جست‌وجوی استاد و پژوهشگر

Yuriy Rogovchenkoمشاهده پروفایل

استاد

• Qualitative theory of differential equations
• Mathematical modeling in biology
• Perturbation methods
• +۲ مورد دیگر

Yuriy Rogovchenko is a Professor in the Department of Mathematical Sciences at the University of Agder. His research spans differential equations, mathematical modeling, and education innovation, with applications in biology, social sciences, and engineering. Rogovchenko has contributed extensively to mathematics education through projects like PLATINUM (Erasmus+ Strategic Partnership) and CPEA-ST-2019/10067 (Eurasia project). PhD in differential equations (Institute of Mathematics, Kyiv, 1987) Regular Associate at Abdus Salam ICTP, Trieste (2004-2011) Editor for 11 international journals Referee for over 70 journals Research Interests: Qualitative theory of differential equations, perturbation methods, mathematical modeling in interdisciplinary contexts. He focuses on enhancing conceptual understanding through inquiry-based learning and nonstandard problems. Publications: Recent works include advancements in linear system observability, parameter identification methods, and educational studies on exact differential equations. His collaborations with Svitlana Rogovchenko and Matthias Pätzold highlight applications in engineering and biology. Awards: Sørlandet kompetansefonds research award (2016).

Ruihong Huangمشاهده پروفایل

دانشیار

• Natural Language Processing (NLP)
• Information Extraction
• Machine Learning
• +۶ مورد دیگر

Ruihong Huang is an Associate Professor in the Department of Computer Science and Engineering at Texas A&M University, part of the College of Engineering. She holds a Ph.D. from the University of Utah (2014) and completed a postdoctoral fellowship at Stanford University. Her research focuses on Natural Language Processing (NLP) with emphasis on information extraction, event recognition, media bias analysis, and ethical AI applications. She teaches courses like Information Storage and Retrieval (CSCE 470), Natural Language Processing (CSCE 638), and has advised numerous PhD, Master’s, and undergraduate students. Key research contributions include work on event coreference resolution, discourse analysis, and detecting media bias through event relation graphs. Huang has developed benchmark datasets like UAL-Bench and EMONA, and her work spans applications in disaster management, fake news detection, and moral reasoning in LLMs. She is a recipient of the NSF CAREER Award and serves on program committees for top conferences like ACL and EMNLP. Her academic service includes roles as Area Chair for ACL 2024 and Senior Area Chair for EMNLP 2024. She maintains an active lab group focusing on NLP fundamentals and real-world applications, with projects involving propaganda identification, polarity calibration for opinion summarization, and multimodal dialog act classification. Huang has published over 80 papers in top-tier venues such as NAACL, EMNLP, ACL, and NeurIPS.

Andrea R. Englishمشاهده پروفایل

مدرس ارشد

• Philosophy of Education
• Educational Theory
• Anti-Oppressive Pedagogy
• +۷ مورد دیگر

Dr. Andrea R. English is a Senior Lecturer in Philosophy of Education at the Moray House School of Education and Sport, University of Edinburgh. She holds significant academic leadership roles, including President-Elect of the John Dewey Society and Editor-in-Chief of IMPACT: Philosophical Perspectives on Education Policy . Her research focuses on productive struggle in learning, dialogic pedagogy, and decolonizing education. She earned her doctorate from Humboldt University Berlin and has taught globally, including at Mount Saint Vincent University and Humboldt University Berlin. Dr. English leads the Productive Struggle Lab and the Listening Study Group, emphasizing anti-oppressive and democratic educational approaches. She coordinates teacher education initiatives and supervises PhD students exploring critical thinking, inclusive education, and decolonization. Her work bridges philosophy and practice, addressing how teachers foster student resilience through pedagogical listening, particularly in STEM education. She actively contributes to Scotland’s anti-racist curriculum project and collaborates internationally on transformative learning and ethical teaching practices. Dr. English’s teaching spans undergraduate and postgraduate programs, including courses on critical thinking, inclusive pedagogy, and John Dewey’s educational philosophy. Her funded research explores AI tools for identifying student struggle and the role of negativity in transformative learning. She frequently presents at global conferences, advocating for dialogic teaching and moral education reform.

