جست‌وجوی استاد و پژوهشگر

• Environmental Education
• Citizenship Education
• Social Sciences Didactics
• +۳ مورد دیگر

Olga Moreno Fernández is a Professor at the University of Seville, affiliated with the Faculty of Educational Sciences and the Department of Teaching of Experimental and Social Sciences. Her research focuses on environmental education, citizenship education, and the integration of innovative pedagogical methods in teaching. She has authored over 40 journal articles and contributed to numerous collective works, addressing topics such as socio-environmental issues, digital communication in education, and the challenges of transitioning vulnerable youth into adulthood. Her work often intersects with teacher training, emphasizing the role of educators in fostering global citizenship and sustainable development. Notable projects include analyzing climate change representation in textbooks, exploring the impact of the pandemic on educational practices, and evaluating cybercoexistence among youth. She has directed two theses on WhatsApp communication in vulnerable contexts and non-traditional student employability perspectives. Collaborations span institutions like Pablo de Olavide University, with a focus on socio-educational challenges, active aging, and intercultural education. Her contributions highlight the importance of heritage education, critical digital literacy, and inclusive teaching strategies.

Sandra Wattsمشاهده پروفایل

استاد آموزشی

• Second Language Acquisition
• Scholarship of Teaching and Learning
• Spanish Literature
• +۳ مورد دیگر

Sandra Watts is a Teaching Professor of Spanish at the University of North Carolina at Charlotte, where she serves as Coordinator of Lower Division Spanish. She oversees first and second-year Spanish language programs in traditional and hybrid formats, supervises the Spanish Individualized Instruction program, and trains graduate teaching assistants and part-time instructors. Education: PhD in Spanish (University of Michigan, 2012) MA in Spanish (University of Michigan, 1998) BA summa cum laude in Comparative Literature (Cornell University, 1992) Her research focuses on Second Language Acquisition , Foreign Language Teacher Training , and Contemporary Spanish Literature and Culture . She specializes in K-20 educational integration, Peninsular literature, and pedagogical methodologies in the Scholarship of Teaching and Learning. Her publications span textbook contributions, literary translations, and peer-reviewed book reviews. Key themes include Spanish feminist narratives, educational resource development, and cultural integration in language instruction. She has collaborated with publishers like McFarland and Houghton Mifflin on Spanish language materials. Professional Affiliations: American Association of Teachers of Spanish and Portuguese (AATSP) American Council on the Teaching of Foreign Languages (ACTFL) American Association of University Supervisors and Coordinators (AAUSC) Foreign Language Association of North Carolina (FLANC) As President of the North Carolina Chapter of AATSP since 2012, she contributes to statewide language education policies and standards. Her peer-review work includes Foreign Language Annals , Hispania , and Letras Peninsulares .

Leiv Heming Semمشاهده پروفایل

استاد

• Discourse Analysis
• Identity Studies
• Language Policy
• +۱۳ مورد دیگر

Leiv Heming Sem is a faculty member at Nord University, specializing in Norwegian language, literature, and cultural studies. His work bridges discourse analysis , memory culture , and Sami indigenous studies . Teaches Norwegian at bachelor's and master's levels Supervises two PhD students Focuses on South Saami history and cultural identity Research interests include traumatic memory in Norwegian WWII narratives, folkloric traditions , and language policy . His recent publications analyze: Sami educational paradigms Memory conflicts in Norwegian SS-volunteer narratives Curriculum development for minority cultures As leader of a research group, he explores cultural and didactic approaches to traumatic history . Collaborations span institutions like NTNU and UiO, with work on museum curation and oral folk poetry.

