جستجوی استاد راهنمای دانشگاهی

Amber Rayمشاهده پروفایل

دانشیار

• Special Education
• Literacy Instruction
• Writing Interventions
• +۳ مورد دیگر

Amber B. Ray, Ph.D. , is an Associate Professor of Special Education at the University of Illinois Urbana-Champaign , where she develops strategy and self-regulation approaches to literacy instruction for students with disabilities and diverse learning needs. Her work emphasizes professional development for educators in writing and reading instruction. Education : Ph.D. in Learning, Literacies, and Technologies with specialization in Special Education from Arizona State University Research Focus : Dr. Ray’s work centers on Self-Regulated Strategy Development (SRSD) for improving writing outcomes across educational levels (elementary to adult learners). She investigates technology integration, professional development models like Practice-Based Professional Development (PBPD) , and equity in teacher preparation programs, particularly for racially/ethnically diverse candidates. Publication Trends : Recent studies (2023-2025) highlight SRSD applications for argumentative/informative writing in K-12 settings, PBPD for teacher training, and addressing systemic barriers like Praxis Core: Writing exam requirements through evidence-based instruction. Instructional Leadership : Dr. Ray teaches advanced courses SPED 440: Instructional Strategies I and SPED 441: Instructional Strategies II , focusing on inclusive pedagogy, legal compliance, and data-driven instructional design.

• Human-Computer Interaction
• Tangible User Interfaces
• Playful Interactions
• +۹ مورد دیگر

Lucca Geurts is a Senior Lecturer at the Faculty of Industrial Engineering Sciences at KU Leuven, where he is affiliated with the Department of Computer Science. He serves as chairman of the Leuven Centre for Accessible Health Technology, subdivision head of Subdivision 3, Campus Group T Leuven, and Head of Education of the OC Innovative Health Technology. Additionally, he is an active member of DigiSoc – KU Leuven Institute for Digital Society. His research focuses on Technology for Tangible and Playful Interactions, particularly in healthcare applications. Dr. Geurts leads numerous research projects including therapeutic games for children with visual disorders, flexible activity measurement systems, intimate interactive systems, and early-stage glaucoma screening platforms. His work bridges human-computer interaction with accessible health technology, emphasizing user-centered design principles and practical healthcare solutions. Dr. Geurts' publication record demonstrates a consistent trajectory from fundamental interaction techniques to applied healthcare contexts. His recent work shows increasing sophistication in squeeze interactions, emotion regulation through tangible interfaces, and medical applications of interactive technology. The research trends indicate a growing focus on accessible medical diagnostics, therapeutic applications, and user experience in healthcare technology. As an educator, Dr. Geurts teaches across multiple domains including Electronics, Computer Architectures, Health Entrepreneurship, Sensors and Circuits for Healthcare Applications, and Extended Reality. His educational leadership extends to Master's theses and internships in health engineering, reflecting his commitment to training the next generation of healthcare technologists. Committee for Culture, Art and Heritage Faculty Council of Industrial Engineering Sciences Evaluation Committee of the Faculty of Industrial Engineering Sciences POC Advanced Education Faculty of Industrial Engineering Sciences Secretary of the OC Innovative Health Technology Departmental Council for Computer Science Interfaculty Council for Global Development (as substitute member) Dr. Geurts maintains an active research profile with numerous publications in top-tier human-computer interaction conferences and journals. His work shows a clear progression toward increasingly impactful healthcare applications, with strong emphasis on accessibility and user experience in medical technology development.

Louise Jenkinsمشاهده پروفایل

دانشیار

• Music Education
• Inclusive Education
• Initial Teacher Education
• +۴ مورد دیگر

Associate Professor Louise Jenkins serves as Deputy Dean (Education) in the Faculty of Education at Monash University, where she is an expert Initial Teacher Educator and music education specialist. Her work leverages performing arts expertise to drive socially inclusive educational practices and actively engage students in their learning journeys across diverse backgrounds. Professor Jenkins' research integrates Action Research and Experiential Learning to develop innovative pedagogical frameworks, particularly through Blended Learning approaches in music education. Her scholarship spans: Music Education and inclusive teaching practices LGBTIQ+ and disability-inclusive pedagogy Historical analysis of Australian women music educators (1890-1950) Initial Teacher Education reform Technology-enhanced self-regulated music learning Her recent publications reveal strong thematic continuity across music education and inclusion, with emerging focus on digital tools for instrumental practice, queer-inclusive teacher development, and post-pandemic educational adaptation. The work demonstrates consistent application of qualitative methodologies to address systemic barriers in educational environments. Professor Jenkins' contributions have been recognized through significant honors: Award for Teaching Excellence (2017) Dean's Award for Partnership Development (2017) MPA Supervisor of the Year Award Finalist (2014, 2016) Vice-Chancellor's Award Finalist (2018) She actively supervises PhD candidates on critical topics including post-COVID music education recovery, compassionate school leadership, and mindfulness applications. Current research projects like the South East Program and Universal Design for Learning initiative demonstrate her commitment to translating theory into practical educational innovation through university-school partnerships. As a member of the Monash Assistive Technology and Society centre leadership team, she drives collaborative initiatives that bridge academic research with community impact, particularly in developing inclusive educational frameworks for diverse learners.

