جست‌وجوی استاد و پژوهشگر

• Drama Education
• Arts Curriculum
• Applied Drama
• +۷ مورد دیگر

Associate Professor Jo Raphael is a drama education specialist at Deakin University , with appointments in the School of Education under the Faculty of Arts and Education . As Artistic Director of Fusion Theatre , she champions inclusive community-based theatre. Her leadership roles include President of Drama Australia since 2022. PhD, University of Melbourne Master of Education, University of Melbourne Bachelor of Education, Victoria College Research interests span arts-based inquiry , applied drama , and inclusive education . She develops participatory action research approaches that center marginalized voices, particularly in disability studies and climate change education. Her methodologies include collaborative arts-based autoethnography and post-structuralist frameworks . Recent publications focus on climate change education (2025), interdisciplinary aesthetics (2023), and inclusive teacher training (2022). These works demonstrate her commitment to transdisciplinary pedagogy and equity-focused research . Senior Fellow, Higher Education Academy Drama Australia President's Award (2018) Vice Chancellor's Teaching Excellence Award (2016) Life Member, Drama Victoria (2019) Australian Learning and Teaching Council Citation (2010) Prominent grants include $1.14M and $1.11M contracts for graduate certificate programs in Secondary Design and Digital Technologies (2023-2026), and $6M+ for Secondary Mathematics and Science Initiative (2020-2025). She supervises Masters by Research and PhD students while maintaining active involvement in community engagement through Fusion Theatre.

Nick Bontisمشاهده پروفایل

دانشیار

• Intellectual Capital
• Knowledge Management
• Organizational Learning
• +۴ مورد دیگر

Nick Bontis serves as Associate Professor and Area Chair of Strategic Management at McMaster University's DeGroote School of Business. With over 20 years at the institution since completing his PhD at Western University's Ivey Business School, he holds multiple leadership roles including Director of the Blended Learning Part-Time MBA program. His academic career is distinguished by simultaneous recognition as Outstanding Teacher of the Year and Faculty Researcher of the Year—the first McMaster professor to achieve this dual honor. Dr. Bontis' research centers on intellectual capital, knowledge management, and organizational learning, with particular expertise in knowledge worker productivity and human capital benchmarking. His work bridges academic rigor and practical application through structural equation modeling methodologies. He has published over 140 peer-reviewed articles with 50,000+ citations, ranking him among Research.com's top 10 management researchers in Canada and the global top 2% of scientists. His best-selling book Information Bombardment: Rising above the digital onslaught (4th edition) demonstrates his ability to translate complex concepts for broader audiences. Analysis of his recent publications reveals a strategic focus on intellectual capital's evolving role in sustainability, organizational performance, and emerging economies. His 2023-2025 work increasingly examines green intellectual capital, SME applications in diverse cultural contexts (Portugal, Iran, Italy, Africa), and the interplay between knowledge assets and organizational ambidexterity. Methodologically, he combines bibliometric analysis with empirical field studies, maintaining consistent emphasis on practical implementation frameworks. 3M National Teaching Fellow (Canada's highest teaching honor) Maclean's Magazine Most Popular Professor at McMaster (6 times) Western Mustangs Sports Hall of Fame Inductee Multiple best paper awards across management journals Ranked #1 most impactful researcher by citation count at DeGroote School As an educator, Bontis teaches capstone Business Policy courses, Digital Transformation in the EMBA program, and Knowledge Management in the MBA program. His consulting practice extends intellectual capital frameworks to global organizations, supported by 500+ keynote presentations across 25 countries. Beyond academia, he serves as Vice-President of Canada Soccer where he spearheaded the Canadian Premier League's creation, demonstrating his consistent application of organizational development principles across diverse domains. Current research initiatives focus on benchmarking Canadian learning and development investments against international standards, particularly examining Sweden's $4,000 per-worker training expenditure compared to Canada's $750 average.