• Environmental Planning
• Sustainable Development
• Landscape Architecture
• +۵ مورد دیگر

Shabnam Rahbar is an Adjunct Professor at the Faculté de l'Aménagement of Université de Montréal, affiliated with the École d'Urbanisme et d'Architecture de Paysage . She holds a PhD in 'Territoires, Sociétés, Développement' from the École des Hautes Études en Sciences Sociales (Paris), and specializes in sustainable landscape design integrating mesological and phenomenological approaches. Teaches courses including APA-3115 (Historical Theory), APA-6508 (Proximity Landscape Workshop), and URB-6670 (Individual Research) Expertise: Sustainable urban projects, ecoquartiers critique, interdisciplinary research-creation Leads major projects like 'Lac Osisko Spectralities' (CRSH-funded) and 'Ecoquartier Louvain Est' Her research explores innovative strategies for sustainable place-making, combining ecological, ethical, and aesthetic principles. Notable collaborations include organizing the Trilogie de l'Entre-deux interdisciplinary event (March 2024) and co-creating the Mésologie exhibition (November 2023). Grants: Multiple CRSH-funded projects (2020-2025) focusing on post-industrial landscapes, climate-positive design, and urban hospitality. Supported by institutions like Ivanhoé Cambridge Observatory and VRM network. Labs/Teams: Active member of VRM (Villes Régions Monde) and leads research groups addressing urban ecology and cultural-ecological symbiosis.

• History of Education
• Educational Theories
• School Culture Studies
• +۳ مورد دیگر

Dr. Gabriel Barceló Bauzà is a Full Professor in the Department of Pedagogy and Specific Didactics at the University of the Balearic Islands (UIB)'s Faculty of Education. He specializes in the history of education, particularly focusing on school culture and practices during the Franco regime, post-war Spain, and the use of photography as a historical source. He is a member of the Educational History Studies Group (GEDHE-IRIE-UIB) and has led projects such as 'La práctica escolar en Menorca durante el franquismo.' He served as Vice-Dean of the Faculty of Education (2021-2022) and is on the Board of Directors of the Spanish Society for the History of Education (SEDHE). Education: PhD in Education from UIB. Research interests include contemporary pedagogical theories, educational continuity under dictatorships, and road safety education. He has collaborated with journals like Revista de Educación and authored 'Cultura i pràctiques escolars a la Mallorca de postguerra (1939-1949)' (2023), winning the IX Premi Font i Roig d'Assaig. Recent articles analyze Francoist-era educational practices, material culture in schools, and the role of photography in historical research. His work bridges archival sources with ethnographic methods, emphasizing classroom realities over official narratives. Current projects include 'Public history of education in Spain (1970-2020).' He teaches courses on contemporary pedagogy and educational history. Grants include funding from the Institut Menorquí d'Estudis (IME). His research highlights how teacher practices often resist political mandates, maintaining pre-war pedagogical traditions. He actively promotes educational heritage conservation and hosts international conferences on historical pedagogical objects.

• Preschool Education
• Early Literacy Development
• Inclusive Education
• +۴ مورد دیگر

Dr. Barbara Borowska is an Assistant Professor at the Department of Christian Pedagogy and Pedagogical Biography, Institute of Pedagogy, Faculty of Social Sciences, John Paul II Catholic University of Lublin. Her career spans over two decades with Erasmus+ research and teaching scholarships in Italy, France, Lithuania, and Israel. She specializes in preschool education, early literacy development, inclusive education, and the role of family in patriotic upbringing. Key Research Trends: Phonetic memory development, EU compliance in Polish education, comparative analysis of synthetic-analytic vs. glottodidactic reading methods, and inclusive education challenges. Scientific Recognition: Golden Cross of Merit (2021) Medal of the National Education Commission (2014) Distinguished monograph award for 'Uczestnictwo licealistów polskich i francuskich w kulturze' (2014) Grant Leadership: Directed EU-funded projects including 'More Opportunities for Every Child' and 'Digital Competence Development' under Operational Program Poland Digital. Academic Service: Served as expert for the Polish Ministry of National Education's teacher promotion committees since 2001. Co-organized international conferences like ACISE 2024 and MOEC 2021. Collaborated with Université Paris 8, Gordon College of Education (Haifa), and Università Cattolica del Sacro Cuore (Milan).

