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.
جستوجوی استاد و پژوهشگر
استاد راهنما، استاد دانشگاه یا پژوهشگر مناسب برای مسیر پژوهشیتان را پیدا کنید و با او ارتباط بگیرید.
نمایش ۶۱-۷۵ از ۳٬۷۱۹ استاد راهنما
اطلاعات این پروفایلها از صفحات عمومی دانشگاهها جمعآوری شده و ممکن است بهروز نباشد.
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.
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.
Dr. Saeed Karimi Aghdam Ordaklou is an Associate Professor of English Language and Didactics at the Faculty of Education and Arts, Nord University, Norway. His academic career is rooted in applied linguistics, with a focus on second language acquisition, educational psychology, and dynamic systems theory. PhD in Applied Linguistics (Second Language Acquisition), University of Jyväskylä, Finland MA in English Language Teaching, Azarbaijan Shahid Madani University, Iran B.A. in English Language & Literature, University of Tabriz, Iran Professional Teacher Education, JAMK University of Applied Sciences, Finland His research synthesizes Vygotsky’s cultural-historical psychology, dynamic systems theory, and dialectical frameworks to explore second language development in sociocultural contexts. Key themes include L2 writing, complexity-accuracy-fluency dynamics, and interdisciplinary theoretical integration. Recent publications emphasize dynamic systems theory applications, digital mediation in multilingual writing, and the sociocultural dimensions of language learning. He has also guest-edited special issues addressing theoretical dialogues in applied linguistics. Dr. Karimi Aghdam has taught in Iran, Finland, and Norway, and holds teaching qualifications from the UK, Finland, and Norway. He actively collaborates with international scholars and has held visiting researcher roles at UC San Diego, Penn State, and the University of Southern Denmark.
Prof. Dr. Kerstin Mayrberger is a Professor for Teaching and Learning at the University of Hamburg's Faculty of Education, specializing in Media Didactics at the Hamburg Center for University Teaching and Learning (HUL). She focuses on Digital Transformation in Higher Education, Agile Educational Leadership, and Open Educational Practices (OEP). Her work bridges theory and practice, emphasizing participatory approaches and institutional agility. Educationally, she holds a Dr. phil. from Hamburg University (2006) and has held academic positions since 2009, including roles at the Universities of Augsburg and Mainz. She is currently Chair of the BMBF's OER Strategy Advisory Board and has led major projects like the Hamburg Open Online University (HOOU). Her research explores digital didactics, open education, and leadership in education. Key interests include Ambidextrous Agile Educational Leadership (AAEL), which integrates stability and innovation in educational contexts. She has authored influential books such as Partizipative Mediendidaktik (2019) and Agile Educational Leadership (2021). Awards include the GEW Förderpreis (2000) for academic excellence. She advises on national education policies and chairs committees for OER strategies. Her work spans grants from BMBF, DAAD, and European initiatives, emphasizing digital equity, teacher professionalization, and educational innovation. She leads the HUL, coordinates international collaborations, and contributes to initiatives like the United Nations' Education 2030 agenda. Her labs and teams focus on OER development, digital pedagogy, and educational leadership frameworks.
Prof. Wolfgang Sting is a Professor of Theater Pedagogy/Didactics of Performing Arts at the University of Hamburg's Faculty of Education. He holds a position in the Department of Didactics of Linguistic and Aesthetic Subjects (EW 4). His career includes roles as Master's Program Director for Performance Studies and guest professorships internationally. Sting has led major research projects funded by Volkswagen Foundation, Körber Foundation, and others, focusing on intercultural theatre, performative education, and uncertainty in teaching. Education: Pädagogik, Philosophie, Psychologie, Theatre Studies (Bielefeld, Eugene, München) Habilitation: Volkswagen Foundation-funded project on Theatre Pedagogy (2000) Research focuses on Theatre Pedagogy's interplay with cultural education, intercultural practices, and performative methodologies. His projects like TUSCH and TheaterSprachCamp integrate theatre into school curricula. Recent work explores irritation as a pedagogical tool in performance-based teaching. Key awards include the 2025 ASSITEJ Prize for commitment to youth performing arts and the 2020 Hamburger Lehrpreis. He advises several scholarly boards including the journal Zeitschrift für Theaterpädagogik. Advisory roles include leading Performance Studies programs and supervising over 20 PhD students. Notable students include Alina Gregor (2023) and Virginia Thielicke (2015). Research projects span 25 years with ongoing work in Hamburg's TheaterSprachCamp initiative. Labs/Teams: Core contributor to the University's Theatre Education Lab, co-founder of the interfaculty Performance Studies program, and collaborator on the Theater in Schulen network.
