Constructivist Learning Professors and Supervisors | ApplySharif

جست‌وجوی استاد و پژوهشگر

استاد راهنما، استاد دانشگاه یا پژوهشگر مناسب برای مسیر پژوهشی‌تان را پیدا کنید و با او ارتباط بگیرید.

نمایش ۶۹۱-۷۰۵ از ۹۴۲ استاد راهنما

اطلاعات این پروفایل‌ها از صفحات عمومی دانشگاه‌ها جمع‌آوری شده و ممکن است به‌روز نباشد.

Hans Marius Hansteenمشاهده پروفایل

دانشیار

University of BergenNorway

Hans Marius Hansteen is an Associate Professor in the Department of Philosophy and First Semester Studies at the University of Bergen . His academic work spans social philosophy, political theory, critical theory, and rhetoric, with a particular focus on the intersections of philosophy and the humanities. Email: hans.hansteen@uib.no Office: Sydnesplass 12/13, 5007 Bergen, Room 110 Contact: +47 55583017 / 55583017 Research Interests : His research delves into critical theory , rhetoric , and political philosophy . He explores themes such as: The role of grammar and rhetoric in political projects (e.g., Ivar Aasen's language reform) Solidarity and political imagination in Nordic-Mediterranean contexts Conflicts in educational policy and the role of trust in learning Intercultural communication beyond liberal-communitarian dichotomies Kantian perspectives on public reason and enlightenment Publications Trends : His recent works emphasize cultural history , political discourse , and philosophical hermeneutics . Notably, he examines how linguistic norms shape political legitimacy and how historical memory intersects with contemporary critical theory. Advocacy : He actively participates in academic campaigns, such as the international protest against closing the Lukács Archives in Budapest, highlighting his commitment to preserving 20th-century intellectual heritage.

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Urs Grobمشاهده پروفایل

مدرس

University of ZurichSwitzerland

Urs Grob is a Lecturer and Research Associate at the Institute of Educational Science, University of Zurich, specializing in quantitative methods within the Department of Methods. His roles include designing educational assessments, leading longitudinal studies, and analyzing classroom dynamics through video-based research. Doctorate in Education (2000), University of Zurich Licentiate in Pedagogy/Psychology (1995), University of Zurich Primary Teaching Training (1985-1986), Zurich Research Interests: Political socialization, intergenerational transmission of values, mathematics education, and the impact of school environments on long-term behavioral outcomes. His work often bridges educational psychology, quantitative data analysis, and school improvement. Publications include longitudinal analyses of political interest, classroom behavior studies, and assessments of mathematics instruction. Key projects: LifE (Life courses from adolescence to adulthood), Swiss-German Video Study on teaching quality, and BASIS-MATH-G diagnostic tools. Editorial Contributions: Redaktor der Schweizerischen Zeitschrift für Bildungswissenschaften (2012-2014), member of editorial boards (2009-2014). He has reviewed for journals including Educational Research Review and Learning and Instruction. Projects & Grants: SNSF-funded initiatives (e.g., LifE45, Teaching Quality Study), DFG collaborations, and Swiss National Science Foundation grants. His methods expertise informs policy and curriculum evaluations. Conference Presence: Active in European and international conferences (EARLI, ISSBD, DGFE), presenting on topics like intergenerational party preference, classroom disturbances, and longitudinal data analysis.

