Elin Eriksen Ødegaard is a Norwegian Researcher specializing in early childhood education, sustainability, and systemic research. Her work spans comparative cross-border pedagogical studies (Norway-Russia), pandemic response in preschools (Norway-Sweden-US), and methodological evolution in kindergarten teacher education. She actively collaborates with colleagues like Tom Roger Skauge, Ingrid Pramling Samuelsson, and Mikhail Gradovski to address critical educational challenges. Research Highlights : Examines professional identity crises in educators ("Barnehagelærere med ny identitet", 2023) Analyzes global pandemic impacts on preschool systems ("Coronavirus Pandemic and Lessons Learned", 2020) Investigates dialogical approaches in international teacher education (2022) Advocates for sustainable educational futures (2021) Develops observational methodologies for kindergarten practice (2019-2020) Explores social sustainability for migrant children (2019) Engages with systemic research frameworks at KINDknow center Article Trends : Her publications emphasize interdisciplinary approaches to education, combining cultural anthropology , policy analysis , and more-than-human epistemology to address sustainability and diversity challenges. Recent work focuses on professional identity and post-pandemic educational adaptation. Research Context : As part of the Kindergarten Knowledge Centre for Systemic Research on Diversity and Sustainable Futures (KINDknow) , she contributes to systemic research on educational sustainability, integrating dialogical, cultural, and anthropological perspectives.
Takuma Yogo is an Associate Professor at Waseda University's Faculty of Human Sciences , with additional affiliations at the Global Education Center . Holding a Master of Arts from Waseda University, his work bridges Archaeology , Cultural Anthropology , and Folklore through ethnoarchaeological , experimental , and cross-cultural approaches. Research Focus : Ceramic Technology across Japan and Southeast Asia Traditional Craft Systems in Kyoto (Kyo-yaki pottery) Medical Anthropology of atopic conditions Community Dynamics in festival organizations Heritage Studies through 3D kiln modeling Academic Contributions span three decades, with recent work analyzing ceramic production in historical texts like the Engi Shiki , tourism impacts on traditional crafts during the pandemic, and technological transitions in Japanese kiln practices. His experimental archaeology program with paddy fields and phytolith analysis connects prehistoric agricultural studies to modern challenges. Teaching Impact : Graduate courses on technological anthropology Undergraduate seminars on ethnographic methods Contributions to research ethics and environmental history Funding Achievements include multiple Japan Society for the Promotion of Science grants for: Kyo-yaki pottery heritage studies (2018-2022) Cross-cultural dialog programs (2010-2012) Archaeological essentialism (2003-2005) International Collaboration : 8th World Archaeological Congress ⅩⅨ INQUA Congress Joint Japan-Philippines-Indonesia fieldwork
Anne Line Wittek is Professor and Head of the Department of Education at the University of Oslo’s Faculty of Educational Sciences. She also serves as Chief Editor of the national journal UNIPED (part-time 20 %) and was appointed member of Norway’s National Research Ethics Committee for Social Sciences and Humanities (NESH) for the period 2022–2025. Education 2007 – Ph.D. in Educational Research, University of Oslo 1999 – Master’s Degree in Education, University of Oslo Research Interests Wittek’s work centres on teaching and learning processes in higher education . Using sociocultural theory , she investigates how academic writing functions as a mediational tool for student learning, how peer-group mentoring and collegial feedback can enhance faculty development, and how quality in education is negotiated and realised through institutional practices. Other core themes include doctoral supervision , portfolio assessment , and teacher education . Publication Trends Her recent publications (2021-2025) demonstrate a concentrated focus on peer-group mentoring as a vehicle for academic development, analysed through qualitative case studies, interaction analysis, and theoretical explorations of trust and feedback. A clear trajectory from single-case studies (2015-2019) toward multi-author, large-scale Nordic and international collaborations (2020-2025) is evident, reflecting both methodological maturation and expanding impact. Scientific & Professional Service Chief Editor, UNIPED – Journal of Higher Education Pedagogics (2014–present, 20 %) Member, National Research Ethics Committee for Social Sciences and Humanities (NESH) (2022–2025) Regular peer reviewer and keynote speaker on faculty development and research ethics Projects & Leadership Wittek has led or co-led several nationally funded projects including Quality of Teaching and Learning in Higher Education (2008-2011), Learning Resources and Writing in Educational Textual Cultures (2010-2013), and the PeTS (Peer mentoring of Teachers in Study programmes) initiative. She currently leads the Department of Education with strategic responsibility for research, education, and staff development.
