جست‌وجوی استاد و پژوهشگر

Fabrice Louisمشاهده پروفایل

دانشیار

• Philosophy of Education
• Didactic Anthropology
• Joint Action Theory in Didactics
• +۵ مورد دیگر

Fabrice Louis is an Associate Professor at INSPE de Bretagne (Institut National Supérieur du Professorat et de l'Éducation de Bretagne), affiliated with the University of Western Brittany, where he specializes in EPS (Physical Education and Sports) Didactics. He is a member of CREAD (Center for Research on Education, Learning and Didactics) and actively participates in the CdPE collective, which meets monthly for action seminars focused on didactic theory and practice. His work bridges philosophical inquiry with educational practice, particularly in physical education contexts. Dr. Louis's research is situated at the interface of Analytical Philosophy and Didactic Anthropology, with a particular emphasis on Joint Action Theory in Didactics (TACD). His scholarly contributions explore the philosophical foundations of sport, examining its anthropological, metaphysical, and ethical dimensions. He has developed a distinctive perspective on sport as a form of joint action that produces unique outcomes through paradoxical competition. His work also engages deeply with Wittgensteinian philosophy, applying linguistic and conceptual analysis to physical education practices and the philosophy of mind. More recently, he has extended his philosophical investigations to examine human-AI interaction through the lens of Ruyer's metaphysics. Analysis of Dr. Louis's publication record reveals a consistent trajectory exploring the philosophical underpinnings of educational practice, particularly in physical education. His work demonstrates a sophisticated integration of continental philosophy (particularly Ruyer and Wittgenstein) with didactic theory. The recurring themes across his publications include the nature of joint action in educational settings, the essential characteristics of sporting activity, and the philosophical implications of embodiment and cognition in learning contexts. His research increasingly connects traditional philosophical questions with contemporary issues like AI and cognitive science. Dr. Louis has made significant contributions through his book chapters and academic publications in journals such as STAPS, Education & Didactics, and Aesthetica. His work has appeared in both French and English language publications, demonstrating international scholarly engagement. His research on the epistemological status of teacher-researchers within the anthropological hypothesis framework has been particularly influential in French educational circles. As an educator, Dr. Louis focuses on preparing future physical education teachers while simultaneously advancing theoretical understanding of didactic processes. His work with the CdPE collective represents an innovative approach to bridging research and practice in teacher education. His scholarship demonstrates how philosophical inquiry can illuminate practical educational challenges, particularly in the domain of physical education where traditional cognitive approaches often fall short.

• Science Education
• Inquiry-Based Science Teaching
• Formative Assessment
• +۳ مورد دیگر

Robert Harry Evans is an Associate Professor in the Department of Science Education at the University of Copenhagen, Denmark. His work focuses on science teacher education and he actively contributes to international initiatives including the ESERA 2025 Conference as an organizing committee member. Education: PhD in Science Education, University of Colorado Boulder His research centers on self-efficacy in inquiry-based science learning, formative assessment strategies, and technology integration in school and out-of-school settings. He investigates how control beliefs impact teaching effectiveness and develops frameworks for coherent science instruction. His work bridges theoretical research with practical teacher development through workshops on argumentation, PhD supervision, and constructivist course design. Analysis of his 2018-2021 publications reveals consistent emphasis on self-efficacy measurement, inquiry-based methodologies, and cross-cultural assessment practices. Key themes include network analysis of teacher development, climate change integration in geology fieldwork, and the 6F model for inquiry teaching in Denmark, demonstrating strong alignment with European educational policy frameworks. No scientific awards were documented in the provided materials. Evans supervises PhD students and leads major initiatives including PICoSTE (Promotion of Instructional Coherence through Science Teacher Education) with Baltic universities and CSRC (Cyprus Science and Research Centre) for establishing a new science education hub. His grant-funded work includes faculty development workshops in Africa focused on constructivist pedagogy and PhD supervision. He maintains extensive collaborations through ESERA (European Science Education Research Association), having served on its Board from 2011-2019 and currently co-organizing the 2025 conference. His international network spans Cyprus, Baltic states, and multiple European countries, focusing on science center development and assessment policy reform.