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Fiona Jamesمشاهده پروفایل

مدرس

University of HullUnited Kingdom

Dr Fiona James is a Lecturer in Education and Chair of the Faculty of Arts, Cultures and Education Ethics Committee at the University of Hull. She holds a PhD/DPhil and teaches across multiple programs including BA Education Studies, MA Education, and doctoral supervision. Her work focuses on critical educational theory, participatory research methodologies, and the intersection of arts-based pedagogy with post-humanist frameworks. Research interests include informal learning, educational inequalities, and Foucaultian critical discourse analysis. She has pioneered analytical frameworks for participatory research with marginalized communities and applied visual arts methodologies to study environmental awareness. Recent projects include the HIKE initiative (arts-based intervention for children's personal/social education) and ECPE PPF (circular plastics economy engagement). Her publications critically examine AI ethics in K-12 education, participatory research ethics, and neoliberal influences on academic governance. She has collaborated with institutions in China on studies of adult education networks and social capital dynamics. Grants include £3,029 for HIKE (2023) and £48,200 for ECPE PPF (2019). Supervision focuses on arts-based engagement, learner identity, and post-humanist conceptual projects. Affiliated with the Centre for Applied Research in the Arts and Education Studies research groups.

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Daniel Edelenمشاهده پروفایل

استادیار

Georgia State UniversityUnited States

Daniel Edelen is an Assistant Professor in the Department of Early Childhood and Elementary Education at Georgia State University. He earned a Ph.D. in Elementary Education with a Mathematics Education Specialization from the University of Central Florida, alongside a M.Ed. in K-8 Mathematics and Science, and a B.A. in Elementary Education and Learning and Behavior Disorders from Bellarmine University. Ph.D., Elementary Education (Mathematics Education Specialization), University of Central Florida M.Ed., K-8 Mathematics and Science, University of Central Florida B.A., Elementary Education and Learning and Behavior Disorders, Bellarmine University Edelen employs interactional and microethnographic methods to study elementary mathematics classrooms, focusing on the social construction of authority, autonomy, and agency. His work investigates how ethnographic approaches can elevate children's voices and honor their stories in mathematics education. Current projects explore how students co-create cultures of learning and collaboration in early childhood mathematics, emphasizing equity and inclusivity. Edelen's recent research trends span integrated STEM/STEAM education, positioning theory, empathy as a catalyst for humanistic problem-solving, and culturally responsive teaching. His publications address themes such as the digital divide, epistemic authority, and design thinking in elementary classrooms. He teaches elementary mathematics methods courses and draws on extensive public-school experience teaching grades 2–5.

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Matthew Cohenمشاهده پروفایل

دانشیار

Furman UniversityUnited States

Dr. Matthew Cohen is an Associate Professor of Sustainability Science at Furman University, where he joined in 2015. His research focuses on urban sustainability, climate action, community engagement, and sustainability education. He holds a Ph.D. in Sustainability from Arizona State University, an M.S. in Climate Science from Northern Arizona University, a Master of Community Planning from the University of Cincinnati, and a B.A. in International Studies from Centre College. Dr. Cohen employs student-centered and constructivist teaching methods, emphasizing project-based learning to foster problem-solving skills. His work includes developing the 'Transformational Sustainability Learning' framework, which cultivates five key competencies: systems thinking, future thinking, values thinking, strategic thinking, and interpersonal thinking. His research addresses sustainable urban planning, climate action plans, and participatory decision-making processes. His recent publications explore topics like aligning urban sustainability assessments with policy implementation, competency frameworks in higher education, and leveraging crises like the pandemic to teach sustainability futures. He collaborates with communities through initiatives such as Furman University’s Community Conservation Corps, promoting energy efficiency and community partnerships. Dr. Cohen advises students on sustainability projects and has contributed to academic discussions on participatory budgeting and civic engagement. His work bridges theoretical sustainability concepts with practical applications, emphasizing real-world problem-solving.