• Mathematics Education Curriculum
• Mathematics Teacher Education
• Algebra Teaching and Learning
• +۳ مورد دیگر

Jill Newton is a Professor in the Department of Curriculum and Instruction at Purdue University’s College of Education. Her work focuses on mathematics education curriculum development, teacher training, and equity in education, with additional contributions to international and study abroad programs. Ph.D. in Curriculum, Teaching, and Educational Policy (Mathematics Education), Michigan State University (2008) M.A. in International Education, George Washington University (1995) B.S. in Mathematics and Secondary Teaching Certification, Michigan State University (1987) Newton’s research spans algebra teaching, curriculum coherence, and social justice in education. She has led national studies on mathematics teacher preparation and explored how teachers use curricular resources post-COVID. Her work also emphasizes international education, including virtual communities of practice for global social justice. Recent publications highlight her focus on algebraic reasoning, curricular alignment, and equity. She has co-authored studies on elementary teachers’ curriculum use, preservice teacher development, and virtual intercultural collaborations. Terry L. Wood Mathematics Teacher Educator Award (2024-25) Book of Great Teachers Inductee (2023) Outstanding Leadership in Globalization Award (2022-23) Charles B. Murphy Outstanding Undergraduate Teaching Award (2017) Newton has coordinated undergraduate research at Purdue since 2018 and has taught mathematics education courses since 2004. Her teaching experience spans secondary schools in Venezuela, Tanzania, Bulgaria, and Papua New Guinea, enriching her global perspective.

Marcia C. Linnمشاهده پروفایل

استاد

• Science Education
• Technology in Education
• Knowledge Integration
• +۷ مورد دیگر

Marcia C. Linn is the Evelyn Lois Corey Professor of Instructional Science in the Berkeley School of Education at the University of California, Berkeley. She serves as Chair of the Graduate Group in Science and Mathematics Education (SESAME) and has made significant contributions to the field of science education for over five decades. Dr. Linn is a member of the National Academy of Education and a Fellow of multiple prestigious organizations including the American Association for the Advancement of Science (AAAS), the American Psychological Association (APA), the Association for Psychological Science (APS), the American Educational Research Association (AERA), and the International Society of the Learning Sciences (ISLS). Dr. Linn earned her B.A. in Psychology and Statistics (1965), M.A. in Educational Psychology (1967), and Ph.D. in Educational Psychology (1970) from Stanford University, where she worked under Lee Cronbach. Her early career included working with Jean Piaget at the Institute Jean Jacques Rousseau in Geneva, Switzerland (1967-68), serving as a Fulbright Professor at the Weizmann Institute of Science in Israel (1983), and conducting research at University College in London. She has been a fellow at the Center for Advanced Study in Behavioral Sciences three times and a Writing Resident at the Rockefeller Foundation Bellagio Center twice. Dr. Linn's research focuses on how students learn science and how technology can be used to improve science education. She developed the Knowledge Integration framework, which has become widely used in science education. Her work explores the intersection of cognitive science and educational practice, with particular attention to how students develop understanding of complex scientific concepts. She has pioneered the use of technology in science education, developing the Web-based Inquiry Science Environment (WISE) and directing the NSF-funded Technology-Enhanced Learning in Science (TELS) center. Dr. Linn's recent publications demonstrate a clear trajectory toward integrating artificial intelligence with science education. Her work increasingly focuses on how AI can support knowledge integration, facilitate science learning opportunities, and promote equitable educational experiences. She examines how technology can help students develop deeper understandings of scientific concepts through inquiry-based learning while addressing issues of social justice in science education. Scientific Awards and Honors National Association for Research in Science Teaching Award for Lifelong Distinguished Contributions to Science Education American Educational Research Association Willystine Goodsell Award Council of Scientific Society Presidents first award for Excellence in Educational Research Fulbright Professor (1983) Apple Wheels for the Mind grant (1985) National Institute of Education grant (1983) Throughout her career, Dr. Linn has secured significant funding for educational research, including multiple National Science Foundation grants. She directed the NSF-funded Technology-Enhanced Learning in Science (TELS) center and has led numerous projects investigating the cognitive consequences of computer environments for learning. She has advised countless students and researchers in the field of science education, shaping the next generation of educational researchers and practitioners. Dr. Linn directs the Web-based Inquiry Science Environment (WISE) project and has been instrumental in developing technology-enhanced learning environments for science education. Her laboratory has been at the forefront of creating and testing innovative learning technologies that support students in developing deep understanding of scientific concepts through inquiry-based approaches.

