Educational Sciences , Ahi Evran University , Turkey. Holding a PhD in Curriculum and Instruction from Atatürk University (1993), a Master’s in Classroom Education from Gazi University (1988), and a BA in Educational Sciences (1985), he has dedicated his career to teacher education and curriculum design. Key Roles : Professor (2013–present, Ahi Evran University) Chair of Department of Educational Sciences (2018–2021) Department Head (2004–2007) Research Interests : His work focuses on Curriculum and Instruction , Measurement and Evaluation in Education , and Educational Technologies . Notably, he has explored multimedia-based learning , peer assessment , and feedback mechanisms in teacher training. Publication Trends : Recent articles address scale development for educational assessment (2024), non-digital computer science education (2023), and drama-based language instruction (2022). Earlier works examine multimedia learning (2015), self-regulated learning (2015), and concept map applications (2010). Advising and Projects : He has supervised over 13 theses, including Lokman Çavdar’s 2025 PhD on teacher technology integration and Davut Yıldırım’s 2019 Master’s on augmented reality in preschool education . Active in projects like Development of the Student University Image Scale (2016) and Analysis of 5th Grade English Curricula (2019), his research bridges theory and practice in educational quality.