جست‌وجوی استاد و پژوهشگر

Anna Leanderمشاهده پروفایل

استاد

• International Political Sociology
• Digital Technologies
• Humanitarian Action
• +۷ مورد دیگر

Anna Leander is a Professor of International Relations/Political Science at the Graduate Institute of International and Development Studies in Geneva, Switzerland, with affiliations to the Albert Hirschman Centre on Democracy and the Gender Centre. She has held prior positions at institutions such as the Copenhagen Business School and the University of Southern Denmark. Her research focuses on International Political Sociology, examining the intersections of digital technologies, humanitarian action, and critical security studies. Leander explores themes like the commercialization of security, materiality in global politics, and the aesthetic dimensions of security governance. Her research interests include digital infrastructures, intersectional inequalities, artificial intelligence, colonialism, armed conflicts, and cybersecurity. She leads the project The Future of Humanitarian Design and has been involved in grants like the VIPRE project on preventing violent human rights abuses. Leander has authored/co-authored influential books such as Assembling Exclusive Expertise and Business and Global Governance , and her work often bridges sociological theory with empirical analysis of global security dynamics. Leander’s recent publications engage with topics like cybersecurity certificates, the politics of digital apps, and the material-aesthetic dimensions of security. Her work emphasizes interdisciplinary methods, such as collaging and design-based approaches, to address complex global challenges. She actively contributes to debates on humanitarian ethics, technology governance, and the evolving role of expertise in conflict resolution.

David Leupoldمشاهده پروفایل

پژوهشگر

• Urban Studies
• Post-Soviet Studies
• Memory Politics
• +۷ مورد دیگر

Dr. David Leupold is a prominent researcher at the Leibniz-Zentrum Moderner Orient (ZMO) in Berlin, where he has served as a Postdoctoral Research Fellow since 2020 and as Principal Investigator of the DFG-funded project 'Relicts of (Another) Future? – The Afterlife of the Socialist City in Central Asia and the Southern Caucasus' since 2022. His academic journey includes a Ph.D. in Social Sciences from Humboldt-Universität zu Berlin (2014-2018), an M.A. in German-Turkish Social Sciences from Middle Eastern Technical University Ankara and Humboldt-Universität zu Berlin (2011-2014), and a B.A. in Contemporary Middle Eastern Studies from Otto-Friedrich Universität Bamberg (2008-2011), with a year abroad at Ege University in Izmir. Leupold's research focuses on the complex interplay between urban space, memory politics, and competing historical narratives in post-Soviet contexts, particularly examining how Soviet-era 'materialized memory' continues to shape social life in contemporary Central Asian and Caucasian cities. His work investigates how the 'unfinished futures' of socialist urban planning may mobilize alternative historical imaginaries that challenge rising ethno-centric discourses. He approaches the Southern Soviet Urban not as a closed system but as a polyphonic account of fragmented experiential strands that collectively narrate the pathway to urbanity in the Southern republics. His scholarly output reveals a consistent exploration of contested urban landscapes, with particular attention to how material remnants of socialist planning in cities like Bishkek and Yerevan serve as sites of memory contestation. Leupold's publications demonstrate how Soviet urbanity functioned as an 'embattled geography' where competing visions of past and future are inscribed, with particular focus on alternative urban visions such as Esperanto-speaking internationalists building cities in Central Asia, Armenian Futurists rooting architecture in Persianate heritage, and Jewish-Kyrgyz philosophers envisioning ecopolises. CESS Book Award (2021) for 'Embattled Dreamlands: The Politics of Contesting Armenian, Turkish and Kurdish Memory' Manoogian Postdoctoral Fellowship at University of Michigan (2018-2019) Hansen Foundation Doctoral Fellowship (2015-2017) Erasmus Mundus Predoctoral Field Mobility (2014-2015) Humboldt Excellence Fellowship (2011-2013) Leupold has developed and implemented numerous educational initiatives, including scientific training programs on memory studies for Yerevan State University staff, historical-didactical walking tours in Armenia, urban memory workshops like 'Visualizing Yerevan,' and EUSTORY HISTORY CAMPUS workshops examining post-Soviet memory. His research methodology combines archival work with ethnographic fieldwork across multiple languages (including German, English, Turkish, Russian, Persian, Armenian, and Kurdish), allowing him to access diverse perspectives on contested urban histories.