• Mathematical Statistics
• Stochastic Processes
• Discrete Mathematics
• +۳ مورد دیگر

Priv.-Doz. Dr. Susanne Koch is a Senior Lecturer (Akademische Oberrätin) for Teacher Education in the Department of Mathematics at the University of Hamburg. She holds a PhD in Probability Theory from Georg-August-University Göttingen (2000) and has extensive experience in academic teaching and research. Her primary role involves teacher training in mathematics, focusing on bridging didactic and scientific aspects of problem-solving in education. Research Interests: Mathematical Statistics and Stochastic Processes Applications of Probability Theory in Education Discrete Mathematics and Stochastic Reasoning Development of Digital Tools for Mathematics Education Recent Research Trends: Her work combines foundational stochastic analysis with practical educational methodologies, emphasizing problem-solving frameworks for primary and secondary education. Key contributions include studies on Dirichlet forms, random walks, and pedagogical strategies for integrating advanced mathematical concepts into teacher training programs. Awards: Double Prize Winner of the 2006 Pilot Project for Teaching Excellence at Göttingen University. Advising & Grants: Leads academic advising in mathematics education, coordinating courses like 'Fachwissenschaftliche Hintergründe schulmathematischer Inhalte' and 'Grundkonzepte der diskreten Mathematik'. Active in curriculum development for teacher education programs. Lab/Team: Member of the ST Group (Mathematical Statistics and Stochastic Processes) at the Department of Mathematics, contributing to interdisciplinary research and educational innovation.

• Museum Education
• Educational Technology
• Art and Pedagogy
• +۳ مورد دیگر

Chiara Panciroli is a Full Professor in the Department of Education Studies 'Giovanni Maria Bertin' at the University of Bologna. She specializes in General Education, Technology in Education, and Museum Education. She leads the MOdE (Museum Laboratory of Education) and the Center for Research and Didactics in Museum Contexts. Her work focuses on integrating digital technologies, AI, and e-learning into educational practices, particularly for teacher training and cultural mediation. Her academic discipline is PAED-02/A (Didactics and Special Pedagogy). She actively contributes to international organizations like ICOM (International Council of Museums), focusing on museum-education intersections. Her teaching includes courses on digital environments and museum pedagogy, emphasizing blended learning and innovative educational tools. Research interests span AI literacy, post-digital learning ecosystems, and the ethical implications of AI in education. Recent publications explore AI integration in classrooms, generative AI in teaching, and frameworks for AI curriculum design. She has collaborated on projects like the ESLAI Framework and digital heritage valorization initiatives with the MOdE. Her professional activities include supervising educational software evaluations (e.g., for INDIRE) and developing learning objects for international cooperation programs. She emphasizes participatory research methods, particularly in community-focused social work and poverty-aware practices. Labs/Teams: Scientific director of MOdE and the Center for Research in Museum Didactics. Active in ICOM committees (AVICOM, CECA, UMAC) and SIPED (Italian Society of Pedagogy).

• Multilingualism
• Intercomprehension
• Intercultural Learning
• +۴ مورد دیگر

Prof. Silvia Maria Melo Pfeifer holds the Universitätsprofessor (W3) für Didaktik der romanischen Sprachen at the Faculty of Education, University of Hamburg , Germany. She also serves as a Research Fellow at CIDTFF, University of Aveiro, Portugal. Her work centers on multilingual education, heritage language pedagogy, intercomprehension, and linguistic landscapes , with extensive experience in international research collaborations. Key Projects : PEP (2023-2026), AGILE (2022-2025), BOLD (2022-2025), IDéAL (2022-2025), and CoMMiTTEd (2021-2023). Research Themes : Focus on plurilingual literacy, multilingual teacher training, digital language interaction, and critical approaches to heritage language education , analyzing how students negotiate identities in multilingual contexts. Her publications include edited volumes on multilingual teacher education (Springer, 2023) and peer-reviewed chapters on intercomprehension. She advocates for pedagogies that integrate students' entire linguistic repertoires , challenging monolingual norms in educational systems.