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Leilani Arthursمشاهده پروفایل

دانشیار

University of ColoradoUnited States

Leilani Arthurs is an Associate Professor of Geological Sciences and Faculty Affiliate in STEM Education at the University of Colorado Boulder. She holds dual roles in the Department of Geological Sciences and the School of Education. Her research focuses on post-secondary geoscience education and broader STEM education reform, emphasizing constructivist teaching methods, novice conceptions of Earth processes, and the impact of professional development on educators. She teaches both geoscience courses (for majors and general education) and education-focused courses for pre-service and in-service teachers. Her work bridges disciplinary expertise with pedagogical innovation, addressing challenges in undergraduate STEM instruction and student learning outcomes. Research interests include assessment design, the role of student-centered teaching practices, and leveraging technology (e.g., augmented reality) to enhance spatial skills. She has explored barriers to adopting active learning strategies and the effects of unwelcome student behaviors on instructors. Her contributions extend to developing concept inventories and promoting evidence-based instructional methods across diverse institutions. Awards: None explicitly listed in the provided text. Grants/Advising: Mentors students in geoscience education research but no specific advisee names provided. Active in securing funding for educational initiatives. Labs/Teams: Collaborates on projects like the ESPIn summer school for earth surface modeling and the Science Education Initiative (SEI) at CU Boulder.

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Joseph Polmanمشاهده پروفایل

استاد

University of ColoradoUnited States

Joseph Polman is an Associate Dean for Research in the School of Education and Professor of Learning Sciences & Human Development at the University of Colorado Boulder. He holds a PhD from Northwestern University (1997) and a BA from Brown University (1988). His research focuses on project-based learning environments, science education, identity development, and community engagement, emphasizing the intersection of disciplinary practices with learners’ lives and communities. Polman has secured over $10 million in grants from NSF, Spencer Foundation, and NIH, among others. His work bridges formal and informal learning spaces through initiatives like pet science workshops, data journalism curricula, and museum-based collaborations. Key contributions include frameworks for 'Funds of Identity' and 'Lines of Practice,' advancing understanding of agency and engagement. He serves on editorial boards for Journal of the Learning Sciences and Cognition and Instruction , and has authored influential books such as Designing Project-Based Science (2000) and Situating Data Science (2022). Polman teaches courses on adolescent development and learning theory, mentoring students in MA and PhD programs. He leads efforts to strengthen research culture in education through partnerships with schools, museums, and community organizations nationwide. His awards include Fellow status in the International Society of the Learning Sciences and recognition for advancing equity in science education.

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Kathy Schultzمشاهده پروفایل

استاد

University of ColoradoUnited States

Kathy Schultz is a Professor of Education at the University of Colorado Boulder School of Education and affiliated with the Renée Crown Wellness Institute. She previously served as Dean of the School of Education from 2017-2023 and Dean at Mills College (2010-2016). Her academic career includes roles at the University of Pennsylvania, where she founded the Center for Collaborative Research and Practice in Teacher Education. She has held leadership roles in the Philadelphia Writing Project and the Chester Upland School District Empowerment Board. Education: PhD in Reading, Writing and Literacy from the University of Pennsylvania (1991), MEd in Elementary Education (1978), and BS in Environmental Education from Yale University (1977). Her research focuses on teacher development strategies for marginalized communities, educational equity, and systemic distrust in reform efforts. Key works include Listening: A framework for teaching across differences (2003) and Distrust and educational change (2019). As a leader in the Education Deans for Justice and Equity, she advocates for equity-focused policies and community solidarity. Her recent initiatives include rural teacher recruitment in Colorado, online degree programs like the Master’s in Teacher Leadership, and place-based partnerships in Lafayette, Denver, and Northeast Colorado. Her work emphasizes public scholarship and aligning institutional missions with national equity goals.

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Richard Catramboneمشاهده پروفایل

استاد

Schloss Dagstuhl - Leibniz Center for InformaticsGermany

Richard Catrambone is a Professor at Georgia Institute of Technology, Atlanta, USA, specializing in cognitive science and educational technology. His work focuses on instructional design, multimedia learning, and cognitive processes in problem-solving contexts. With over 60 publications spanning decades, his research emphasizes strategies like subgoal labeling and self-explanation to enhance learning outcomes in STEM education and programming instruction. Key contributions include studies on deepfake detection's cognitive aspects, the role of virtual agents in learning environments, and optimizing procedural instruction formats. He collaborates frequently with institutions like Georgia Tech's School of Psychology and School of Interactive Computing, and co-authors include notable researchers such as Lauren Margulieux and John Stasko. His work appears in journals like Human Factors, Computers & Education, and ACM Transactions on Computer-Human Interaction, highlighting intersections between cognitive science and technology-mediated learning. Despite prolific output, no specific awards or grants are explicitly mentioned in the provided texts.