• English Language Teacher Education (ELTE)
• Teacher Development
• Reflective Practice
• +۵ مورد دیگر

Steve Mann is a Professor in Applied Linguistics at the University of Warwick, where he has been affiliated since 2007. His work focuses on English Language Teacher Education (ELTE), teacher development, and qualitative research methodologies. He holds a PGCE from the University of Warwick (1984) and has extensive experience in ELT across Hong Kong, Japan, and Europe. Mann’s research group investigates reflective practice, teacher beliefs, mentoring, and technology integration in education. Notable contributions include co-editing the Routledge Handbook of English Language Teacher Education (2019) and pioneering studies on video-based teacher reflection. He has supervised numerous PhD students exploring aspects of teacher development, though he is currently not accepting new PhD candidates. Education: PGCE, University of Warwick (1984) Pre-service teaching in English and Drama in England (1980s) British Council Teaching Scheme in Hong Kong (1980s) Research Interests: Teacher education, reflective practice, qualitative interview methodologies, and the role of technology in professional development. His work emphasizes bridging theory and practice in ELT, particularly through collaborative dialogue and action research. Grants & Projects: Supporting Sustainable English Teacher Professional Development in Yunnan Province (British Council, 2022–2023) China Course Research: Postgraduate Curriculum Design (2019–2022) Video in Language Teacher Education (British Council, 2016–2018) Labs/Teams: Leads a research group focused on teacher development, mentoring, and blended learning strategies. Collaborates with institutions like the British Council on global teacher education initiatives.

• Critical Accounting
• Dialogic Accounting and Accountability
• Social Justice and Human Rights
• +۶ مورد دیگر

Dr. Farzana Aman Tanima is a Senior Lecturer at the University of Sydney Business School’s Accounting, Governance, and Regulation department. She previously held roles at the University of Wollongong (2017–2023). Her research focuses on critical and dialogic accounting, social justice, and challenging neoliberal frameworks through participatory approaches. Born in Bangladesh, she earned her PhD in 2015 from Victoria University of Wellington, New Zealand, with a thesis on dialogic accounting practices for marginalized women. Education: PhD in Accounting, Victoria University of Wellington, 2015 Undergraduate Honours Degree, Victoria University of Wellington Research Interests: Dr. Tanima’s work centers on dialogic accounting to democratize accounting practices, with focus on NGOs, microfinance, Indigenous education, and race. She employs participatory action research and autoethnography to address systemic inequalities. Key areas include: Accounting’s role in empowerment and development Decolonizing accounting education through Jindaola Critical race theory and counter-accounting Awards: 2024 Mary Parker Follet Award (AAAJ Journal) 2020 VC OCTAL Teaching Award 2015 AFAANZ Best PhD Award Teaching & Mentorship: She leads pedagogical initiatives embedding Indigenous perspectives into curricula and fosters dialogic learning. Supervised two completed PhDs, with co-authored publications. Active in mentoring early-career researchers through invited talks and workshops. Labs/Teams: Part of the Alternative Accounting Research Network and editorial boards for CPA Journal and Financial Accountability & Management . Co-leads special issues on critical dialogics and publicness in accounting.