Aline Freyمشاهده پروفایل

مدرس

• Cognitive Development
• Music Education
• Educational Psychology
• +۵ مورد دیگر

Aline Frey is a Lecturer at Aix-Marseille University, affiliated with both the Psychology and Neuroscience Research Center and the INSPE (Institute of Higher Education and Teaching) of Aix-Marseille. She conducts research on the impact of musical practice and singing on children's cognitive development and academic learning. Her work focuses on understanding how rhythm, music, and creative activities influence various aspects of children's development including handwriting, reading, and cognitive skills. She teaches learning psychology to future teachers and is a member of the LaMA (Language and Music in Action) research team. Dr. Frey's research interests span cognitive development, educational psychology, and music cognition. She investigates how musical practice and rhythmic activities affect children's handwriting, reading abilities, and overall cognitive development. Her work particularly examines these relationships in children from diverse backgrounds, including those with learning difficulties such as dyslexia and those from disadvantaged socioeconomic backgrounds. Through longitudinal studies and experimental designs, she explores the potential of music and creative activities as educational interventions that can enhance learning outcomes. Her recent publications reveal a strong focus on the intersection of music, rhythm, and cognitive development in educational contexts. Frey's research demonstrates how rhythmic cues influence handwriting kinematics differently across age groups and skill levels. She has conducted significant work on choral singing and creative writing interventions for children from low socioeconomic backgrounds, showing positive impacts on cognitive development and creative thinking. Her methodological approach often combines behavioral measures with neuroimaging techniques like EEG to understand the underlying neural mechanisms. Dr. Frey is actively involved in the LaMA (Language and Music in Action) research team, where she collaborates with interdisciplinary researchers to investigate the connections between language, music, and cognitive development. Her work has practical implications for educational practices, particularly in developing interventions that leverage music and creative activities to support children's learning and development across various domains.

Dustin Yorkمشاهده پروفایل

دانشیار

• Nonverbal communication
• Digital media
• Social media
• +۷ مورد دیگر

Dustin York serves as an Associate Professor of Communication in the College of Arts and Sciences at Maryville University, where he teaches both graduate and undergraduate communications programs. With extensive professional experience spanning agency, corporate, and political realms—including work for major clients like Nike, PepsiCo., and Scottrade Financial Services—York brings real-world expertise into the classroom. His research focuses primarily on nonverbal communication, particularly how speakers' nonverbal cues impact audiences' information recall. His doctoral dissertation demonstrated a 22% increase in information recall through strategic nonverbal communication techniques, which was published in Entrepreneur magazine and PR Daily. York has also pioneered student engagement initiatives, launching a student organization that tackles public relations projects for clients like the St. Louis Library and Safe Connections, while serving as faculty advisor to Pawprint (Maryville's online student newspaper) and Saints Talk (a student sports podcast). York's publications reveal a strong focus on contemporary communication challenges, with particular attention to digital transformation, nonverbal communication in masked environments, NFT applications, and generational marketing strategies. His work spans prestigious outlets including Harvard Business Review, Forbes, USA Today, and CNBC, demonstrating his ability to translate academic research into practical industry applications. Awards and Recognition: 2022 AMA Foundation 4 Under 40 Emerging Leaders Award 2017 Apple Distinguished Educator 2017 Maryville University Excellence in Teaching 2016 St. Louis Business Journal 30 Under 30 2016 Maryville University President's Award for Transformational Innovation As an educator, York prioritizes student outcomes through real-world applications, incorporating technologies like drones, virtual reality, and social media analytics into his curriculum. His courses—including COMM 121: Intro to Contemporary Communication, COMM 251: Principles of Strategic Communication, and COMM 673: Search Engine Optimization and Social Media—emphasize both soft skills and technological proficiency, aligning with employer demands for graduates with strong nonverbal communication abilities and digital media expertise.