Iris Howley is an Assistant Professor in the Department of Computer Science at Williams College . Her work bridges Human-Computer Interaction (HCI) , Artificial Intelligence (AI) , and the Learning Sciences to enhance educational experiences for learners and instructors. Education: Ph.D. in Human-Computer Interaction Institute, Carnegie Mellon University (2015) M.S. in Human-Computer Interaction Institute, Carnegie Mellon University (2012) B.S. in Computer Science, Drexel University (2008) Howley’s research focuses on designing technologies that help learners overcome obstacles to participation, particularly in online and AI-driven educational environments . Her work includes text mining to support critical thinking, interactive explainables for algorithmic systems, and data visualization dashboards for instructors. She has received funding from the National Science Foundation (NSF) to explore these areas. Her recent publications highlight trends in AI ethics education , explainable AI (XAI) for informal learning, and adaptive educational tools . These works span disciplines including computer science, psychology, and education . Teaching is a core part of her practice, with experience in project-based learning , eTextiles curriculum design , and pedagogical workshops for higher education instructors. She holds a Stanford Postdoc Teaching Certificate and has developed innovative materials like the Accountable Talk Lego Comic for high school biology students.
Paola Perucchini is a Professor in the Department of Educational Sciences at the University of Rome III, specializing in child development, educational psychology, and environmental learning. Her work bridges early childhood education with interdisciplinary research on intercultural understanding, ADHD intervention, and sustainability pedagogy. Full Professor, Department of Educational Sciences Director of the Department of Educational Sciences Member of Academic Senate and Research Commission Her research focuses on reducing social biases, inclusive pedagogy, and the cognitive benefits of green environments. She pioneered the ODIS (Osservazione della DIScussione) framework for analyzing classroom communication and the Yesterday-Today-Tomorrow e-learning program for migration education. Recent publications (2023-2025) emphasize prosocial behavior promotion, intergroup coalition formation, and outdoor education's role in attention restoration. Earlier work (1997-2004) explores gestural development in autism and its implications for theory-of-mind cognition. She collaborates with the MuSEd – Mauro Laeng Museum of School and Education , integrating historical pedagogy with modern inclusive education strategies. Her teaching emphasizes socio-communicative teacher traits and remote learning adaptation, particularly in pandemic contexts.
Martin Bastkowski, M. Ed., OStR, serves as a Lecturer in English Language Education at the Faculty of Humanities and Cultural Studies at Otto-Friedrich University of Bamberg and at the University of Hildesheim. He maintains a dual career as both an academic lecturer and a practicing school teacher at KGS Ernst-Reuter-Schule in Pattensen, where he holds the positions of Teacher and Head of Foreign Languages Department as well as Deputy Head of Secondary School I. His research and teaching interests focus on practical English language teaching methodology, with emphasis on active learning approaches, methodological diversity, communicative media use, performance assessment, and optimizing teaching and learning processes. His work bridges theoretical frameworks with classroom practice, providing valuable insights for both pre-service and in-service teachers. Bastkowski's recent publications reveal a growing engagement with digital education tools, AI applications in language teaching, collaborative learning approaches, and innovative assessment methods. His work consistently addresses practical classroom challenges while incorporating contemporary educational technologies and pedagogical approaches. Co-editor of the specialist journal 'Englisch 5-10' Co-author of the 'Lighthouse' textbook series (General and Advanced Editions) Regular contributor to professional development for English teachers Consultant for ministry commissions on English language education As an educator who maintains active classroom experience while contributing to academic discourse, Bastkowski offers valuable perspective on the practical implementation of teaching methodologies. His consultation hours at the university demonstrate his commitment to supporting teacher trainees in bridging theory and practice.
