جست‌وجوی استاد و پژوهشگر

• Contrastive and Intercultural Pragmatics
• Discourse Markers
• Second Language Acquisition (L2)
• +۹ مورد دیگر

Kathrin Siebold is a Professor at the Institute for German Linguistics of Philipps-Universität Marburg , specializing in German as a Foreign and Second Language (DaF/DaZ) . She leads the German as a Foreign and Second Language Working Group and oversees multiple MA and teacher training programs , including international double degree collaborations with institutions in China, France, and Spain. Contact: +49 6421 28-24892 | Email | Room B213, Marburg Educational Background includes a Dr. phil. (2007) from Universidad de Sevilla for her dissertation on speech acts and verbal politeness, with distinctions like Doctorado Europeo and Premio extraordinario del Doctorado . She earned her Magister Artium in German and Romance Studies from Philipps-Universität Marburg (1998) and Ludwig Maximilians-Universität München (1993–1997). Research Interests center on contrastive and intercultural pragmatics , focusing on speech acts, politeness, discourse markers, and interactional competences in L2. She explores empirical classroom research , video-based observation (VEO), and pedagogical innovations like Virtual Exchange and Tandem Learning . Her projects address multilingualism , language policy , and professional development of DaF/DaZ educators. Scientific Contributions include co-founding the open-access journal ZIAF (Zeitschrift für Interaktionsforschung in DaFZ) and organizing conferences such as the International Conference on German as a Foreign Language and the Marburger FaDaF-Thementage . Her recent 15 publications (2025–2023) analyze classroom interaction, discourse markers, and international educational collaborations. Awards: Premio extraordinario del Doctorado (2007) | Doctorado Europeo (2007) Professional Leadership involves coordinating research projects like DaF im iberoamerikanischen Kontext (DAAD-funded 2025–2027), Stark nach Corona in DaFZ (2023–2024), and Videobasierte Unterrichtsbeobachtung mit VEO (2023–2025). She collaborates with universities in Chile, Argentina, Spain, and Poland through Germanistische Institutspartnerschaften .

Poldi Kuhlمشاهده پروفایل

استاد

• Educational Psychology
• Developmental Psychology
• Digital Learning Platforms
• +۴ مورد دیگر

Prof. Dr. Poldi Kuhl is a Professor of Educational Psychology at Leuphana University , Lüneburg, since 2021. Affiliated with the Institute of Psychology in Education (IPE) and the Center for Empirical Research on Language and Education (ERLE) , Kuhl specializes in educational psychology, developmental psychology, and inclusive education. Their research focuses on data-driven decision-making, digital learning platforms, academic language demands, and teacher professional development. Education: Diploma in Psychology (2003) and PhD in Philosophy (2008) from Freie Universität Berlin. Kuhl’s recent work examines how academic language features affect learning outcomes, digital data utilization in primary education, and mental health literacy among teachers. Their publications span topics from virtual reality training tools to inclusive teaching strategies in mathematics. Kuhl’s career includes leadership roles at the Research Data Center (FDZ) at the Institute for Quality Improvement in Education (IQB) and a Junior Professorship at Leuphana University. They have collaborated with institutions like the Universitat Oberta de Catalunya and the Max Planck Institute for Human Development .

Guido Hunzeمشاهده پروفایل

پژوهشگر

• Religious Education
• Didactics of Religious Education
• Video Analysis in Education
• +۵ مورد دیگر