- Piano Performance
- Music Education
- Chamber Music
- +۵ مورد دیگر
Isabel Gabbe , University Professor of Piano & Piano Didactics at Mozarteum University Salzburg's Innsbruck Department since 2016, is a German-French pianist and music educator with extensive international experience. She heads the Music Education Department and contributes to artistic higher education through her work with the European Piano Teachers Association (EPTA) and the Austrian Society for Music and Medicine (ÖGFMM). Studied with Hans Leygraf and Rainer Becker Certified music physiologist Founder of "Moments Musicaux" festival in France Active in teacher training across Europe and South America Her research focuses on music education , physiological piano teaching methods , and musicians' health . Isabel integrates creative approaches to piano instruction for children, emphasizing cross-cultural communication through music. Her recent work explores alternative keyboard techniques and inclusive pedagogy. Professor Gabbe's publications analyze piano didactics, including " Alles ist erlaubt, nur nicht Alles spielen! " on practical repertoire use and " Musizieren lernen? Ein Kinderspiel! " on playful learning approaches. She contributes to Schott Verlag's "Üben&Musizieren" series and Waxmann Verlag's music education publications. Scientific recognitions include: German Music Council Artist List (2000) EPTA Austria Vice Chair (2018–present) Deutsche Tonkünstlerverband Deputy Chair (2015–2023) Richard Wagner Association Stipend (2002) Aspen Music Festival Stipend (1995,1996) Isabel Gabbe actively mentors educators through workshops and masterclasses across Europe and South America, focusing on sustainable teaching practices and physiological approaches to piano instruction. She has participated in numerous festivals and serves on academic committees for music education curricula.
Lenka Garsholمشاهده پروفایل
دانشیار
Lenka Garshol is an Associate Professor at the Department of Foreign Languages and Translation at the University of Agder. She serves as the subject coordinator for English in teacher education and is a member of the International Society for the Linguistics of English (ISLE) and the Learner Corpus Association (LCA) . Her research interests include: Language Acquisition Language Learning Multilingualism Code-switching and Code-mixing Game-based Learning She leads the Games and Active Learning Methods in Education (GAME) project, focusing on digital tools and games in language education. Garshol's publications emphasize English language teaching , error analysis in learner English, and the use of digital tools for pedagogy. Her collaborative work spans topics like artificial intelligence in language subjects , foreign language policy , and subject-verb agreement patterns . She contributes to editorial work for journals such as the Nordic Journal of Language Teaching and Learning (NJLTL) and has co-authored book chapters on teacher education reforms and digital competence development.
Hanne Leth Andersen is the Rector of Roskilde University and a Professor of University Pedagogy. She holds a PhD and has extensive experience in higher education leadership, including roles as director of the Centre for Teaching Development at Aarhus University and director of the Learning Lab at Copenhagen Business School. Her research focuses on foreign language didactics, university pedagogy, educational quality, and innovative teaching methods. Education: PhD in University Pedagogy. Previous academic positions include Professor of University Pedagogy at Aarhus University and Copenhagen Business School. Research interests emphasize exam form innovations, teaching development, language learning methodologies, and the role of foreign languages in education. She advocates for educational quality and pedagogical strategies to enhance student learning environments. Key awards include Chevalier de l'Ordre de la Légion d'Honneur (France), Commandant of the Ordre des Palmes Académiques (France), and Dannebrog Order (Denmark). Notable contributions include developing teacher training programs and advising on educational policies in Norway, Sweden, Finland, and France. Advising and grants: Pioneered collegial supervision methods for teacher competence development at Aarhus University, contributed to Norway’s university quality systems evaluations, and advised on French bachelor’s program reforms. Engaged in strategic board roles within research, education, and cultural institutions. Labs/teams: Active in Roskilde University’s Rectorate leadership, previously directed Learning Lab at CBS, and collaborates internationally on educational strategy initiatives.