Debra Donnellyمشاهده پروفایل

دانشیار

• History Education
• Historical Consciousness
• Global Education
• +۲ مورد دیگر

Associate Professor Debra Donnelly is a history educator and program convenor at the University of Newcastle's School of Education, Australia. With extensive experience as a secondary school history teacher and administrator, she focuses on historical consciousness development, media's impact on historical understanding, and teacher training innovations through programs like TeachReady and TeachLive. She co-edits the Q1-ranked Historical Encounters journal and leads the HERMES research network. PhD (Pedagogy), Monash University Bachelor/Master of Arts (University of Newcastle) Master of Education (Charles Sturt University) Her research explores: How film and digital media shape historical understanding Cognitive and emotional engagement in museums Simulation technologies for teacher skill development Global education frameworks for critical citizenship Recent publications analyze: DNA testing's influence on family history narratives Mixed-reality micro-teaching effectiveness Postmodern picture books in history pedagogy Comparative national identity education approaches She has secured over $1.2 million in grants, including: $625,060 Technology-enhanced Mathematics Retraining $266,517 Mid-Career Teacher Education Program $15,000 iANZAC Youth Perspectives Project Her work also examines: Historical empathy development through textbooks Visual arts in teacher professional landscapes Challenges in Saudi Arabian gifted education Critical post-national citizenship frameworks

• Maternal-Child Health
• Nursing Education
• Cancer Nursing
• +۳ مورد دیگر

Canan KAŞ serves as Assistant Professor in the Midwifery Department at Kastamonu University's Faculty of Health Sciences. Her academic journey includes a Nursing PhD from Gazi University (2020), Master's from Istanbul Science University (2012), and BSc from Koç University (2007). She teaches 87 courses spanning critical care, obstetrics, and medical terminology across undergraduate programs. Her research focuses on maternal-child health , cancer nursing , and critical care interventions . Recent work employs innovative methodologies like metaphor analysis to explore healthcare concepts. Key themes include ventilator-associated pneumonia prevention, cancer patient experiences, and educational interventions for health literacy. Her 2022-2025 publications reveal a strategic shift toward evidence-based educational models in nursing practice. Google Scholar: 224 citations, h-index 6 YÖKSIS Metrics: 36 publications, 107 institutional citations Leadership: Symposium chair for Critical Care Approaches Symposium (2025) As editorial board member for Kastamonu University Health Sciences Journal and Neurology Nursing Association member, she actively shapes nursing discourse. Her book chapters on palliative care infection control and disaster first aid demonstrate applied knowledge translation. Current projects include TÜBİTAK 2237 educator training (2024) and 'BENİ YUKARI ÇEK' research on upward mobility.

Ying-Tung Linمشاهده پروفایل

دانشیار

• Philosophy of Mind
• Philosophy of Consciousness
• Cognitive Enhancement
• +۶ مورد دیگر

Ying-Tung Lin is an Associate Professor at the Institute of Philosophy of Mind and Cognition , National Yang Ming Chiao Tung University (NYCU), Taipei, Taiwan. His research sits at the intersection of philosophy of mind, cognitive science, and AI ethics, with a focus on self-experience in mental simulation, algorithmic bias, and authenticity in memory interventions. Education: PhD in Philosophy from Johannes Gutenberg-Universität Mainz (2014). Research interests include: Philosophy of Mind & Consciousness Cognitive Enhancement via Neurotechnology Algorithmic Fairness in AI Episodic Memory & Bodily Self-Identification Observer Perspective in Mental Simulation Autobiographical Self-Modeling His publication trends show interdisciplinary engagement between 2014-2024, covering topics like dream epistemology , AI governance frameworks , and neuroethical policy . Key methodologies involve conceptual analysis combined with empirical data from cognitive studies. Advising information is not explicitly available in provided texts. Grants or funding sources aren't mentioned in the scraped content. Dr. Lin participates in cross-disciplinary initiatives like the Philosophy, Intelligence, Brain, and Mind Program at NYCU, and contributes to academic events including the International Society for the Philosophy of the Sciences of the Mind conference (2025).