Dr. Guido Hunze serves as Senior Academic Councillor (Akademischer Oberrat) at the Institute for Religious Education and Pastoral Theology within the Catholic Theological Faculty of Westfälische Wilhelms-Universität Münster since December 2012. He holds state teaching authorization for Catholic Religious Education at secondary levels and has been actively involved in teacher education and curriculum development. 1991-1997: Studied Physics, Catholic Theology, and Pedagogy at Rheinische Friedrich-Wilhelms-Universität Bonn 1997: First State Examination for Teaching (Sek. II/I) in Physics and Catholic Religious Education 2006: Doctorate (Dr. theol.) at Catholic Theological Faculty of University of Bonn 2005: First State Examination for Teaching (Sek. II) in Pedagogy Dr. Hunze's research focuses on innovative approaches to religious education, particularly through video analysis methodologies. His work emphasizes inclusive religious teaching practices, creation theology in dialogue with natural sciences, and religious education for sustainable development. He explores how digital technologies transform religious pedagogy while maintaining theological depth, examining how students experience religious learning in contemporary contexts. His scholarship bridges theoretical frameworks with practical classroom applications. His recent publications reveal a consistent focus on contemporary challenges in religious education, with increasing attention to digital transformation, diversity, and sustainability. The trajectory shows evolution from traditional religious pedagogy toward more interdisciplinary approaches integrating video analysis, inclusive education, and ecological theology. His work increasingly addresses how religious education can respond to societal crises and digital transformation while maintaining theological integrity. As an academic leader, Dr. Hunze serves as faculty advisor for teacher education programs, coordinates practical semesters for religious education students, and moderates training for the implementation of confessional-cooperative religious education in the Diocese of Münster. He has contributed significantly to textbook development for Catholic religious education in German schools. Dr. Hunze leads the TheoTVIST videography team and previously directed the GRUVI project, which develops fundamental competencies for religious education through video analysis of classroom instruction. These initiatives represent his commitment to evidence-based approaches to religious pedagogy and teacher development.

Katja Scharenbergمشاهده پروفایل

استاد

• Inclusive Education
• Educational Psychology
• Teacher Training
• +۴ مورد دیگر

Prof. Dr. Katja Scharenberg is a faculty member at the Ludwig-Maximilians-Universität München (LMU) , affiliated with the Faculty of Psychology and Education. Her research focuses on inclusive education, heterogeneity in classrooms, teacher training, science education, and sustainability education. She leads and collaborates on multiple projects funded by the German Federal Ministry of Education and Research (BMBF) and the European Union’s Horizon 2020 program. Her work examines how heterogeneous learning environments impact student outcomes, particularly in science and sustainability education. She investigates teacher diagnostic competence in inclusive settings and develops digital learning environments to support accessible experimentation. Current projects include evidence-based modular continuing education programs for teachers and studies on ethnic school segregation’s effects on educational attainment in Germany and Switzerland. Key publications include empirical analyses of sustainability competencies in schools, inclusive pedagogy in primary and vocational education, and classroom dynamics affecting students with special educational needs. She serves on editorial boards and collaborates with networks like the European Association for Research on Learning and Instruction (EARLI) and the Deutsche Gesellschaft für Erziehungswissenschaft (DGfE) . Her research is supported by grants from the BMBF and EU Horizon 2020 . She supervises students in inclusive education and teacher training, and her work integrates research-based learning with practical school reforms in the Freiburg region.

Felix Prehmمشاهده پروفایل

استاد

• Political didactic concepts
• History of political education
• Historical political education research
• +۳ مورد دیگر

Dr. Felix Prehm serves as Professor of Public Administration at the Chair of Political Science/Political Education, Georg August University of Göttingen since June 2024. His research spans historical political education, gender dynamics, and inclusive pedagogical frameworks for vocational schools. Doctoral degree (2023) from TU Dresden Focus areas: subjectivity theory, othering processes, and intersectional perspectives His recent publications analyze: Historical transformations in political education (1955–1980) Gender relations in Cold War-era curricula Social transformation mechanisms Intersectional approaches to discrimination-critical education Scientific recognition includes: Evangelisches Studienwerk Villigst doctoral scholarship (2019–2023) Award: Absolventenpreis 2018 (TU Dresden) He actively contributes to professional associations including GPJE (founding member, spokesperson for Historical Educational Research) and DeGeDe.