• Visual Arts
• Sculpture
• Metal Casting
• +۷ مورد دیگر

Dr. Penny Harris is a Senior Lecturer in Visual Arts at the University of Wollongong, where she teaches in the School of the Arts, English and Media within the Faculty of the Arts, Social Sciences and Humanities. She has held this position since 2021 and previously served as a member of the University's Academic Senate from 2018-2019. Her academic journey includes a Doctor of Creative Arts from the University of Wollongong completed in 2001. Dr. Harris's research centers on sculpture and metal casting, with a distinctive focus on material mimicry and archaeological motifs. She has developed innovative approaches to casting found objects and textiles using lost wax processes, creating what she describes as 'fragmented poetic wall stories' that reinterpret postmodern narrative strategies. Her work often explores pseudomorphism—the process where textiles absorb mineral salts from buried copper objects—as both a technical process and conceptual framework. Much of her recent work connects with dementia education through the DARE (Dementia knowledge, Art, Research and Education) project, which uses art to help children understand dementia. Her most recent publications (2021-2025) demonstrate a consistent focus on dementia education through art, particularly for children, with an emphasis on blending traditional and digital technologies in educational settings. These works also highlight her interest in university-school-community partnerships and the development of third-space collaborations for innovative educational practices. Her creative works continue to explore materiality, transformation, and narrative through sculpture and installation. Dr. Harris has supervised numerous higher degree research students across various visual arts disciplines, with current supervision including projects on voice as agency in patriarchal systems and object-prosthetics in sculptural assemblage. Her supervision history spans topics from contemporary Iranian art to dementia representation in portraiture. Her research has been supported by several internal grants at the University of Wollongong, including the Global Challenges Seed Funding for the DARE project (2016), a Small Grant for 'A petrified poem' exhibition (2011), and International Links Grants for projects like 'Fabric as an inter-sensorial language' (2008). Dr. Harris exhibits her work in both Canada and Australia, maintaining an active creative practice that directly informs her research and teaching. Her approach consistently bridges artistic practice with educational theory and social impact, particularly through projects addressing dementia awareness and education.

Stephanie Lederمشاهده پروفایل

دانشیار

• Feminist Political Ecology
• Water Governance
• Collective Action
• +۶ مورد دیگر

Stephanie Leder is an Associate Professor and Researcher at the Department of Urban and Rural Development, Swedish University of Agricultural Sciences (SLU) in Uppsala. She leads two major research projects funded by FORMAS: 'Revitalizing community-managed irrigation systems in contexts of out-migration in Nepal' (2019-2027) and 'The Future of Agrarian Mountain Livelihoods: Youth Aspirations and Irrigation Modernisation in Nepal' (2024-2028). She collaborates internationally with institutions like the University of Sussex, University of British Columbia, and UNU-EHS. Her educational background includes a PhD in Human Geography from the University of Cologne, State Examinations in Geography, English, Biology, and Educational Sciences, and specialized certificates in bilingual education and ESL teaching. Research Focus: Leder investigates marginalization in natural resource governance through feminist political ecology lenses. Her work emphasizes: Water governance adaptations to male out-migration and women's roles in sustaining irrigation systems Intersectional analyses of gender, caste, and class in agrarian transformations Participatory methods for gender-inclusive development programs Youth engagement in sustainable mountain livelihoods Her publications consistently explore themes of gender equity in water management, translocal resource governance, and critical pedagogy. Recent work (2021-2024) demonstrates deepened focus on migration's impact on agrarian systems, COVID-19 research methodologies, and youth inclusion policies. Advising & Grants: Currently supervising five PhD students researching water governance, youth aspirations, and food systems in Nepal, Tanzania, India, and Rwanda. Secured significant funding including: FORMAS Mobility Grant (4.5M SEK) FORMAS Early Career Grant (4M SEK) SIDA-funded Tanzania Capacity Building Program Leads transdisciplinary collaborations through the CGIAR Water, Land and Ecosystems program and coordinates SLU's Research School 'People, Society and Sustainability'.

Rebecca Genoeمشاهده پروفایل

استاد

• Aging
• Leisure Studies
• Dementia
• +۴ مورد دیگر

Dr. Rebecca Genoe serves as a Professor in the Therapeutic Recreation program within the College of Kinesiology and Health Studies at the University of Regina, teaching undergraduate courses in Therapeutic Recreation and graduate research methods courses from her office in CK 164.3. Her research centers on aging and leisure, specifically examining leisure's role during later life transitions through a qualitative constructivist lens. Key focus areas include leisure experiences of older adults living with dementia and chronic illness, retirement transitions, and Therapeutic Recreation applications in long-term care settings, prioritizing older adults' lived perspectives. Dr. Genoe has secured research funding from the Social Sciences and Humanities Research Council (SSHRC) and the Saskatchewan Health Research Foundation (SHRF), and maintains active professional engagement with Saskatchewan's Therapeutic Recreation practitioners to bridge academic and clinical practice.

Jill Heinrichمشاهده پروفایل

استاد

• Religious Literacy
• Separation of Church and State in Education
• Masculinity Studies
• +۲ مورد دیگر

Jill Heinrich serves as Professor of Education at Cornell College, specializing in religious literacy, church-state separation in public education, masculinity studies, and comparative education in Belize. Her research bridges theoretical frameworks with practical applications in diverse educational settings. Her academic background includes: PhD in English Education, University of Iowa (2001) MS in Secondary School Administration, University of Iowa (2000) MS in English, Illinois State University (1989) BA in English, Northern Illinois University (1985) Heinrich's research explores critical intersections of culture, gender, and pedagogy. Her work on masculinity examines how male identity formation impacts classroom dynamics, while her Belize-focused comparative education research investigates poverty's influence on learning systems. The religious literacy studies analyze constitutional boundaries in secular education, particularly regarding religious expression in public schools. Her publications reveal consistent focus on constructivist pedagogy and cultural responsiveness. Key themes include gendered educational spaces, intercultural communication in schools, and authentic inquiry methods that empower student-driven research. The longitudinal scope shows evolution from literary theory applications to contemporary sociopolitical analyses in education. Major recognitions include: Rossier Faculty Award for Scholarship in the Social Sciences (2018-19) Research Award from Iowa Library Association (2010) Promising New Researcher Award from NCTE (2002) Heinrich has secured significant external funding including multiple McConnell Faculty Development Grants for international research in France, Ireland, and Italy, plus Mellon Grants for curricular enhancement. Her leadership extends to departmental administration as former Education Department Chair (2011-2015) and extensive committee service across institutional governance structures. She maintains active engagement through invited lectures at international conferences and media commentary on education policy.