• Mathematics Education
• Teacher Epistemologies
• Creativity in Mathematics
• +۴ مورد دیگر

Dr David Bolden is an Associate Professor in the School of Education at Durham University, specializing in Mathematics Education. He holds a PhD from Durham University (2006), an MSc in Social Research, and a first degree from Newcastle University. His research focuses on creativity in mathematics, teacher epistemologies, and the use of visual representations in primary education. He leads a Nuffield Foundation-funded project on visual representations in primary math classrooms and collaborates on the Physical Activity and Wellbeing in Schools project. His work has been incorporated into NCETM training modules for teachers. Key publications include studies on early geometry development, cross-cultural math education comparisons, and peer tutoring interventions. Bolden teaches on BA Primary Education, PGCE Primary, and MSc Mathematics Education programs. His recent work explores links between household chores and math performance in Zambia, and he co-authored the book Understanding and Enriching Problem-Solving in Primary Mathematics Classrooms (2014). Education: PhD Durham University (2006), MSc Social Research, BSc Newcastle University Research Interests: Creativity in mathematics, teacher epistemologies, early childhood geometry, cross-cultural education, and pedagogical representations. Recent projects emphasize innovative teaching methods and assessment tools like eye-tracking technology. His work bridges theory and practice through collaborative school-university initiatives. Publications Trends: Bolden's research spans primary education innovations, cross-cultural comparisons (e.g., England/China textbook studies), and cognitive development in early math learning. He frequently publishes in top journals like Mathematical Thinking and Learning and Child Development , with a focus on practical pedagogical applications. Projects: Nuffield Foundation (visual representations), MOVE Project (physical activity interventions), Aurora Assessment Battery (cognitive abilities). Advising & Grants: Supervises postgraduate research students and secured funding from the Nuffield Foundation and Scottish Qualifications Authority. Collaborates with institutions globally, including Zambia-based studies. Labs/Teams: Member of the Physical Activity and Wellbeing in Schools research group and Aurora Assessment Battery team.

• School Psychology
• Cognitive Development
• Educational Psychology
• +۴ مورد دیگر

Szilvia Fodor is an Habil. Associate Professor at the Eötvös Loránd University's Faculty of Education and Psychology. She holds positions in the Department of Counselling and School Psychology and is a lecturer in the Cognitive Abilities Lab. Her research focuses on cognitive development, school psychology, and educational strategies. Her work explores topics such as teacher well-being, character strengths in education, and the psychological foundations of talent development. She has contributed significantly to understanding emotional understanding in early childhood, workplace well-being among educators, and the role of creativity in classroom environments. Publications emphasize interdisciplinary approaches, blending psychology with education and organizational studies. Key areas include positive psychology applications in schools, resilience in aging populations, and sustainable societal well-being metrics. Her research often highlights practical interventions for improving educational outcomes and workplace conditions. Dr. Fodor’s articles from 2024 to 2021 consistently address themes of cognitive abilities, teacher support systems, and the integration of psychological principles into educational policies. She advocates for strength-based frameworks in talent identification and emphasizes the importance of fostering creativity and well-being across diverse settings. No scientific awards are explicitly listed, but her extensive publication record reflects sustained academic engagement. She advises on curriculum design and pedagogical strategies through her roles in the Cognitive Abilities Lab and departmental leadership.

Deborah Fisherمشاهده پروفایل

مدرس

• Fashion Studies
• Material Culture
• Design Thinking
• +۲ مورد دیگر

Deborah Fisher is Lecturer in Design at University of the Sunshine Coast's School of Business and Creative Industries. Her educational approach emphasizes developing design mindsets through experiential learning and industry engagement. Education Master of Art (Research), Queensland University of Technology Bachelor of Fine Arts in Fashion Merchandising and Management, Pratt Institute Diploma of Fashion Design, Queensland College of Art Fisher's research examines fashion identity, women's relationships with clothing, and personal branding through material culture frameworks. She investigates how clothing choices reflect identity negotiation in social contexts and develops pedagogical strategies for design education. Current projects include #fuperfect, examining inclusive fashion imagery. She teaches fashion studies and creative industries courses, integrating practical projects with theoretical frameworks to develop students' critical thinking and creative problem-solving abilities.