Inci Dirimمشاهده پروفایل

استاد

• German as a Second Language (DaZ)
• Multilingualism in Education
• Migration Pedagogy
• +۴ مورد دیگر

Inci Dirim is a Professor at the Department of German Studies within the Faculty of Philology and Cultural Studies at the University of Vienna . Her work focuses on German as a Second Language (DaZ) , multilingualism, migration pedagogy, and educational equity. She has developed diagnostic tools for language assessment, contributed to curriculum design, and critically analyzed discrimination mechanisms in language education. Education : Magistra Artium (MA) in Linguistics and German Studies from the University of Bremen (1991); PhD in Educational Science from the University of Hamburg (1997) Her research emphasizes language diagnostics , cultural identity , and reflexive pedagogy , particularly in contexts of linguistic and social heterogeneity. She has led projects like TESSLA (language support for multilingual children) and Unterrichtsbegleitende Sprachstandsbeobachtung DaZ (classroom language assessment). Recent publications explore inter- and transdisciplinary approaches to DaZ, normative foundations in language teaching, and separation practices in language promotion. She serves as a key figure in the Austrian Association for German as a Foreign/Second Language (ÖDaF) and the German Society for Educational Science (DGfE) , advocating for critical perspectives on language, migration, and education. Her teaching includes courses on Basics of German as a Foreign and Second Language , Modern German Literature , and Language Diagnostics .

Trine Ankerمشاهده پروفایل

استاد

• Religious Education
• Ethics in Education
• Controversial Topics in Schools
• +۳ مورد دیگر

Trine Anker is a Professor of Religious Studies with Subject Didactics at MF University of Applied Sciences' Faculty of Religious Studies and Society. She holds a PhD from the Norwegian School of Theology (2011), specializing in youth perspectives on respect in multicultural schools. Her academic career includes roles as Associate Professor at Østfold University College and MF University, with extensive experience in teacher education and professional development. Research interests focus on religious didactics, aesthetic teaching methods, ethics in education, and controversial topics like terrorism and memory culture. Notable contributions include analyzing the sacralization of July 22nd events in schools and exploring folk religions in Argentine football culture. She received the 2024 Distinguished Lecturer award for pedagogical innovation. Teaching responsibilities include courses on research methodology (MET-EMP910), pedagogy (PPU1010/1015), and didactic practices. She leads projects like EtiPP (Ethics in Professional Practice) and ReDi (Religion and Dialogue in Modern Societies), investigating ethical frameworks for educators and interfaith dialogue strategies. Publications span 30+ articles in journals like Journal of Moral Education and Prismet , addressing topics from classroom ethics to youth religious expression. Her 2020 textbook Analyse i praksis guides master's students in practical research methods.

• Behavioral Finance
• Household Finance
• Personal Finance
• +۳ مورد دیگر

Prof. Kremena Bachmann is a Professor at the ZHAW School of Management and Law, specializing in Behavioral Finance, Household Finance, and Retirement Decision Making. She holds a PhD from the Swiss Finance Institute, University of Zurich, and has extensive postdoctoral research experience at the University of Zurich's Institute of Banking and Finance. She leads the 'Certificate Program for Advanced Studies in Behavioral Finance' and serves as Head of Research and Development at Moor & Bachmann AG. Her research focuses on investor behavior, financial decision-making biases, and retirement planning strategies. She has published widely in top journals like Journal of Economic Psychology and Financial Services Review , and received the 2007 Best Paper Award from the Swiss Society for Financial Market Research. She actively engages in media commentary, discussing topics like retirement asset allocation and minimizing savings gaps in Neue Zürcher Zeitung and Cash . Education: PhD in Finance, Swiss Finance Institute, University of Zurich (2002–2007) lic.oec.HSG in Finance and Economics, University of St. Gallen (2003–2004) Bachelor's in Economics, Study Center Gerzensee (1995–2002) CAS in Higher School Didactic, Pedagogical School Zurich (2021) Research Interests: Combines experimental methods with behavioral finance to study how cognitive biases affect investment decisions, particularly in retirement contexts. Recent work examines impact investor motivations and advisor influence on belief updating. She leads projects like 'Incentives and Retirement Savings in Switzerland'. Grants & Projects: Swiss National Science Foundation (Project 'Behavioral Finance for Retail Banking') Leadership of the 'Certificate Program for Advanced Studies in Behavioral Finance' (University of Zurich, 2006–2007) Labs/Teams: Coordinates interdisciplinary research teams at ZHAW and collaborates with private sector firms like Moor & Bachmann AG to bridge academic insights with practical financial advisory practices.