Dr. Sean Lennon is a Professor of Social Studies Education at the College of Education, Valdosta State University . His work focuses on integrating critical thinking , moral dilemmas , and educational technology into social studies pedagogy, with a particular emphasis on social justice and equity in education . He has developed innovative case studies and simulations to address controversial issues in classrooms. Contact: smlennon@valdosta.edu, 229.333.5629 Location: Education Center, Valdosta State University His recent publications (2024) explore Latinx educational equity through tax credit scholarships and pedagogical strategies for critically conscious online/hybrid teaching . Earlier works analyze ethical decision-making in historical contexts (e.g., My Lai, Vietnam War), teacher perceptions of news media , and technology integration in social studies education. Research trends highlight a consistent focus on social justice , critical inquiry , and pedagogical innovation , often using case studies and simulations to engage students with moral dilemmas and civic responsibility . He also investigates teacher leadership dynamics and classroom behavior management .
Helle Terkildsen Maindal is Professor in the Department of Public Health at Aarhus University, Denmark, specializing in health promotion interventions for populations at risk of diabetes, cardiovascular disease, and obesity. Her research integrates equity perspectives, organizational health literacy, and systems thinking within community and primary care settings. Education PhD in Health Promotion and Prevention (2009) Her research focuses on lifespan health interventions targeting gestational diabetes, physical inactivity, and obesity through interdisciplinary approaches. Key themes include stigma mitigation in healthcare, municipal health promotion systems, and cross-sectoral collaboration between civil society and clinical settings. She employs mixed-methods designs emphasizing real-world implementation contexts. Recent publications demonstrate growing emphasis on ethical dimensions of specialized care , international comparative analyses of diabetes risk heterogeneity, and critical examinations of healthcare resource distribution. Her work increasingly incorporates implementation science frameworks to address equity gaps in preventive services. Scientific Recognition Faculty TIER award (Thinker/Expert in Residence) 2024 JCD-prisen 2021: Årets vejleder (Supervisor of the Year) She leads 25 research projects since 2012 including major initiatives like Escape from inequity in health (2024-ongoing) and the Development Center for Health Literacy (2024-2026). Her grant portfolio demonstrates sustained funding for diabetes prevention programs and health literacy interventions, often involving municipal partnerships and cross-institutional collaborations with Steno Diabetes Centre Copenhagen. As active committee member for Public Health in Central Denmark Region and Forum for Dialog om Sundhed i Dagligvarebranchen , she bridges research with policy implementation through knowledge translation activities and stakeholder engagement platforms.
Sam Marshall is an Area Specialized Agent in Ornamental Nursery & Greenhouse Production at North Carolina State University's NC State Extension, serving 28 counties across Western North Carolina. His work focuses on providing technical support, educational workshops, and resources for commercial producers in horticulture and nursery industries. Key Responsibilities: Conducting field trials, managing plant clinics, organizing professional development events like the Annual Nursery Field Day, and delivering guidance on pest management, soil testing, and sustainable practices. Research Interests: Ornamental plant production, nursery management, plant nutrition, and disease control in commercial settings, alongside interdisciplinary work in mathematics education and cognitive neuroscience. Recent Publications: His scholarly output spans 2017–2025, with a focus on teacher professional development, culturally sustaining pedagogy, neural mechanisms in aging, and mobility-cognition interactions. Teaching strategies for equity in mathematics education Neuroimaging studies on cognitive decline and exercise Advisory Role: Directly supports nursery producers through extension services, though no formal student advisement is mentioned.
Jihoun An is an Associate Professor in the Department of Kinesiology at East Carolina University's College of Health and Human Performance. He specializes in adapted physical education, disability inclusion, and service-learning pedagogy, with a focus on improving educational and health outcomes for individuals with disabilities. B.P.E. in Sport Coaching & Physical Education Teaching, Dong-A University M.P.E. in Human Movement Studies, Ewha Womans University M.S. in Kinesiology - Adapted Physical Activity, University of Saskatchewan Ph.D. in Education - Physical Activity & Educational Services, The Ohio State University His research explores situated learning approaches for teacher development, co-teaching strategies, sensory inclusion in sports venues, and mentoring programs for youth with disabilities. Articles from 2011-2025 emphasize community partnerships, bioecological frameworks, and universal design principles. Reviewer of the Year, Adapted Physical Activity Quarterly (2020) An has secured grants from the US Department of Education (2019-2025), Special Olympics (2023-2024), and SHAPE America (2016-2017). He serves on editorial boards for journals like Adapted Physical Activity Quarterly and International Journal of Disability, Development and Education .