Edith Blaschitzمشاهده پروفایل
استادیار
Ass.-Prof. Edith Blaschitz is an Assistant Professor in the Department for Arts and Cultural Studies at the University for Continuing Education Krems, part of the Faculty of Education, Arts and Architecture. Her research focuses on Nazi-era forced labor camps, historical memory, digital cultural heritage, and participatory research methodologies. She leads projects like the 2022-2025 'NS-„Volksgemeinschaft“ und Lager im Zentralraum Niederösterreich' initiative and the 2021-2022 'Making Traces Readable' project, which combine citizen science with digital technologies to document and memorialize sites of Nazi persecution. Education: Not explicitly stated in available texts Affiliations: Director of studies in Cultural Heritage and Digital Humanities Her work bridges historical research with modern digital tools, emphasizing public engagement through augmented reality, co-curation platforms, and geographical mapping. Recent publications include monographs on Nazi labor camps in Lower Austria and interdisciplinary analyses of visual media in reconstructing historical landscapes. Grants include funding from Austrian federal programs and local municipalities for projects like 'Wo sind sie geblieben? Die Frauen von Krems' (2019-2021). She actively participates in international conferences discussing digital preservation of contested spaces and memory politics. Collaborates with institutions such as the Filmarchiv Austria and regional heritage organizations, contributing to exhibitions and public educational initiatives about lesser-known WWII sites.
Craig A. Gibson is a Professor in the Department of Classics at the University of Iowa within the College of Liberal Arts & Sciences. Since 1999, he has taught Latin and Greek literature, focusing on ancient and medieval rhetorical education and prose fiction. His research explores moral implications of rhetorical training and representations of societal figures in classical texts. Education: Ph.D. in Classical Studies from Duke University Education: B.A. in Classics from Rhodes College Research interests span ancient Greek and Latin oratory, rhetoric, and prose fiction, with a particular emphasis on medieval Greek rhetorical education. His work bridges classical and medieval studies through interdisciplinary lenses, including theology, ethics, and cultural transmission. Recent publications examine the Dolopathos (De rege et septem sapientibus) by John of Alta Silva, analyzing its intertextual connections to religious narratives like Barlaam and Josaphat and its use of Vergilian and Pauline influences. He is currently translating George the Monk’s Chronicon under contract with Liverpool University Press. Scientific awards : Collegiate Scholar in the College of Liberal Arts & Sciences His scholarly contributions include critical editions and translations of Byzantine and medieval texts, advancing accessibility for modern audiences.
Professor Alfred Riedl is a distinguished faculty member at the Technical University of Munich (TUM), specifically within the School of Education, where he focuses on Vocational Education. His academic career spans decades of dedicated research and teaching in vocational pedagogy, teacher training, and educational innovation. Riedl has established himself as a leading expert in vocational education research, particularly in developing integrated teacher training programs that bridge theory and practice. His research interests encompass vocational education research, teacher training methodologies, language promotion in vocational settings, educational language for vocational schools, and action-oriented instructional approaches. Riedl has pioneered innovative programs such as the "Berufliche Bildung Integriert" (BBI@TUM), which connects the first and second phases of vocational teacher education with a strong emphasis on theory-practice integration. His work on language support for immigrants in vocational schools and career perspectives for asylum seekers and refugees demonstrates his commitment to addressing contemporary educational challenges. Professor Riedl's recent publications reveal a strong focus on competency-oriented and evidence-based approaches to teacher education, with particular attention to migration contexts and language diversity. His work spans from theoretical foundations of vocational pedagogy to practical implementation of innovative teaching methods in vocational settings. The recurring themes across his publications include teacher professionalization, integration of theory and practice, and addressing the challenges of diverse student populations in vocational education. As an active supervisor, Riedl has guided numerous doctoral candidates and master's students through their academic journeys, with recent theses focusing on topics such as inclusive education, digital learning environments, action-oriented instruction, and sustainable development education in vocational contexts. His teaching portfolio includes foundational courses in vocational pedagogy and didactics, as well as specialized seminars on action-oriented learning and sustainable development education. Riedl's collaborative projects demonstrate his commitment to practical relevance in teacher training, including international master's programs for vocational education and language support initiatives for immigrants in vocational schools. While he has announced his imminent retirement, his extensive contributions to vocational education research and teacher training continue to shape the field at TUM and beyond.