Juan Carlos Bel Martinezمشاهده پروفایل

استادیار

• Historical Imagination
• Historical Thinking
• Social Sciences Education
• +۵ مورد دیگر

Juan Carlos Bel Martinez serves as Assistant Professor in the Department of Experimental and Social Sciences Education at the Faculty of Teacher Training, University of Valencia. His academic credentials include a PhD in Specific Didactics (Didactics of Social Sciences) from Universitat de València with extraordinary doctoral award, a degree in Primary Education Teaching from Universitat Jaume I of Castellón, and a Master's Degree in Research in Specific Didactics from Universitat de València. Bel Martinez has established himself as a prominent researcher in historical imagination and historical thinking within Primary Education contexts. His scholarly work focuses on analyzing teaching materials, particularly textbooks, to understand how they foster historical consciousness among young learners. He has conducted research stays at the Universiteit van Amsterdam and the Universidad de Valladolid, demonstrating international academic engagement. His research has been recognized with a six-year research period assessed by CNEAI, reflecting significant scholarly contributions to the field. His publication record reveals a strong thematic focus on historical imagination, with recent work examining women's representation in history textbooks (2025), methodological approaches to studying historical imagination (2024), and systematic reviews of social science textbook research in Spain (2024). His work consistently bridges theoretical frameworks with practical classroom applications, particularly examining how visual materials in textbooks contribute to historical understanding. Extraordinary doctoral award Six-year research period assessed by CNEAI As an active academic, Bel Martinez collaborates extensively with colleagues at the University of Valencia, especially with Juan Carlos Colomer Rubio and Rafael Valls Montés, while also working with researchers from other Spanish institutions. His research methodology combines qualitative approaches like discourse analysis with quantitative methods to examine teacher perspectives and curriculum content within Spain's educational framework. His work continues to expand the understanding of how historical narratives are constructed and transmitted to primary school students through educational materials.

Marcel Mierwaldمشاهده پروفایل

پژوهشگر

• History Education
• Epistemological Beliefs
• Digital Media in Education
• +۳ مورد دیگر

Dr. Marcel Mierwald is a researcher at the Department of History Didactics at Ruhr University Bochum, specializing in empirical studies of historical learning. He collaborates on the oral history project "People in Mining" and focuses on digital learning, epistemological beliefs, and language-sensitive history teaching. His work bridges theoretical frameworks with classroom practice. Education: Doctoral degree (2019) at Ruhr University Bochum; Master of Education in social studies and history (Free University of Berlin, 2012). Research Trends: His recent publications emphasize authenticity in learning materials, media comparison studies, and assessment tools for historical argumentation. Collaborations with Nicola Brauch and others highlight interdisciplinary approaches to history education. Scientific Awards: Doctoral scholarship from Professional School of Education (PSE) at Ruhr University Bochum (2013-2016). Teaching: Offers courses on subject didactics, practical semester preparation, and language-sensitive history teaching. Led seminars on migration history, the Weimar Republic, and National Socialism in school labs. Labs & Teams: Active in the Alfried Krupp Student Laboratory and Ruhr University Bochum's student laboratory for humanities, focusing on empirical history education research and innovative teaching methods.