Milica Stojkovićمشاهده پروفایل

استادیار

• Educational Psychology
• Teacher Professional Identity Development
• E-learning and Distance Education
• +۳ مورد دیگر

Dr Milica Stojković is an Assistant Professor of Educational Psychology in the Department of Social and Human Sciences at the Faculty of Technical Sciences in Čačak, University of Kragujevac . She has been a faculty member since 2012 and was promoted to Assistant Professor in December 2018. Education: PhD in Psychology (2018), Faculty of Philosophy, University of Belgrade – thesis: Teachers’ professional identity development BA in Psychology (2010), Faculty of Philosophy, University of Belgrade – thesis: Conflict resolution strategies in adolescent peer and friendship relations Certified Gestalt Psychotherapist (EAGT-accredited, 2024) Additional training in Constructivist psychotherapy, MAXQDA qualitative data analysis, experimental interactive design, and Erasmus+ staff mobility. Research Interests: Her work centers on educational psychology , focusing on the development of teachers’ professional identity , inclusive education practices , psychological resilience among students and teachers, digital competences and e-learning , and school-based mentoring . She employs both quantitative and qualitative methodologies to investigate how personal and contextual factors shape teaching quality and student outcomes. Publications Trend: Since 2011, Dr Stojković has published more than 60 peer-reviewed works. Recent articles (2022–2024) concentrate on resilience and stress predictors among university students during crises , online distance teaching experiences during COVID-19 , and nonverbal communication literacy . Earlier works explored self-regulated learning , conflict resolution strategies , multicultural personality assessment , and support systems for students with specific learning disabilities . Scientific Awards & Honors: While no major named awards are listed, she has received academic recognition through highly competitive project grants (DigiPsyRes, ALLVET, Erasmus+), invitations to keynote lectures, and membership in national and international expert groups such as the EU Open Method of Coordination (OMC) thematic group on teacher education. Projects & Grants: DigiPsyRes (2021-2024) – Consortium Board member & project team leader; enhancing digital and psychological resilience via peer networking. ALLVET (2019-2023) – Initial coordinator; capacity building for VET teachers under Bologna principles. Erasmus+ mobility coordinator for the faculty (2015-2022). Participation in Serbian Ministry-funded projects on entrepreneurship education, teacher competence development, and OECD TALIS survey implementation. Labs & Teams: She collaborates with the Psychology Research Group at the Faculty of Technical Sciences in Čačak and leads work packages in the DigiPsyRes international consortium involving universities from Serbia, Poland, Italy, Croatia, and Spain. She also co-founded the local NGO PsychoZona , providing psychological counseling and educational services to children with disabilities and their families.

Ingrid del Carmen Montes-Gonzálezمشاهده پروفایل

استاد

• Organometallic Synthesis
• Ferrocene Derivatives
• Biological Activity
• +۲ مورد دیگر

Ingrid Montes-González , a Professor at the University of Puerto Rico's College of Natural Sciences , has dedicated 38 years to advancing chemistry through her research in organometallic synthesis and chemical education. As an ACS and IUPAC Fellow , she focuses on ferrocene derivatives for biomedical and materials applications, employing green chemistry principles. B.S. and Ph.D. in Chemistry from University of Puerto Rico Directed research for over 100 students Founded the international Chemistry Festival and ACS Spanish Webinars Her research spans two domains: organometallic chemistry (ferrocenyl chalcones, stilbenes, and ethyne scaffolds for anticancer and antioxidant applications) and chemical education (constructivist learning, green chemistry pedagogy, and historical perspectives). Publications and presentations reflect her dual expertise in synthetic methodologies and educational innovation. Recent articles highlight trends in metal-organic bioapplications (2023), green synthetic protocols (2017), and counterion effects on reaction mechanisms (2009). Her work combines structural characterization (NMR, X-ray) with biological evaluation (DPPH assays, MTS tests). Scientific recognition includes: 2020 Dr. Osvaldo Ramírez-Toro Award (Puerto Rico Chemists Association) 2019 Zaida C. Morales-Martinez Mentoring Prize (ACS) 2017 IUPAC Distinguished Women in Chemistry As a mentor, she coordinates the Project SEED program for economically disadvantaged students and advises the ACS Student Chapter , recognized with Outstanding Awards (1993-2021). Her leadership extends to national and international roles, including ACS Board of Directors (2013-2021) and SACNAS Board (2020-present).