Astrid Müllerمشاهده پروفایل

استاد

• Educational Science
• German Language Didactics
• Literacy Development
• +۵ مورد دیگر

Prof. Dr. Astrid Müller is a professor at the University of Hamburg's Faculty of Education, specializing in German language didactics with a focus on literacy development and orthography. She holds a professorship in Educational Science, emphasizing didactics of German language and literature. Her work centers on reading promotion in secondary education and structural approaches to orthographic learning. She has led multiple DFG-funded projects, including studies on morphological awareness and interventions to improve reading skills in elementary students. Müller has supervised numerous PhD students and co-authored influential publications in journals like Praxis Deutsch and Unterrichtswissenschaft . She received the 2024 Friedrich Prize for German Didactics and serves on editorial boards such as Praxis Deutsch . Her research explores language structure's role in literacy, teacher training, and inclusive education strategies. Her career includes teaching German and Russian, postdoctoral research at Hamburg University, and leadership roles in educational institutions. She has developed curricula and materials for literacy programs, including Rechtschreiben lernen . Key projects include the Hamburger Leseförderprojekt and studies on adult literacy for migrants. Müller's work bridges empirical research with practical classroom applications, emphasizing structured approaches to word recognition and spelling. Education: Promotion (PhD) in German Didactics from University of Greifswald (1992), postdoctoral research at Hamburg University (1994–1996). Research: Focuses on orthography, reading acquisition, and morphological awareness. Leads projects funded by German Research Foundation (DFG). Grants: Over €432k from DFG for studies on orthographic learning and migrant literacy. Collaborations include University of Bielefeld's 'Astro' project on literacy interventions. Professional Roles: Editor of Praxis Deutsch , member of academic committees, and jury chair for Friedrich Prize. Her publications span textbooks, peer-reviewed articles, and edited volumes addressing grammar, spelling, and inclusive teaching methods. Ongoing supervision includes studies on grammatical uncertainties and case marking in German.

Ulrich von Knebelمشاهده پروفایل

استاد

• Special Education
• Language Impairments
• Inclusive Education
• +۵ مورد دیگر

Prof. Dr. Ulrich von Knebel is a Professor at the University of Hamburg’s Faculty of Education , specializing in pedagogy for language impairment and pedagogy for people with disabilities and disadvantages (PBB) within the Department of School and Primary School Pedagogy, Social Pedagogy, and Pedagogy for People with Disabilities (EW 2). His research focuses on inclusive education, pedagogical diagnostics, and language development under disabling conditions. Research Highlights : von Knebel’s work spans historical analyses of speech disorders (e.g., 2000 monograph), interdisciplinary diagnostics (2012), and contemporary inclusion challenges (2010). Recent projects (2022–2024) explore speech ability in neurodiverse populations, including Trisomy 21 and language development disorders. Contact & Office Hours : Available via Zoom during summer semester breaks (August 11, September 8, October 6, 2025) at Sedanstraße 19, Room 237, Hamburg. Email: Ulrich.von.Knebel@uni-hamburg.de .

Katrin Steinvoordمشاهده پروفایل

پژوهشگر ارشد

• Youth Physical Activity Promotion
• Active School Initiatives
• Pedagogical Interventions
• +۳ مورد دیگر

Dr. Katrin Steinvoord is a Research Fellow at the University of Hamburg's Faculty of Education, specializing in Didactics of Linguistic and Aesthetic Subjects (EW 4). She currently fills the academic role of Prof. Dr. Claus Krieger and leads post-doctoral research in Movement, Play, and Sport. Her work focuses on promoting youth physical activity, active school initiatives, and qualitative research methods in pedagogical interventions. Education: Magister in Sports Science (2011), with minors in Nutrition Science and Psychology Research Interests: Designing movement-based interventions in schools Qualitative evaluation of educational programs Integration of physical activity into urban youth mobility Inclusive sports education through projects like INCLUSAIL Key Projects: "läuft." (2013-2015): Pedometer-based intervention to increase youth physical activity "Spiel dich stark" (2016-2018): Football-based program improving student well-being and academic performance "INCLUSAIL" (2021-present): Inclusive sailing as an educational opportunity Collaborations: Co-founder of the "Fit durch die Schule" initiative with AOK Rheinland/Hamburg Lead author for the 2024 "Bewegte Schule" journal issue