Mark Bo Jensenمشاهده پروفایل
استادیار
Mark Bo Jensen is an Assistant Professor (tenure track) at the Department of Engineering Technology and Didactics, Technical University of Denmark (DTU), specializing in Energy Technology and Computer Science. His research is centered on Perception Engineering and Extended Reality technologies, particularly Virtual Reality (VR), with applications in human cognition, computer graphics, and scientific visualization. His research interests lie at the intersection of engineering and cognitive sciences, focusing on creating immersive and convincing extended reality experiences. Jensen applies his over 10 years of expertise in real-time computer graphics to advance VR systems for perception modeling, geometric data visualization, and material appearance simulation. His work contributes to fields such as medical diagnostics, 3D annotation, and photorealistic rendering. The recent publications highlight a strong trend in leveraging VR for scientific tasks, such as anatomical landmark annotation and visual field testing, as well as advancing core graphics techniques like meshlet optimization and diffusion-based stereo image generation. His research integrates computer vision, graphics algorithms, and human-centered design. While no scientific awards are currently listed, his active participation in research projects and consistent publication output indicate a growing academic profile. He has contributed to interdisciplinary collaborations involving medical, biological, and engineering domains. Jensen has been involved in advising and research projects, including serving as a PhD student in the 'Virtual Reality-Based Visualization of Geometric Data' project and currently as a project participant in 'AL-EYE: The Visual Aid'. These projects reflect his focus on applied VR solutions and data understanding. His work is conducted within the Energy Technology and Computer Science division at DTU, where he contributes to advancing perception-driven technologies and their practical implementation in scientific and medical contexts.
Andreas Seifertمشاهده پروفایل
عضو هیئت علمی
Dr. Andreas Seifert serves as a Research Associate at the University of Paderborn's Department of Educational Psychology and Developmental Psychology, affiliated with the Professional School of Education (PLAZ). His work focuses on impact research in teacher education, fostering reflective practices among educators, and advancing media pedagogy. He holds a dual office address at Warburger Str. 100 (H4.143) and Mersinweg 3 (W4.240) in Paderborn. His research interests span educational psychology, teacher training methodologies, media competency development, and empirical research methods. He has contributed to publications on psychology didactics, reflective workshop efficacy, and media-related attitudes in pre-service teachers. Seifert teaches courses including Quantitative Research Methods, Survey Design, and Media Education Research at Paderborn University, Leuphana University Lüneburg, and Bielefeld University. He has organized workshops on statistical methods, test theory, and qualitative research techniques since 2005. He serves on editorial boards for journals like Lehrerbildung auf dem Prüfstand and participates in professional groups such as the Competence Center for University Didactics in Mathematics (KHDM). His teaching portfolio includes innovative projects addressing intercultural education and refugee integration through language programs.
Aleksandar M. Ignjatović is a Full Professor of Physical Education and Methodology at the Faculty of Pedagogical Sciences, University of Kragujevac in Jagodina. He holds a PhD in Physical Education with a specialization in teaching methodology (2021), a Master's in Physical Education and Sports (2011), and a Diploma in Physical Education (2006) from the University of Niš. His research focuses on biomechanics of movement, strength and conditioning physiology, and pedagogical methods in physical education. He has contributed to projects like 'Effects of Applied Physical Activity on the Population of Serbia' (MIII 47015) and 'Biomechanical Efficiency of Elite Serbian Athletes' (OI 179019). He actively collaborates with institutions in Austria, Czech Republic, Slovakia, Slovenia, Portugal, Spain, Greece, and Japan through research visits and invited lectures. Key achievements include the Tallinn Young Researcher Award (2017) and peer-review roles for SCI journals (M21-M24). He has presented at international conferences in Russia, Czech Republic, and Japan, and serves as a reviewer for EU Tempus projects. His teaching spans undergraduate and graduate courses in physical education methodology, anthropomotorics, and recreational theory. International Collaborations: Visiting scholar at Graz University's Institute of Sport Sciences, Bratislava's Comenius University, and others. Professional Memberships: FIEP, AIESEP, ACSM, ECSS.