Shannon D. M. Mooreمشاهده پروفایل

دانشیار

• Media Education
• Social Studies Education
• Social Justice Pedagogy
• +۵ مورد دیگر

Shannon D. M. Moore is an Associate Professor at the Faculty of Education , University of Manitoba , where she teaches media education , social studies education , social justice pedagogy , and research methodologies. Her work critically examines the impacts of neoliberal reforms on public education, hockey culture , and gender-based sexual violence in schools. Education: 2014 — PhD, University of British Columbia 2008 — MA, University of British Columbia 2000 — BEd, University of British Columbia 1999 — BA, University of British Columbia Her research focuses on media literacies , neoliberalism , and creative pedagogies . Recent projects include the SSHRC-funded study We Interrupt this Programming , which analyzes institutional responses to gender-based violence, and co-planning the Hockey Conference 2025 in Winnipeg. She also serves as managing editor of the Manitoba Social Science Teachers' Association Journal and co-hosts the podcast Public Good . Recent publication trends include critiques of EdTech neoliberalism , education privatization , and homophobic/transphobic discourses in mainstream media. Her work bridges critical pedagogy with policy analysis and cultural studies , emphasizing the intersection of public education and social justice . Scientific Awards: Invited to testify before the House of Commons' Standing Committee on the Status of Women (2024) for her research on hockey culture and gendered violence Community & Leadership: As a founding member of People for Public Education and organizer of the Hockey Conference 2025, she advocates for systemic resistance to neoliberal education policies and works to amplify marginalized voices in educational discourse.

Sara Hennessyمشاهده پروفایل

استاد

• Classroom Dialogue
• Digital Technology in Education
• Teacher Professional Development
• +۴ مورد دیگر

Sara Hennessy is a Professor of Educational Dialogue and Pedagogical Inquiry at the Faculty of Education, University of Cambridge , where she teaches and supervises Masters and doctoral students. She serves as Research Director of the £30m+ FCDO-funded EdTech Hub and leads the Cambridge Educational Dialogue Research (CEDiR) Group . Her research spans high- and low-income countries, focusing on classroom dialogue analysis, technology-mediated pedagogy, and teacher professional development. Education: BSc in Social Psychology (LSE), MA (Cantab), PhD in Psychology (UCL) Professional Memberships: American Educational Research Association (AERA), British Educational Research Association (BERA), European Association for Research into Learning and Instruction (EARLI) Research Interests: Hennessy’s work examines how digital technologies can enhance classroom dialogue and collaborative learning, particularly in sub-Saharan Africa. She developed the T-SEDA toolkit for classroom dialogue analysis, which underpins multimedia professional development resources. Her projects include Camtree (global practitioner research platform) and the EdTech Hub , investigating equitable uses of educational technology in low-income contexts. Publications: Her recent articles analyze mixed-methods approaches to classroom dialogue, technology’s role in Tanzanian teacher development, and linguistic considerations in resource localization. Earlier works focus on interactive whiteboards, OERs, and socio-cultural perspectives on technology integration. Scientific Awards: ESRC Research Fellowship (2007-2010): Consolidated practitioner-researcher collaboration methodologies Editorial Roles: Former editor of the British Journal of Educational Technology (2016-2024) and editorial board member of the International Journal of Science Education .

Muchao Yeمشاهده پروفایل

استادیار

• Artificial Intelligence
• Machine Learning
• AI Safety
• +۷ مورد دیگر

Muchao Ye is an Assistant Professor in the Department of Computer Science at the University of Iowa. He earned his Ph.D. from Pennsylvania State University's College of Information Sciences and Technology in 2024 and a Bachelor of Engineering in Information Engineering from South China University of Technology. Ph.D., Information Sciences and Technology, Pennsylvania State University (2024) B.Eng., Information Engineering, South China University of Technology His research focuses on the intersection of Artificial Intelligence, Machine Learning, and AI Safety, particularly adversarial robustness in language models and vision-language models. He designs methods to enhance the security and reliability of deep learning systems for safety-critical applications like video surveillance and healthcare. Recent publications highlight adversarial robustness frameworks (e.g., UniT , PAT ), vision-language models for explainable video anomaly detection ( VERA ), and healthcare risk prediction techniques ( MedPath , MedRetriever ). His work appears in top venues such as NeurIPS, KDD, AAAI, ACL, and CVPR. Professional experience includes Applied Scientist internships at Amazon (2022–2023) and teaching roles at the University of Iowa and Pennsylvania State University. He serves as a reviewer for conferences like NeurIPS, ICML, and journals including IEEE TPAMI.