• History Education
• Language in Education
• Task-Based Learning
• +۳ مورد دیگر

Annika Stork is a Scientific Associate in History Didactics at the University of Hamburg's Faculty of Education, affiliated with the Department of Didactics of Social Sciences and Mathematics and Natural Sciences (EW 5). Her work focuses on integrating linguistic frameworks into historical education, particularly exploring how language shapes historical perspectives and argumentation in teaching contexts. She collaborates extensively with Prof. Dr. Andreas Körber and Alexander Buck on seminar programs addressing competency-based learning, teacher professionalization, and language-sensitive history instruction. Her research investigates functional-linguistic categories' role in interpreting historical reasoning within classroom communication. Notable presentations include examining task-based learning applications in history education and analyzing perspective sensitivity through interdisciplinary methodologies. She contributes to academic publications, including works on sensitive language use in history teaching and methodological frameworks for educational research. Teaching activities include leading seminars on task design in history education, progression of learning competencies, and teacher training programs. Her current dissertation explores perspective sensitivity in history teaching through empirical studies combining didactic and linguistic analysis. Office located at Von-Melle-Park 8, Room 419.

Alina Alwastمشاهده پروفایل

پژوهشگر

• Mathematical Modeling in Education
• Teacher Education
• Educational Psychology
• +۳ مورد دیگر

Alina Alwast is a Researcher at the University of Hamburg's Faculty of Education, specifically within the Department of Mathematics Didactics led by Prof. Dr. Buchholtz. Her roles include project coordination (e.g., ProfaLe project) and research in mathematics education focusing on teacher development and mathematical modeling. Education & Career: Holds a doctoral degree (since 2018) and has held research positions since 2017 in projects addressing teacher professionalization and mathematical modeling education. Current position (2024–2028) as a scientific employee under §28(2) Habil regulations. Research Interests: Focuses on pre-service teachers' competencies in mathematical modeling instruction, including noticing skills, metacognitive strategy use, and transition challenges between school and university education. Active in developing assessment tools and video-based training methods for teacher education. Publications: Published 10 peer-reviewed articles (2019–2024) emphasizing mathematical modeling pedagogy, teacher noticing, and educational discontinuity studies. Highlights include work on staged video vignettes for professional development and analysis of pre-service teachers' competencies. Grants & Projects: Key contributor to projects like ProfaLe (teacher professionalization under societal changes), TEDS-M validation, and modeling day initiatives. Coordinates interdisciplinary collaborations in mathematics education. Labs/Teams: Associated with the LehrLabor Lehrerprofessionalisierung (Teacher Professionalization Lab) and collaborates with international research networks in mathematics education.

Annika Elmمشاهده پروفایل

مدرس

• Educational Science
• Early Childhood Education
• Teacher Education
• +۳ مورد دیگر

Annika Elm is a Lecturer at Gävle University, specializing in didactics and educational science. Her research focuses on early childhood education, technology-enhanced learning, and teacher professional development. She holds a PhD in Education from Stockholm University (2012). Key areas include preschool curriculum design, educator-child interactions, and integrating ICT in teacher training. Recent works explore nursing students' clinical calculation challenges and preschool environments' impact on engagement. Education: PhD in Education, Stockholm University (2012); MSc/Master's degree implied through academic career progression. Professional Development: Active in collaborative research networks focusing on sustainable preschool practices and TEL implementation. Research interests emphasize bridging theory-practice gaps in early education, particularly through tools like research circles for teacher development. Her work often addresses how physical environments and digital tools shape learning experiences in pre-school and primary settings. Publications highlight trends in TEL challenges for higher education staff, preschool curriculum implementation strategies, and innovative teaching methods for science education in early years. Collaborative projects include studies on functional preschool facilities and educator engagement metrics. No scientific awards explicitly mentioned. Advising focuses on collaborative research projects rather than formal student supervision. Active in producing policy-relevant reports about educational environments and teacher training methodologies. Labs/Teams: Collaborates with Stockholm University's pedagogy department and participates in municipal quality improvement initiatives. Engaged in cross-institutional research groups focused on sustainable educational practices and technology integration.