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Amanda Bockمشاهده پروفایل

دانشیار

William Peace UniversityUnited States

Dr. Amanda Bock is an Associate Professor of Special Education at William Peace University. With over 20 years of experience in education, she focuses on providing high-quality education opportunities for individuals with disabilities across all life stages. Her expertise spans early childhood, special education, and literacy, supported by her NC teaching licenses in learning disabilities, severe/profound disabilities, and K-12 literacy. Education: BA in Psychology, UNC-Chapel Hill M.Ed. in Learning Disabilities, Columbus State University Ph.D. in Education (Early Childhood/Special Education/Literacy), UNC Chapel Hill Her research emphasizes literacy development for students with disabilities, teacher professional development, and inclusive pedagogical practices. She actively contributes to professional organizations such as the North Carolina Council for Exceptional Children, NAEYC, and TASH. Dr. Bock values the close faculty-student relationships at WPU, emphasizing applied solutions to real-world educational challenges.

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Hilary McDermottمشاهده پروفایل

مدرس ارشد

Loughborough UniversityUnited Kingdom

Professor Hilary McDermott is a Senior Lecturer in Psychology and Programme Leader for the BSc Psychology programmes at Loughborough University. She holds a BSc and PhD from Loughborough University, where her doctoral work focused on applied psychology in building safety design. A nationally recognized educator, she has received five Teaching Innovation Awards and developed the E-Qual coding app to enhance qualitative research skills among students. Her academic philosophy emphasizes constructivist approaches, fostering student independence through active learning and dialogue. Her research interests span psychology education, qualitative research methodologies, and health-related topics including cancer survivorship, workplace well-being, and gender diversity. She leads projects on physical activity interventions for cervical cancer survivors and explores patient experiences with robotic surgery. McDermott actively contributes to university committees and initiatives promoting student experience enhancement and widening participation in higher education. Educations: BSc Psychology (Loughborough University), PhD (Loughborough University) Awards: National Teaching Fellow (2022), Five Teaching Innovation Awards (2012, 2015, 2015, 2018, 2020), Sir Robert Martin Faculty Prize (2007) Labs/Centers: National Centre for Sport and Exercise Medicine Her teaching innovations include technology-based tools like the E-Qual app and outreach programs addressing student mentorship and leadership training. McDermott’s work bridges pedagogical excellence with applied health research, reflecting her commitment to both academic rigor and societal impact.

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Kevin Jamesمشاهده پروفایل

دانشیار

University of Texas at TylerUnited States

Kevin James is the Department Chair and Associate Professor of Marketing at the University of Texas at Tyler's College of Business. He holds a D.B.A. (2012) from Louisiana Tech University, an M.B.A. (2007) from Louisiana State University, and a B.B.A. (2004) from Texas A&M University. His teaching spans core marketing topics including consumer behavior, social media marketing, and international marketing. Research focuses on value elements within the marketing mix, digital marketing education, and healthcare consumer experiences. He actively participates in global conferences like the Academy of Marketing Science and Society for Marketing Advances. Dr. James has published in journals such as the Journal of Business Research and European Business Review. Beyond academia, he is passionate about sports (football, basketball, golf), running, and family life with his wife and children. His research explores themes like goal-appeal mismatch effects on consumer satisfaction, cultural influences on family firm HR practices, and pandemic-driven entrepreneurial behavior. Articles highlight interdisciplinary approaches merging marketing with psychology, ethics, and technology. He emphasizes practical pedagogy through tools like website builders for teaching digital skills. Awards section remains empty pending further data. Advising and grants details are not explicitly stated in provided texts. Labs/teams involvement is unspecified, though his educational background and publications suggest collaboration within business education and marketing innovation networks.