• Medical Image Understanding
• Radiology Report Generation
• Deep Learning
• +۳ مورد دیگر

Chantal Pellegrini is a Lecturer and PhD student at the Chair of Computer Aided Medical Procedures (Prof. Navab) at Technical University of Munich (TUM). Her research focuses on Deep Learning applications in medical imaging, including explainable AI for radiology report generation and Vision-Language Models for clinical decision support. She actively contributes to the DHM, NARVIS Lab, and RobUSt research groups. Teaching responsibilities include courses such as 'Computer Aided Medical Procedures', 'Medical Augmented Reality', and 'Surgical Robotics'. She supervises student projects in medical AI and healthcare innovation, with recent projects involving multimodal report generation and graph pretraining for medical applications. Education: BSc/MSc Computer Science (TUM), current PhD student since 2022 Labs: DHM (German Heart Center), NARVIS Lab, RobUSt Robotics & Ultrasound Research Keywords: Medical Image Understanding, Radiology Reports, LLMs in Healthcare Her publications span surgical OR dataset development, reinforcement learning for clinical decisions, and explainable X-ray diagnosis systems. She mentors MA/BA students in medical AI and project management for healthcare applications.

Mihye Wonمشاهده پروفایل

دانشیار

• Science Education
• Virtual Reality in Education
• Artificial Intelligence in Education
• +۵ مورد دیگر

Mihye Won is an Associate Professor at Monash University’s Faculty of Education, specializing in innovative science education strategies. Her research integrates dialogic teaching, student-generated diagrams, immersive Virtual Reality (VR), and generative AI to enhance scientific understanding and creativity. She has secured Australian Research Council (ARC) funding for projects like Using Immersive Virtual Reality to Enhance Science Visualisation (2019–2025) and Drawing Science Diagrams to Enhance Scientific Creativity (2018–2025). Her work supports students, teachers, and early-career researchers, aligning with the UN Sustainable Development Goal for Education. PhD, University of Illinois at Urbana-Champaign: Inquiry-based science education via Dewey’s theory of inquiry Her research focuses on: Dialogic teaching to foster student reasoning Student-generated diagrams for conceptual understanding VR for visualizing complex science topics Generative AI in science learning Creative and critical thinking in science education Recent articles span VR applications, AI in physics education, collaborative drawing techniques, and curriculum-aligned creative pedagogy. Awards include the Most Valuable Paper Award 2024 for her work on enzyme-substrate interactions in VR. She serves on the advisory board for Chemistry Education Research and Practice and the editorial board of the International Journal of Science Education .

Paul C. Adamsمشاهده پروفایل

استاد

• Geographical Communications
• Media Geography
• Place Images in the Media
• +۷ مورد دیگر

Paul C. Adams is a Professor in the Department of Geography and the Environment at the University of Texas at Austin's College of Liberal Arts, where he has served as Director of the Urban Studies Program since 2003. His interdisciplinary work bridges geography, media studies, and communication, with a focus on digital media's sociospatial implications. Adams earned his Bachelor of Environmental Design from the University of Colorado-Boulder (1984) followed by an M.S. (1990) and Ph.D. (1993) in geography from the University of Wisconsin-Madison. His academic journey reflects a deep commitment to understanding spatial dimensions of human experience. His research explores geographical communications , place imagery in media , and digital disentanglement , with recent work examining geopolitical discourse, climate change communication, and refugee spatial experiences. As founder of the Association of American Geographers' Media Geography Specialty Group (now "Media and Communication"), he pioneered frameworks for analyzing how media shapes place perception and political subjectivity. Analysis of his 2021-2025 publications reveals three dominant trajectories: (1) Digital media's intimate politics through entanglement/disentanglement lenses, (2) Geopolitical discourse analysis applied to climate change and US-China relations, and (3) Spatial dimensions of forced migration and cultural landscape transformation. These intersect with subfields including media geography, political ecology, and digital humanities. Key honors include: Fulbright Research Fellowship to the University of Bergen (2010) Fulbright Fellowship to McGill University/University of Montreal (2001) Ander Visiting Professorship at Karlstad University (2016-2017) Adams teaches foundational courses including GRG 305 (This Human World) and URB 315 (Urban Studies Research Methods), alongside specialized seminars in media geography and political geography. His research has secured major funding including the Research Council of Norway's ViSmedia project (2015-2020), for which he held an Associate Professor II appointment at the University of Bergen. He leads the Media Geography Specialty Group and maintains active collaborations with scholars across Poland, Sweden, and Norway, driving international research on digital place-making and geopolitical discourse through collective publications and interdisciplinary projects.