• Equity in STEAM Education
• Inclusive Pedagogies
• Mathematics Education
• +۵ مورد دیگر

Dr. Robyn Ruttenberg-Rozen is an Assistant Professor in the Faculty of Education at Ontario Tech University, specializing in inclusive pedagogies within K-16 STEAM education. Her research focuses on equity, innovation, and disrupting deficit perceptions of ability, particularly for underserved, linguistically diverse, and exceptional learners. She has received the 2020 Ontario Tech Early Career Teaching Award and serves as co-newsletter editor for the Canadian Mathematics Education Study Group (CMESG) and editorial board member for the Journal of Educational Informatics . Her teaching spans undergraduate and graduate programs, including courses on mathematics education, STEM integration, and reflective practice. Research Interests: Equity in STEAM education for marginalized populations Interventions for learners with mathematics difficulties Implicit bias awareness in educational spaces Intersectionality in STEM identity formation Online learning equity strategies Teaching Responsibilities: Bachelor of Education: Mathematics Thinking and Doing (Primary/Junior), STEM I & II Master of Education: Principles of Learning, Curriculum Foundations Undergraduate: Reflective Practice/Action Research Awards: Ontario Tech Early Career Teaching Award (2020) Lab/Team: Visit her lab website for collaborative research projects and student involvement opportunities.

• Natural Language Processing
• Computational Linguistics
• Distributional Semantics
• +۱۲ مورد دیگر

Lonneke van der Plas is an Associate Professor at the Institute of Argumentation, Linguistics and Semiotics within the Faculty of Communication, Culture and Society at Università della Svizzera italiana (USI), and an Adjunct Professor at the Faculty of Informatics, USI, since October 2024. She also serves as the group leader of the Computation, Cognition & Language research group at the Idiap Research Institute in Martigny, a position she has held since February 2021. Her academic background includes: PhD in Humanities Computing, University of Groningen M.Phil in Computer Speech and Language Processing, University of Cambridge Postdoctoral research at the University of Geneva (CLASSiC project) Junior Professor at the University of Stuttgart (IMS, SFB 732) Associate Professor at the University of Malta (2014–2020) Her research interests span Natural Language Processing , Computational Linguistics , Distributional Semantics , Multilingual NLP , Computational Creativity , and Low-Resource Languages . She integrates insights from cognitive science, linguistics, and computer science to model language as a tool for creative thinking and reasoning. Her work includes semantic role labeling, cross-lingual transfer, medical question answering, and lexical innovation. The 15 most recent publications reflect a strong trend in interdisciplinary NLP research, combining linguistic theory with machine learning. Topics include lexical innovation, multilingual financial NLP, skill extraction, multi-modal fact checking, and cognitive modeling. The articles demonstrate expertise in both theoretical and applied NLP, with applications in healthcare, finance, education, and AI ethics. Key subfields include semantic role labeling, cross-lingual transfer, bootstrapping for low-resource languages, and structured knowledge integration. Scientific recognitions include: DSI Fellow, University of Zurich (2019–2020) Erasmus Mundus LCT Visiting Scholar at Shanghai Jiao Tong University and University of Melbourne (2016) Visiting Academic at Macquarie University, Sydney (2007) She has advised multiple PhD students including Stefan Müller, Patrick Ziering, Molly Petersen, Mete Ismayilzada, and Diego Rossini. She currently leads several major funded projects: NCCR Evolving Language (SNSF, PI), C-LING (SNSF, PI), SEM24 (Innosuisse, PI), and FactCheck (Hasler Foundation, co-PI). These grants support postdoctoral researchers, developers, and PhD students, and involve collaborations with institutions like EPFL, EHL, and ARCA24. Her research bridges academia and industry, with applications in HR, finance, and healthcare. Lonneke leads the Computation, Cognition & Language group at Idiap, which conducts highly interdisciplinary research involving collaborations with social scientists, cognitive scientists, linguists, and professionals in health, finance, and business. The group focuses on modeling language as a cognitive and creative tool, using computational methods to explore lexical innovation, diachronic change, and reasoning. Open PhD positions are available in areas such as NLP for cognitive modeling, multilingual NLP, and mental health applications.