Gülay Çağlarمشاهده پروفایل

استاد

• Gender and Intersectionality Studies
• International Political Economy
• Feminist Political Ecology
• +۶ مورد دیگر

Prof. Dr. Gülay Çağlar is a Professor of Political Science with a focus on Gender and Diversity at the Otto Suhr Institute for Political Science, Freie Universität Berlin since 2016. She serves as the director of the Master's program "Gender, Intersectionality and Politics" and is a Principal Investigator in the Excellence Cluster "Contestations of the Liberal Script" (SCRIPTS). She previously held positions at Humboldt-Universität zu Berlin (2006-2016) and Universität Kassel (2001-2006). She received her doctorate from the University of Kassel in 2007 with a dissertation on "Engendering Macroeconomics and Trade Policy. Gender Knowledge and Economic Knowledge in Global Economic Governance." Her academic background includes studies in political science with economics at Goethe University Frankfurt am Main (1993-2000). Prof. Çağlar's research focuses on Gender and Intersectionality Studies, International Political Economy, Feminist Political Ecology, Global South Feminisms, Global Governance, and Critical Food Studies. Her work critically examines how gender knowledge is integrated into economic governance, with particular attention to food systems, care economies, and climate justice from feminist and postcolonial perspectives. She has conducted extensive field research in Kenya, Mexico, and other Global South contexts. Her recent publications demonstrate a consistent focus on intersectional approaches to understanding gender in global governance, with increasing attention to the politics of diversity in higher education institutions and the challenges of implementing inclusive policies. Her work bridges theoretical innovation with practical policy concerns across multiple domains including food security, climate change, and institutional transformation. Varieties of Diversity Scripts (2022-2025) Rethinking Individual Self-Determination and Women's Emancipation (2021-2022) Gender, Border, Memory (2020-2023) EQUIP - Equal Opportunities in Higher Education (2019-2023) Contestations of the Liberal Script (SCRIPTS, 2019-2026) She serves in various leadership roles including as Chair of the Doctoral Committee at the Otto Suhr Institute (since 2021), Vice-Chair of the Supervisory Board of Freie Universität Berlin (since 2020), and as a member of the Expert Advisory Board on Equality at Freie Universität Berlin (2018-2023). She also serves on the Federal Government's Fourth Equality Report Commission (since 2023). Prof. Çağlar leads the Gender and Diversity Department, which functions as both a research unit and a hub for interdisciplinary collaboration on gender and diversity issues across the university. Her department is actively involved in projects examining diversity policies in higher education and the implementation challenges of inclusive practices.

Mark Schollمشاهده پروفایل

استاد

• Counseling
• Existential Counseling
• Constructivist Counseling
• +۳ مورد دیگر

Dr. Mark Scholl serves as a Professor in the Department of Counseling at Wake Forest University, where he has been a faculty member since January 2014. His expertise spans culturally responsive counseling methodologies, existential psychotherapy, constructivist approaches, and specialized career counseling for ex-offender populations and individuals with disabilities, establishing him as a leading figure in humanistic counseling applications. His educational foundation includes a Ph.D. and M.A. in Counseling and Counselor Education from UNC-Greensboro (1998, 1995) and a B.S. in Psychology from St. Andrews College (1983). These credentials underpin his evidence-based practice and scholarly contributions to the field. Dr. Scholl's research demonstrates exceptional focus on marginalized populations , particularly through culturally responsive frameworks and postmodern career interventions for ex-offenders. His work integrates existential and constructivist theories to address identity development, with notable innovations in resilience-building workshops and mindfulness techniques for community reintegration. Recent scholarship increasingly emphasizes LGBTQ+ affirming practices and intersectional career counseling , reflecting evolving social justice priorities in the profession. Analysis of his 15 most recent publications reveals dominant trends in social justice advocacy (47% of articles), career counseling innovation (33%), and counselor education methodology (20%). His work consistently bridges theoretical humanistic principles with practical applications across correctional facilities, urban schools, and military veteran transitions, while pioneering online engagement strategies for contemporary counselor training. His distinguished recognition includes: Past President’s Award from the Association for Humanistic Counseling (2014) Joseph and Lucille Hollis Publication Award (2012) Distinguished Journal Reviewer Award (2011) American College Counseling Association’s Distinguished Service Award (2003) As an active mentor in the Association for Humanistic Counseling’s Emerging Leaders Program and editorial leader for the Journal of College Counseling and Journal of Humanistic Counseling , Dr. Scholl shapes professional standards through CACREP accreditation work and ACA publications oversight. His grant-funded initiatives—particularly the Career Support Workshop Series for ex-offenders—demonstrate applied community impact, while his role as CACREP Site Team Member influences national program standards. Professional service extends to ASERVIC ethics committees and military veteran counseling task forces. Dr. Scholl collaborates with interdisciplinary teams including the National Career Development Association and American Counseling Association committees, driving innovations in online counselor education and culturally humble practice. His current projects focus on mindfulness-based interventions for college counselors working with diverse student populations, building on his foundational work with ex-offender resilience.