Victoria Keener is a Research Professor at Arizona State University's Global Institute of Sustainability & Innovation and a Senior Fellow at the East-West Center in Honolulu, Hawai‘i. As Co-Lead Principal Investigator of the NOAA-funded Pacific RISA program, she bridges climate science and policy to support Pacific Island communities in developing adaptation strategies against climate-induced risks. Dr. Keener's educational background includes: PhD in Agricultural & Biological Engineering from the University of Florida (2010) Earth & Environmental Engineering, Columbia University Visiting PhD Graduate Scholar (2006) BSc in Bioengineering from Rice University (2002) Her research integrates hydro-climatology, climate policy, and resource management with a focus on Pacific Island adaptation. She specializes in transforming climate data into actionable policies through boundary organizations that connect scientists and decision-makers, addressing critical issues like drought, sea-level rise, and climate finance. Dr. Keener's recent publications reveal a consistent focus on Pacific Islands climate resilience, spanning regional assessments (NCA4/NCA5), sector-specific adaptation (water, urban heat, finance), and innovative methodologies like social network analysis. Her work emphasizes practical applications through guidance documents for policymakers and sustained assessment frameworks. Her scientific recognition includes: Senior Fellow at the East-West Center As lead author of the Hawai‘i and Pacific Islands Chapter for NCA4 and contributor to NCA5, Dr. Keener directs the Pacific Islands Regional Climate Assessment network while serving on Honolulu's Climate Change Commission (2018-2024). Her NOAA-funded Pacific RISA program exemplifies boundary-spanning work that generates actionable climate intelligence for island nations. Through the Pacific RISA program and PIRCA network, she cultivates transnational teams of scientists, policymakers, and community stakeholders to co-produce climate services that address urgent Pacific Island adaptation needs across hydrological, ecological, and socioeconomic domains.
Prof. Dr. Regina Rätz is Professor of Social Work with a focus on child and youth welfare at Alice-Salomon University of Applied Sciences Berlin, a position she has held since 2004. Her academic profile encompasses extensive research, teaching, and publication activities in child protection, social pedagogy, and children's participation in decision-making processes. She contributes significantly to both theoretical development and practical implementation in social work through her scholarly work and professional engagement. Prof. Rätz earned her Dr. phil. in Sociology and holds a Diplom as a Social Worker/Social Educator. Her doctoral scholarship from the Evangelical Study Foundation Villigst e.V. (2002-2004) supported her research on biographical reconstructions of young people's life stories in challenging circumstances. Prior to her professorship, she gained practical experience working with youth and families at Sozialdiakonische Jugendarbeit Lichtenberg e.V. Berlin. Her research interests center on child and youth welfare, with particular emphasis on child protection systems, children's participation in child protection processes, biographical research methods, dialogical approaches in social work, and the impact of societal transformations on children and families. She critically examines power dynamics between adults and children, advocating for approaches that respect children's rights and perspectives while addressing complex social challenges. Prof. Rätz's recent publications (2020-2025) reveal a consistent focus on contemporary issues in child protection, including pandemic impacts on families receiving social services, theoretical frameworks for understanding childhood within power structures, and practical approaches to implementing children's participation. Her work consistently bridges theoretical insights with practical applications, employing qualitative and biographical research methods to develop deeper understandings of social work interventions. Promotionsstipendiatin des Evangelischen Studienwerkes Villigst e.V. (2002-2004) Co-editor of the series "Studienmodule Soziale Arbeit" in Beltz Juventa Verlag since 2007 Editorial board member of Sozial Extra journal (2001-2022) Reviewer for German Council of Science and Humanities (2019-2020) Reviewer for Federal Ministry of Education and Research (2017) Prof. Rätz has supervised numerous students and developed significant academic programs, including scientific leadership of the continuing education master's program "Dialogical Quality Development in Early Help and Child Protection" (MA Kinderschutz) since 2015, and previously led the consecutive master's program "Practice Research in Social Work and Education" (2011-2020). She has also taught at the University of Applied Sciences Northwestern Switzerland. She leads the "Qualitätsentwicklung in Wissenschaft und Praxis" (QE-WiPrax) network, which focuses on quality development in science and practice, particularly in early help and child protection. Her work consistently emphasizes the integration of research, practice, and education to improve outcomes for children and families, with a strong commitment to children's rights and perspectives in social work practice.