Christine Tind Johannessen-Henryمشاهده پروفایل

پژوهشگر

• Empirical Theology
• Pastoral Care
• Religion and Health
• +۷ مورد دیگر

Christine Tind Johannessen-Henry serves as a Guest researcher at the Section of Systematic Theology within the University of Copenhagen's Faculty of Theology. Her work bridges empirical theology, health anthropology, and practical pastoral care, with significant contributions to understanding trauma, climate change responses, and multiplicity in religious practice. BA & MA in Theology, University of Copenhagen (2002) Pastoral Certificate, Theological College of Education (2002) PhD Fellow, Department of Systematic Theology & Danish Cancer Society Research Center (2007-2013) Her research centers on empirical theology examining religion-health intersections, constructivist theory in reconstructive theology, and qualitative methods including ethnographic fieldwork. Current projects address disaster-related trauma coping through psychological-theological models, while her feminist studies on maternal pastoral care challenge gendered spiritual frameworks. Climate change pastoral care with university students represents a cutting-edge application of her trinitarian theology approach. Recent publications reveal strong thematic continuity in multiplicity concepts across disaster trauma, funeral practices, and intercultural counseling. Her work integrates Winnicottian psychology with Lutheran theology to create porous frameworks for pastoral care, particularly evident in studies on burial conversations and network-based human ontology. She actively teaches courses in empirical theology, pastoral care (sjælesorg), and lived religion at both the University of Copenhagen and Folkekirkens Uddannelses- og Videnscenter where she holds an external lecturing position. Her methodology combines in-depth interviews, focus groups, and questionnaire development with theological analysis. Based at Farvergade 27F in Copenhagen, she collaborates extensively across medical, psychological, and theological disciplines—evident in rehabilitation science reviews and cancer survivorship research. Her external lecturing role demonstrates commitment to practical application of theological research in church education contexts.

Anna Vioralمشاهده پروفایل

استادیار

• Nursing Education
• Nursing Research and Evidence-Based Practice
• Nursing Leadership
• +۱ مورد دیگر

Anna Vioral, Ph.D., MEd, RN, OCN, BMTCN serves as Assistant Professor of Nursing and RN-BSN Program Coordinator at Chatham University's College of Health Sciences since 2015. With 35+ years as an oncology nurse and 20+ years in nursing education, she drives innovation in evidence-based practice and oncology nursing standards across BSN, RN-to-BSN, MSN, and DNP programs through clinical, classroom, and online instruction grounded in constructivist theory. Her educational foundation includes: BS in Nursing, Albright College MS in Nursing Education, Duquesne University Certificate in Distance Education, Penn State University Master of Adult Education, Penn State University Ph.D. in Nursing Education, Indiana University of Pennsylvania Dr. Vioral's research centers on nursing education methodology, hematology/oncology nursing practice, and evidence-based leadership. She pioneers translational approaches to chemotherapy safety standardization and develops specialized training for non-oncology nurses caring for cancer survivors, emphasizing technological integration and equitable learning environments. Her scholarship bridges clinical oncology practice with pedagogical innovation through multidisciplinary collaboration. Recent publications (2021-2023) reveal three dominant trends: pandemic-related moral injury in healthcare workers, scholarly inquiry development among nurse managers, and multidisciplinary implementation of oncology care standards. These works span nursing leadership, palliative care, and chemotherapy safety domains, consistently translating research into clinical practice improvements through evidence-based protocols. Major recognitions include: Top Ten Reviewer Recognition, Journal of Continuing Education in Nursing (2024) Pittsburgh Magazine Excellence in Nursing Awards (Researcher category, 2018 & 2022) REQ Forum Annual Recognition (2018-2024) Oncology Nursing Society Foundation Doctoral Scholarship (2009) Multiple Indiana University Pennsylvania Doctoral Fellowships (2012-2013) As Principal Investigator or co-PI, she has secured significant research funding including a $30,000 Susan G. Komen Foundation grant through ONS and Allegheny Health Network support for oncology patient experience initiatives. Current projects address moral distress during pandemics and mobile-based oncology competency development. She actively mentors nursing students through the RN-BSN program while maintaining clinical certifications (OCN, BMTCN). Dr. Vioral contributes to oncology advancement through leadership roles in AACN, ASCO, ONS, and the Leukemia and Lymphoma Society, driving national standards for chemotherapy safety and cancer survivorship care.