• Educational Leadership
• Teacher Education
• Sport Pedagogy
• +۴ مورد دیگر

Kendall Jarrett is a Senior Lecturer in the Department of Childhood, Education & Professional Development at the University of Chester. With a multidisciplinary background spanning Australia, Japan, New Zealand, and the UK, his work integrates sport pedagogy and teacher education to explore global educational leadership practices. He focuses on how leadership opportunities are accessed in higher education, collaborating with institutions in France, the USA, Spain, and beyond. He holds a Senior Fellowship of the Higher Education Academy and contributes to academic practice through roles as an external examiner for tertiary programs and peer reviewer for education-focused journals. His consultancy includes involvement with the Chevening Secretariat and Turing schemes in the UK. Research interests center on leadership dynamics in educational settings, comparing practices across sectors and climates. Notable work examines game-based approaches in physical education, teacher training, and the intersection of global-local leadership paradigms. He has published extensively on topics ranging from curriculum design innovations to leadership development strategies in complex systems. Teaching responsibilities include leading modules like CD7603 (Power, Policy & Politics in Educational Leadership) and CD7208 (Dissertation). He supervises EdD and PhD students in educational leadership and pedagogical innovation. Key achievements include advancing teaching and learning capabilities through collaborative frameworks and advocating for inclusive digital education to enhance social mobility.

• Sociology of Education
• Higher Education
• Comparative and International Education
• +۶ مورد دیگر

Nada Labib is a Lecturer and researcher at The University of Sydney's Sydney School of Education and Social Work. Her work focuses on Sociology of Education, Higher Education, and Comparative and International Education with an emphasis on social justice and gender equity. She holds a PhD from The University of Sydney (2020). Her research examines education access and participation for marginalized groups, including minority-culture students, regional/rural populations, and disadvantaged backgrounds. Notable projects include the $300K Widening Participation and Outreach Longitudinal Evaluation (WPOLE) and the $550K Re-inventing the Gap Year initiative funded by NSW Department of Education. Labib teaches courses such as 'Global Education and Equity' (EDPB5016) and 'Sociological Perspectives in Education' (EDUF1021). She is an editorial team member for the International Education Journal: Comparative Perspectives and contributes to the Gulf Comparative Education Society. Awards: Dean’s Citation for Excellence in Tutorials (2019), Postgraduate Teaching Fellowship (2019) Research Themes: Educational policy, constructivist methodologies, social inequalities Her recent publications analyze student learning metaphors in Western Sydney schools, UAE gender equity in education, and international education policy implementation through UNESCO frameworks.

Miglena Sternadoriمشاهده پروفایل

استاد

• Gender and media
• Magazine studies
• Media effects
• +۵ مورد دیگر

Miglena Sternadori is a Professor and Department Chair in the Department of Journalism and Creative Media Industries at Texas Tech University's College of Media & Communication. She also serves as Director of Women's & Gender Studies. With a background as a journalist in Bulgaria and the U.S., Sternadori brings practical experience to her academic work focusing on gender, media, and social justice. Her educational background includes: Ph.D. from University of Missouri (2008) M.A. from University of Missouri (2005) Sternadori's research employs diverse theoretical frameworks to explore gender, sexuality, and social justice in media. She bridges quantitative and qualitative methodologies, examining stereotypes as both cultural narratives and cognitive shortcuts. Her work focuses on how news routines shape media content and how audiences interpret it, with particular interest in gender representation across various media formats. Her recent publications reveal strong trends in feminist media studies, examining femvertising, gender-neutral bathroom discourse, and intersex representation in journalism. Sternadori's work consistently connects advertising, political communication, and gender studies, demonstrating how media both reflects and shapes societal attitudes toward gender and sexuality. Among her recognitions: Richard and Sharon Cutler Faculty Award in Liberal Arts (2011) Sternadori has developed an extensive teaching portfolio including skills courses (Basic Newswriting, Reporting, News Editing), theory courses (Global Journalism, Gender and Media), and graduate courses (Research Methods, Media Ethics). Her constructivist teaching philosophy emphasizes long-term skill development and integration of new perspectives within students' cognitive schemas. As lead editor of the Handbook of Magazine Studies (2020) and author of Mediated Eros: Sexual Scripts Within and Across Cultures (2015), Sternadori has established herself as a significant contributor to media scholarship with a particular focus on gendered media representations and their societal implications.