Jessica Süßenbachمشاهده پروفایل

استاد

• Physical education
• Sports science
• Gender studies in sports
• +۶ مورد دیگر

Jessica Süßenbach is a Professor for Sports Pedagogy and Sports Science at Leuphana University of Lüneburg. She maintains an active research profile with 78 publications, 48 academic activities, 16 research projects, and multiple media appearances. Her work focuses on physical education, gender and diversity issues in sports, and innovative teaching approaches in primary school settings. Her research interests center on physical education in primary schools, with particular emphasis on inclusive sports practices, gender diversity, and the integration of digital media in sports teaching. She has conducted qualitative studies on movement, play, and sports in all-day primary schools, examining perspectives from both educational staff and children. Her work explores wheelchair basketball as an inclusive sport, digital video tagging in football instruction, and quality development frameworks for sports offerings in extended school settings. Analysis of her recent publications reveals a strong focus on inclusive sports education, particularly examining how to make sports accessible to children with diverse needs. She has pioneered work on digital media integration in sports teaching, especially video-based approaches for reflection and instruction. Her research consistently addresses practical applications for primary school settings, with a focus on qualitative methodologies and participatory approaches that include children's perspectives. Professor Süßenbach is actively involved in significant research projects including 'Sport vernetzt,' the Move4Health subproject examining sports clubs as developmental environments for children, and the Circular EURO 2024 sustainability initiative. Her work has received substantial institutional support, including the 'Millions in funding for Leuphana teacher training' project from 2018. Her academic contributions extend to practical applications in schools, particularly through her work on wheelchair basketball (RoBaTaS project) and video-based reflection methods for physical education. She regularly presents her findings at conferences and through media outlets, demonstrating commitment to translating research into practice.

Sivert Skålvoll Urstadمشاهده پروفایل

دانشیار

• Sociology
• Sociological Theory
• Sociology of Religion
• +۵ مورد دیگر

Sivert Skålvoll Urstad is an Associate Professor at the Department of Sociology and Social Work , University of Agder , Norway. His academic interests include Sociology of Religion , Secularization , Sociological Theory , and Quantitative Research Methods . He is affiliated with research groups on Religious Minorities and Diversity , Social Studies Didactics , and Sociological Theory Development . Email: sivert.s.urstad@uia.no Phone: +47 38141868 Research Themes - Urstad's work focuses on the sociology of religion, secularization trends, and non-religious identity in the Nordic context. His studies often employ quantitative methods to analyze gender disparities in religiosity, vaccine skepticism, and organizational behavior in educational settings. Recent Article Trends - His publications include analyses of afterlife beliefs , vaccine distrust , gender equality skepticism , and non-religious identity in Norway. Collaborative works explore organizational HRM strategies and internal branding in schools. Advising and Collaborations - While no advisees are listed, Urstad frequently collaborates with scholars like Inger Furseth and Dag Yngve Dahle on interdisciplinary projects spanning sociology, education, and organizational behavior. Labs/Teams - He contributes to the Religious Minorities and Religious Diversity group and Sociological Theory Development at University of Agder.

Wolfgang Schneiderمشاهده پروفایل

استاد

• Mathematics Education
• University Mathematics Didactics
• Algebra
• +۲ مورد دیگر

Prof. Dr. Wolfgang Schneider is an Honorary Professor of Mathematics Didactics at the University of Augsburg, affiliated with the Faculty of Mathematics, Natural Sciences and Technology and the Institute of Mathematics. His work focuses on the didactics of mathematics, particularly the transition from school to university mathematics education, and algebra with emphasis on ring and module theory. Dr. Schneider's primary research interests lie in two main areas: university mathematics didactics (with special focus on the transition from school to university) and algebra (particularly the theory of rings and modules). His work bridges educational theory with practical classroom applications, developing approaches to help students navigate the challenging transition between secondary and tertiary mathematics education. In algebra, he has made contributions to ring theory, module theory, and related algebraic structures. Analysis of Dr. Schneider's publications reveals a consistent focus on mathematics education and algebra. His work spans from theoretical explorations in ring and module theory to practical applications in mathematics teaching. A significant portion of his research addresses the challenges students face when transitioning from school to university mathematics, with numerous publications focusing on geometry education, problem-solving techniques, and the use of technology in mathematics instruction. His research demonstrates a commitment to improving mathematics education through both theoretical insights and practical teaching methods. Dr. Schneider holds several notable professional memberships: Member of the Society for Mathematics Education since 1996 Founding member of the Caratheodory Society since 1999 Member of the Mathematical Association of America since 2008 Offered membership in the American Mathematical Society in 2011 Dr. Schneider actively participates in teaching and academic guidance at the University of Augsburg. He teaches courses such as "Analysis III and Number Theory/Algebra for secondary school teachers," "Linear Algebra 1," and leads a research group. His teaching approach emphasizes the connection between theoretical mathematics and practical pedagogy, particularly focusing on the transition challenges students face when moving from school to university mathematics. While specific grant information is not provided in the available materials, his extensive publication record and professional activities suggest sustained research engagement. Dr. Schneider is part of the Didactics of Mathematics team at the University of Augsburg, working alongside colleagues including Prof. Dr. Reinhard Oldenburg, Prof. Dr. Hans-Georg Weigand, and Dr. Renate Motzer. This collaborative environment supports research in mathematics education, teacher training, and the development of innovative teaching approaches for both school and university settings.