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Kenneth J. Kurtzمشاهده پروفایل

استاد

Binghamton University SUNYUnited States

Kenneth J. Kurtz is a Professor in the Department of Psychology at Binghamton University. His research focuses on cognitive mechanisms underlying categorization, comparison, and analogical reasoning. He investigates how these processes bridge perceptual experience and stored knowledge, with applications in education and machine learning. His lab employs behavioral studies and neural network models, such as the DIVA model, to study human learning and conceptualization. Education: PhD in Psychology from Stanford University, BS from Brown University. Current research interests include relational category learning, neural network simulations of cognition, and transfer of learning in educational settings. He is accepting graduate students for Fall 2024. Key research areas involve the role of comparison in promoting analogical transfer, relational encoding for problem-solving, and the design of effective pedagogical strategies to enhance conceptual understanding. His work emphasizes the interplay between perceptual input and abstract knowledge structures. Recent studies explore how structured comparison and category construction can improve generalization and transfer in learning tasks, with implications for both cognitive science and educational technology. His team also investigates computational models that simulate human categorization processes and their implications for AI.

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Martha Snyderمشاهده پروفایل

استاد آموزشی

Nova Southeastern UniversityUnited States

Martha Snyder, Ph.D., serves as Director of Faculty Professional Development at Nova Southeastern University's Learning and Education Center within the Office of the Provost and Academic Affairs. With a Ph.D. from NSU, M.Ed. from University of Missouri—Columbia, and B.A. from Columbia College, she bridges corporate organizational development experience with academic leadership. Her research spans knowledge management, learning design, cybersecurity education, and experiential learning methodologies. Current investigations focus on generative AI applications in education, virtual reality instructional design, phishing attack mitigation, and qualitative research methodologies. Snyder's work consistently addresses the intersection of technology, pedagogy, and human factors in educational contexts. Recent publications reveal strong trends in immersive learning technologies (VR/360-degree video), AI-driven educational innovations, and cybersecurity awareness training. Her scholarship demonstrates methodological diversity across qualitative, experimental, and design-based approaches while maintaining focus on practical applications in higher education settings. Snyder actively contributes to professional organizations including the National Society for Experiential Education (serving as 2020 conference chair), Association for Information Systems, ISACA, and Project Management Institute. Her professional certifications (PMP, SPHR) complement her academic work in organizational development and faculty training. As an educator, she teaches across undergraduate, master's, and doctoral programs in instructional design, learning theory, and technology ethics using face-to-face, blended, and fully online formats. Her administrative leadership focuses on faculty development initiatives and experiential education coordination through NSU's Shark Preview program.

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Lindsay Reitenمشاهده پروفایل

دانشیار

University of Northern ColoradoUnited States

Lindsay Reiten is an Associate Professor and Math Teacher Prep Coordinator in the Department of Mathematical Sciences at the University of Northern Colorado (UNC). She holds a Ph.D. in Curriculum and Instruction from the University of Wisconsin-Madison, an M.S.E. in Mathematics from the University of Wisconsin-River Falls, and a B.A. in Mathematics from Luther College. Her professional experience spans roles as a secondary math teacher, university lecturer, and research assistant, with a focus on teacher development. Her research centers on supporting middle/high school mathematics teachers in fostering student reasoning through technology integration, particularly with virtual manipulatives. Recent work explores content-language integration for multilingual students and the role of teacher knowledge in exponential functions instruction. She has contributed to journals like Journal of Mathematics Teacher Education and presented at key conferences such as the Psychology of Mathematics Education meetings. Publications highlight her expertise in professional development design, virtual manipulative implementation challenges, and teacher decision-making processes. Her work emphasizes practical strategies for enhancing mathematics education through technology and pedagogical innovation.

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