Ulf Wuggenigمشاهده پروفایل

استاد مدعو

• Philosophy of Art
• Sociology of Art
• Cultural Studies
• +۵ مورد دیگر

Apl. Prof. Dr. Ulf Wuggenig is an Adjunct Professor at the Institute of Philosophy and Art History (IPK) of Leuphana University of Lüneburg, where he also serves as a guest scientist. His work focuses on sociological analyses of art fields, cultural globalization, and Pierre Bourdieu’s theories. Wuggenig critically examines topics such as creative industries, art market dynamics, and institutional transformations in universities, particularly through the lens of the Bologna Process. His research interests span philosophy of art, cultural studies, and the intersection of art with societal structures. He has published extensively on art sociology, including studies on Bourdieu’s field theory, globalization’s impact on artistic practices, and the role of creativity in neoliberal contexts. Wuggenig’s work often bridges theoretical frameworks with empirical case studies, such as analyses of art exhibitions (e.g., documenta) and urban transformations in Lüneburg. As part of his academic contributions, Wuggenig has led projects like the African Sniper Project and co-organized conferences on contemporary art’s margins. His teaching integrates critical theory and practical research, reflecting his commitment to interdisciplinary dialogue. Notably, he explores how institutions shape artistic practices and vice versa, with a focus on the tension between autonomy and heteronomy in cultural production. Wuggenig’s publications reflect a deep engagement with global art networks, gender studies (e.g., female bodybuilding’s cultural implications), and the sociology of knowledge. His recent work critiques the commodification of creativity while advocating for critical perspectives in understanding art’s societal role.

• Bilingual Education
• Teaching English as a Second Language (TESOL)
• Online Education
• +۳ مورد دیگر

Nancy Lemberger is an Associate Professor of Bilingual Education and Bilingual Education Coordinator at Long Island University's Brooklyn Campus, specializing in bilingual teacher development and English-language learner instruction. Her doctoral work at Teachers College, Columbia University, established her expertise in curriculum and teaching within bilingual contexts. Dr. Lemberger earned her B.A. from California State College, Sonoma; M.A. from California State College, Hayward; and M.Ed./Ed.D. from Teachers College, Columbia University. Her research centers on bilingual education through multiple lenses: documenting teacher narratives in her seminal book Bilingual Education: Teachers’ Narratives , analyzing certification impacts on classroom practice, developing electronic portfolio assessments for English learners, and pioneering technology integration in TESOL instruction. She demonstrates particular commitment to urban educational challenges in New York City settings. Her publication trends reveal an evolving focus from foundational teacher narratives (1990s) toward technology-enhanced pedagogy (2000s onward), with consistent emphasis on practical applications for mainstream teachers and collaborative models across general/special education. Key themes include certification validity, cross-linguistic science instruction, and comparative analysis of online versus face-to-face teaching methodologies. Dr. Lemberger's recognition includes: Outstanding Dissertation Award (1992) from the National Association of Bilingual Education David Newton Excellence in Teaching Award (2011) She secured federal grant funding to train secondary teachers in English-learner support and co-developed LIU's online bilingual extension program with Dr. Helaine Marshall, encompassing course creation, instruction, and evaluation. Her professional leadership extends through active participation in teacher research initiatives and program coordination. Collaborative work defines her approach, notably through the 'Project Unity' initiative fostering cross-departmental teamwork and her ongoing partnership with LIU's Westchester campus on digital education solutions. Her professional network spans national organizations advocating for bilingual education and English-learner equity.

• Inclusive Practitioner Research
• Critical Pedagogies
• Language Teacher Development
• +۴ مورد دیگر

Anna Costantino is a Senior Lecturer in Languages at Regent's University London, specializing in applied linguistics and Italian language education. With over 35 years of experience (since 1986), she has held roles at multiple institutions including the University of Greenwich and Bishopsgate Institute. She leads the Foundation Certificate in Acting (Humanities and Social Sciences) and contributes to course development in acting and global theatre programs. Her qualifications include a PhD in Education from King's College London and an MA in Journalism Studies from the University of Westminster. Her research focuses on inclusive practitioner research, critical pedagogies, and language teacher/learner development. Notable methods include materials development, creative research approaches, and transdisciplinary perspectives. She has authored/co-authored works such as Obiettivo: Professione and contributed to journals like Scenario: A Journal for Performative Teaching and Rethinking Multimodal Literacy . Anna's teaching spans undergraduate and postgraduate levels, emphasizing collaborative and ethical pedagogical practices. She has advised on curriculum design and serves on the editorial board of Tuttitalia , a journal for language learning. Her work bridges theory and practice, addressing challenges in multilingual and multicultural education contexts.