Viacheslav V. Lytvynenkoمشاهده پروفایل

استاد پژوهشی

• Theology
• Patristics
• Medieval Slavic Studies
• +۵ مورد دیگر

Dr. Viacheslav V. Lytvynenko is a Research Professor at Charles University, Prague, and an Affiliated Researcher in Historical Theology at the Evangelical Theological Faculty, Leuven. He holds a Ph.D. in Greek Patristics (2014), an M.Th. (2003) from ETF Leuven, and a B.Th. (1996) from Donetsk Christian University. His research focuses on theological and textual analysis of patristic works , particularly those attributed to Athanasius of Alexandria and Pseudo-Athanasian texts in Slavonic traditions. He investigates manuscript transmission , translation errors , scribal habits , and the reception of anti-Arian motifs in medieval Slavic contexts, including Russia, Bulgaria, and Serbia. Recent publications highlight his expertise in manuscript studies (e.g., marginalia in Old Permic script), exegetical traditions (e.g., allegory in Pseudo-Athanasian texts), and historical theology (e.g., the evolution of the 'Knyazhiy Izbornik' in Slavic literature). His work bridges patristics , Byzantine studies , and Slavic medieval history . He has taught at multiple institutions, including ETF Leuven (2015–present), Gordon-Conwell Theological Faculty (2014–present), and Donetsk Christian University (2003–2010). While no student lists or awards are documented, his collaborations (e.g., with Irina Gritsevskaya) and extensive bibliography reflect significant contributions to theological and Slavic scholarship.

Patricio G. Herbstمشاهده پروفایل

استاد

• Mathematics Education
• Geometry Education
• Teacher Professional Development
• +۳ مورد دیگر

Patricio G. Herbst is a Professor in the Marsal Family School of Education and the Department of Mathematics at the University of Michigan. He holds dual roles as a professor of education and mathematics, bridging both the College of Literature, Science, and the Arts and the School of Education. His research focuses on understanding the professional work of mathematics teachers and university instructors, with an emphasis on teacher knowledge, decision-making, and the design of online learning environments. Key areas of interest include geometry education, mathematical proof, and the development of technologies such as Anotemos and LessonDepict for learning from video and storyboarding. Herbst has led numerous grants and projects, including 'GRIP: Mathematics Grasping the Rationality of Instructional Practice,' which explores geometry teaching and teacher training. He has also contributed to initiatives like the 'LessonSketch' platform and 'GeT Support' for teacher professional development. His work spans international collaborations and curriculum development efforts in secondary mathematics education. Herbst’s research publications emphasize the integration of theoretical frameworks with practical classroom applications, particularly in geometry instruction and teacher cognition. His book, *The Learning and Teaching of Geometry in Secondary Schools: A Modeling Perspective*, underscores his commitment to advancing pedagogical models in mathematics education. He is affiliated with the GRIP lab, a research group dedicated to studying geometry, reasoning, and instructional practices. His contributions to mathematics education include designing interventions, analyzing teacher rationality, and advancing the use of multimedia tools in teacher training.