• Technology Education
• Design Education
• Engineering Education
• +۳ مورد دیگر

Prof. M.J. de Vries is a Professor in the Department of Science & Engineering Education at Delft University of Technology's Faculty of Applied Sciences. Their research focuses on design education, spatial thinking, and innovative pedagogical approaches in STEM fields. They have published widely on topics such as technology education, classroom design activities, and early childhood spatial ability development. De Vries serves as an editor for the International Journal of Technology and Design Education and has contributed to over 166 research outputs, including articles, books, and datasets. Their work emphasizes practical educational strategies, such as lesson study approaches and maker education integration. Key recent contributions include studies on teacher-student interactions in chemistry classrooms and spatial reasoning in children through design challenges. Activities include editorial board memberships, conference presentations on engineering education, and collaborative research projects. Their research has been recognized through platforms like Brill publications and datasets archived at TU Delft. De Vries also engages in public outreach, as evidenced by media coverage on educational practices.

R.M. Klapwijkمشاهده پروفایل

پژوهشگر

• Design Education
• Spatial Thinking
• STEAM Education
• +۳ مورد دیگر

R.M. Klapwijk is a researcher in Applied Sciences affiliated with Delft University of Technology's Groep Science & Engineering Education, part of the Faculty of Mechanical, Maritime and Materials Engineering. His work focuses on design education, spatial thinking, and STEAM integration in early childhood and primary education. He actively collaborates internationally and contributes to teacher professional development programs. Research interests span spatial ability development, formative evaluation in design processes, and the role of creativity and play in learning. He has pioneered projects like 'Storybook driven design' to enhance spatial skills in young children through lesson study approaches. Recent work addresses barriers in spatial teaching and explores embodied cognition in data physicalization. He has authored/co-authored over 50 publications including peer-reviewed articles in International Journal of Technology and Design Education and Frontiers in Education , as well as edited books like Maker Education Meets Technology Education . His datasets and research outputs are openly accessible through TU Delft repositories. Professional activities include organizing the Landelijke Kennisconfertentie Talentontwikkeling en Wetenschap & Techniek since 2011. His work contributes to UN Sustainable Development Goals related to quality education and innovation.

• Mathematics Education
• Spatial Thinking
• STEM Education
• +۳ مورد دیگر

J.G. Spandaw is a Professor at TU Delft in the department of Analysis within the Electrical Engineering, Mathematics and Computer Science faculty. He has been actively involved in academic activities since at least 2011, contributing to research and teaching in mathematics education, spatial thinking, and STEM education. His research focuses on enhancing spatial abilities through innovative teaching methods like lesson study approaches and design-by-analogy challenges. He investigates barriers in spatial education, cognitive development in children, and the integration of mathematics and physics concepts in problem-solving contexts. Spandaw has contributed to datasets related to spatial thinking in data physicalization and has engaged in public outreach, including media coverage on educational topics. His work emphasizes pedagogical strategies for overcoming educational barriers and fostering collaborative learning in STEM disciplines. Notable contributions include studies on spatial teaching methodologies, the role of prior mathematical knowledge in physics problem-solving, and frameworks for analyzing student peer discussions. His activities include presentations on topics like symmetry in education and contributions to the 4TU.ResearchData repository.