• Classroom Research
• Initial Teacher Education
• Critical Thinking
• +۷ مورد دیگر

Emilia Andersson-Bakken is an Associate Professor at Oslo Metropolitan University, affiliated with the Faculty of Education and International Studies and the Department of Primary and Secondary Teacher Education. She teaches and supervises student teachers at bachelor’s, master’s, and PhD levels, contributing significantly to initial teacher education. Her academic work is deeply rooted in classroom research, with a focus on critical thinking, creativity, and classroom discourse in primary education. Her research interests include classroom research , initial teacher education , critical thinking , creativity , and classroom discourse . These themes are reflected in her ongoing involvement in key research projects such as KriT (Critical Thinking in Primary Education), Beyond access: improving quality of early years reading instructions in Ethiopia , and Classroom activities for the six-year-olds – 20 years on (Klassprax_20) . These projects emphasize pedagogical innovation, teacher facilitation, and literacy development in early schooling. The trends in her recent publications reveal a strong commitment to advancing critical thinking through children’s literature, dialogic teaching, and teacher-led inquiry. Her work spans both theoretical and practical dimensions, with a recurring emphasis on how teachers can foster student agency and reflective thinking in primary classrooms. She frequently publishes in educational journals and contributes to edited volumes focused on pedagogy and literacy. She has received no explicitly mentioned scientific awards in the provided text. Emilia supervises students at multiple levels and is actively involved in research funding and dissemination efforts through national and international conferences. Her work is supported by collaborative research teams and institutional frameworks at OsloMet. While no specific grants are named, her participation in multi-year, interdisciplinary projects indicates substantial research support and academic leadership. She is part of the research group Classroom Research and contributes to Research and Development Work on the Lower Primary Level With a Focus on Initial Education . These groups focus on observational studies, curriculum evaluation, and teacher development in early education contexts.

Raymond J. Mooneyمشاهده پروفایل

استاد

• Artificial Intelligence
• Bioinformatics and Computational Biology
• Machine Learning
• +۱۴ مورد دیگر

Raymond J. Mooney is a Professor in the Department of Computer Science at the University of Texas at Austin, where he has been a faculty member since 1987. He is the Director of the UT Artificial Intelligence Laboratory and affiliated with multiple research groups including the Machine Learning Research Group, UT Computational Linguistics Lab, and the UT Center for Computational Biology and Bioinformatics. He holds a B.S., M.S., and Ph.D. in Computer Science from the University of Illinois at Urbana-Champaign, where his thesis was supervised by Gerald DeJong. His research spans diverse areas in artificial intelligence, machine learning, and natural language processing: Natural Language Learning Connecting Language and Perception Statistical Relational Learning Information Extraction Transfer and Active Learning Abductive Reasoning Text Mining and Clustering Recommender Systems Knowledge-Base Refinement Recent publications highlight trends in grounded language processing, human-robot interaction, and multimodal reasoning. He has been recognized with prestigious fellowships including ACL (2014), ACM (2010), and AAAI (2005). Scientific awards: Fellow of the Association for Computational Linguistics (2014) Fellow of the Association for Computing Machinery (2010) Fellow of the American Association for Artificial Intelligence (2005) Classic Paper Award (2019) Best Paper Awards (2007, 2004, 1996) He teaches graduate courses like CS 371R: Information Retrieval and Web Search (Fall 2025) and CS 395T: Grounded Natural Language Processing (Spring 2025). His research labs include: UT Artificial Intelligence Laboratory Machine Learning Research Group UT Computational Linguistics Lab UT Center for Computational Biology and Bioinformatics