Prof. Dr. Birgit Schädlich serves as Professor in the Department of Romance Philology at Georg-August-University Göttingen. Her academic profile centers on reconstructive foreign language research with specialization in multilingualism, cultural didactics, and teacher education. She actively leads research initiatives including the YLAB project under Germany's federal "Aufholen nach Corona" program and coordinates international collaborations through the ENLIGHT network with the University of Bordeaux. Her research interests span qualitative-empirical methodologies including teaching ethnography, grounded theory, and action research. She critically examines language mediation, literature didactics, and university teaching practices with emphasis on non-essentialist cultural concepts. Current projects explore digital-analog hybrid teaching environments, crisis perceptions in French language education, and plurilingual competence frameworks within CEFR implementations. Prof. Schädlich co-edits the journal Foreign Languages Teaching and Learning (FLuL), serves on editorial boards for ZromSD and Quaderna, and leads the French Section of the Klett Academy for Foreign Language Didactics. Her recent publications analyze cultural learning paradigms, mediation concepts, and teacher trainee reflections through monographs and international conference proceedings. Co-editor of Foreign Languages Teaching and Learning Associate member of INALCO's "Pluralité des Langues" research group Head of Klett Academy French Section Advisory roles for ZromSD, ACEDLE, and Quaderna Coordinator of ENLIGHT virtual exchange program She supervises master's and doctoral candidates while directing the department's teacher training practical phases. Her leadership extends to organizing international symposia including the "unterricht_kultur_theorie" series examining cultural learning from interdisciplinary perspectives. The department maintains active research partnerships with institutions in France, Switzerland, and across the ENLIGHT European network.
Friedrich Neubarth is a lecturer at the University of Vienna, affiliated with the Department of German Studies and the Department of Philosophy. His work bridges theoretical linguistics and computational approaches to language processing. Research Focus: Speech synthesis for dialectal varieties, computational modeling of morphology/syntax, phonological representation primitives, and prosodic correlates of information structure. Key Projects: VSDS (Viennese Dialect Synthesis), MLT4MLV (Machine Learning for Language Varieties), LEGO Audio & Braille Building Instructions, and MAGNIFICENT (Multifaceted News Analysis). Academic Contributions: 15-year publication record (2008-2023) spanning speech technology, dialectal machine translation, crossmodal word learning, and formal syntactic theory. Notable collaborations with Brigitte Krenn, Harald Trost, and Michael Pucher. Teaching: Delivers courses in linguistics and grammar at the University of Vienna, including exercise courses and lecture+exercise combinations since at least 2003. Technical Expertise: Development of spoken dialogue systems incorporating Viennese dialect synthesis, creation of multimodal language learning frameworks, and construction of annotated linguistic corpora for research.
Dr Tom Perry is an Associate Professor and Director of Postgraduate Research at the School of Education, Learning and Communication Sciences, University of Warwick. He is a social scientist, education researcher and educator working at the intersection of research, policy and practice. His work focuses on generating and applying robust social science evidence to address real-world challenges in education, with particular emphasis on addressing systemic inequalities through evidence-informed policy and practice. Tom Perry has specialist methodological expertise relating to systematic review and evidence synthesis; quantitative methods and secondary data analysis; evaluation, improvement and enquiry; mixed methods social science; and knowledge mobilisation, exchange and use. His substantive research areas include applied cognitive science; educational equity and effectiveness; school accountability, improvement and evaluation; and sustainable school workforce development. His research has been widely cited and featured in national news media including the Times Educational Supplement, SchoolsWeek and BBC Radio 4. His most recent publications demonstrate a strong focus on evidence-informed education, research methodology, educational equity, and school systems. The articles show consistent engagement with both theoretical frameworks and practical applications in educational settings, with particular attention to methodological rigor and policy relevance. His work spans both empirical research and methodological contributions to the field. Senior Fellow, Higher Education Academy (from Nov 2024) Member of the ESRC Peer Review College (from April 2024) Accredited researcher, Office for National Statistics (ONS) (from May 2019) Professional Affiliate, Chartered College of Teaching (from July 2018) Dr Perry actively supports prospective PhD students and serves in multiple advisory and expert roles, including as External Examiner for MSc programs at Exeter and Leicester universities. He is engaged with numerous research projects with funders including the Education Endowment Foundation, Nuffield Foundation, and ESRC, demonstrating strong connections between academic research and practical educational contexts.