Ashraf Barhomمشاهده پروفایل

استاد مهمان

• Film Studies
• Performing Arts
• Screenwriting
• +۳ مورد دیگر

Ashraf Barhom is a Visiting Professor at the University for the Creative Arts (UCA), affiliated with the School of Film, Media and Performing Arts. As an Arab Palestinian actor, director, and scriptwriter from Galilee, he brings extensive industry experience to his academic role. His work spans blockbuster films like The Syrian Bride , Paradise Now , and Lebanon , alongside television series such as Tyrant . Academic Role: Visiting Professor of Film Key Contributions: Masterclasses in Film and Performing Arts Barhom's research interests align with his creative practice, emphasizing the societal impact of film and its ability to shape ideas and principles through storytelling. His career bridges artistic innovation and pedagogy, focusing on interrogating creative processes and encouraging open-mindedness. He has received critical acclaim for his acting, winning two Best Actor awards for The Curve (2015) at the Malmo Arab Film Festival and Tiburon Film Festival. Additionally, he directed the documentary Tell Me Tarshiha and works as a creative producer and scriptwriter. Scientific Awards Best Actor, Malmo Arab Film Festival (2015) Best Actor, Tiburon Film Festival (2015) As a Visiting Professor, Barhom actively engages with students across disciplines, leveraging his expertise to foster creative growth and critical thinking in film education.

Nancy Hertzogمشاهده پروفایل

استاد

• Gifted Education
• Early Childhood Equity Studies
• Learning Sciences and Human Development
• +۳ مورد دیگر

Nancy Hertzog is a Professor in the Learning Sciences and Human Development area at the University of Washington College of Education, where she has served since 2010 and directed the Halbert and Nancy Robinson Center for Young Scholars until 2020. Her research centers on equity and access to advanced learning opportunities, with particular expertise in gifted education and early childhood settings. Her educational background includes: Ph.D. in Special Education from the University of Illinois M.A. in Gifted and Talented Education from the University of Connecticut B.A. in Elementary Education from Wittenberg University Dr. Hertzog's research examines how instructional practices designed for gifted students can transform general education classrooms through inquiry-based methods. She challenges the arbitrary labeling of 'gifted' children, advocating for pedagogy-focused education that benefits all learners. Her work systematically investigates collaborative inquiry groups to improve teacher differentiation while addressing persistent equity issues in gifted programming. Analysis of her 2021-2024 publications reveals three dominant trends: critical examination of equity initiatives in school district advanced learning access, innovative early college entrance program models, and holistic approaches to gifted child well-being that integrate social-emotional development with academic challenge. Scientific recognition includes: Curriculum Award from the Curriculum Division of the National Association for Gifted Children (awarded collaboratively with head teachers at University Primary School) Her leadership spans directing University Primary School at the University of Illinois (1994-2010) and the Robinson Center at UW (2010-2020), where she developed program frameworks, secured operational funding, and mentored education professionals. Current research involves district-level equity initiatives examining how policy changes impact access to accelerated learning for underrepresented populations. She has established specialized learning environments including early college entrance pathways and talent-development preschools that implement Reggio Emilia-inspired approaches emphasizing multiple modes of expression, while maintaining research-practice partnerships with K-12 schools across Washington state.

Malte Baaderمشاهده پروفایل

پژوهشگر

• Behavioral Economics
• Experimental Economics
• Social Psychology
• +۶ مورد دیگر

Malte Baader is a Postdoctoral Researcher at the University of Zurich's Department of Banking & Finance and Research Data Manager at FAIR (Norwegian School of Economics). His interdisciplinary research integrates experimental economics , social psychology , and computer sciences , focusing on behavioral ethics , organizational innovation , and creative cognition . Primary Affiliation: University of Zurich, Department of Banking & Finance Secondary Affiliation: Norwegian School of Economics, FAIR His methodological contributions include novel tools like IOS 11 for relationship closeness measurement and Flexi-DPE for preference elicitation. Current work investigates unintended consequences of ethical decision aids and organizational mistake-reporting dynamics . Key collaborative networks include the Digital Society Initiative at University of Zurich and FAIR at Norwegian School of Economics. He employs experimental methods to analyze social preferences , conditional cooperation , and team cohesion across diverse contexts.