Lynette Pretoriusمشاهده پروفایل

مدرس

• Doctoral Education
• Student Wellbeing
• AI Literacy
• +۱۶ مورد دیگر

Dr Lynette Pretorius is a Lecturer at Monash University's School of Curriculum Teaching & Inclusive Education, where she has established herself as an award-winning educator and researcher. With extensive experience teaching across undergraduate, postgraduate, and graduate research levels, she supervises PhD students while weaving together interdisciplinary expertise to create inclusive and transformative learning environments. Her work spans multiple academic contexts while maintaining a consistent focus on compassionate, equitable education. Dr Pretorius's research centers on doctoral education, academic identity, student wellbeing, and AI literacy, with particular emphasis on creating more just and creative academic spaces. Drawing from autoethnography and qualitative methodologies, her work interlaces personal narratives with institutional systems to understand how lived experiences and academic structures shape one another. She champions pedagogies of care that prioritize wellbeing, justice, and student growth through reflexive, relational ethics and methodological transparency. Her recent publications reveal a growing focus on AI literacy in higher education, with multiple 2024-2025 works developing frameworks for responsible AI use, examining AI's decolonial potential, and exploring how generative AI transforms academic communication and research practices. Alongside this emerging AI focus, her longstanding work on doctoral education continues through writing groups, wellbeing research, and investigations into academic identity formation. Dr Pretorius has received significant recognition for her contributions, including: Dean's Award for Teaching Excellence (2022) Global Impact Grant (Student Success) (2022) Senior Fellow, Higher Education Academy (2021) Dean's Citation for Outstanding Contribution to Student Learning (2019) Dean's Award for Programs that Enhance Learning (2019) Her research leadership extends to multiple funded projects including 'Behind the Academic Curtain: Doctoral Students and the Hidden Rules of Academia' (2025-2026) and 'Learning about Academic Publishing through Collaborative Online International Learning' (2024-2025). She actively supervises doctoral students and has developed innovative approaches to research and teaching, particularly through her work on doctoral writing groups as transformative spaces. Dr Pretorius maintains a strong public scholarly presence through her Scholar's Way Blog, University Study Made Easy YouTube Channel, and the AI Literacy Lab. These platforms extend her research impact beyond traditional academic boundaries, reaching broader educational communities and providing practical resources for students and educators navigating contemporary academic challenges.

Michael Hendersonمشاهده پروفایل

مدرس

• Adult Education
• Vocational Education
• Higher Education
• +۴ مورد دیگر

Michael Henderson serves as a Lecturer at Monash University within the School of Curriculum, Teaching and Inclusive Education. His academic profile reflects deep engagement with contemporary educational challenges through research spanning adult learning, digital technologies, and pedagogical innovation. His research interests encompass: Adult and Vocational Education Higher Education Systems Educational Technology Integration Feedback Literacy and Assessment Practices Digital Literacy for Marginalized Populations Artificial Intelligence in Learning Environments Creativity in Educational Contexts Henderson investigates how generative AI transforms feedback mechanisms, with emphasis on student perceptions of AI-generated versus teacher feedback. His work critically examines digital empowerment frameworks for refugee and migrant learners, addressing systemic barriers in technology access. Recent publications reveal growing focus on decolonizing creativity research, ethical AI implementation in Australian policy contexts, and play-based digital safety education for young children. This trajectory demonstrates consistent attention to equity, cultural responsiveness, and practical applications of emerging technologies in diverse educational settings. His scientific recognition includes: Dean's Award for Programs that Enhance Learning (2019) Henderson currently leads the international research project "Active Learning about Academic Publishing through Collaborative Online International Learning" (2024-2025), examining cross-cultural academic skill development. His upcoming presentation at the 2025 Australian Association for Research in Education Conference will address collaborative learning frameworks. Though specific student mentoring details are unavailable, his project leadership suggests active involvement in guiding emerging researchers through international collaborations focused on educational technology and publishing practices.

Jack Peltzمشاهده پروفایل

استادیار

• Developmental Psychopathology
• Sleep Research
• Family Systems
• +۲ مورد دیگر

Jack Peltz, PhD, serves as an Assistant Professor in the Department of Psychology, Philosophy, and Neuroscience Programs at the State University of New York at Brockport. His academic career focuses on the intersection of developmental psychopathology, sleep science, and family systems dynamics, with particular emphasis on adolescent and college-age populations. His educational background includes: PhD in Clinical Psychology (Concentration: Developmental Psychopathology; Certificate: Quantitative Methods), University of Rochester, 2013 MA in Clinical Psychology, University of Rochester, 2010 MA in Child Development (Concentration: Clinical and Developmental Psychology), Tufts University, 2007 BA in Japanese, Middlebury College, 1996 Dr. Peltz's research program centers on developmental psychopathology and sleep regulation , investigating bidirectional relationships between sleep disturbances and family functioning. As a clinical psychologist specializing in behavioral sleep health for children and families, he develops community-based interventions to promote sleep hygiene. His work uniquely bridges quantitative methodology with clinical applications, examining how economic stressors, social media influences, and developmental transitions impact sleep-wake patterns. Analysis of his recent publications (2023-2025) reveals three dominant research trajectories: (1) sleep as a mediator between adverse childhood experiences and psychological outcomes, (2) technology-mediated sleep disruptions (including wearable devices and social media), and (3) developmental transitions (puberty, college entry) affecting sleep-family dynamics. His methodological approach combines longitudinal designs, ambulatory EEG, and mixed-methods analysis to capture real-time sleep-family interactions across diverse populations including youth with visual impairments.

• TESOL
• Multilingual Education
• Language Teacher Education
• +۸ مورد دیگر

Professor Barbara Skinner is a Professor of TESOL and Education at Ulster University's School of Education, based at the Coleraine campus. She serves as Director of Development and Partnerships for the School of Education and is a member of the School's Senior Management Team. Dr. Skinner was the first lecturer in Ulster's Centre for English Language Teaching (CELT) and moved to the School of Education to become Course Director of MA TESOL in 2006. Her educational background includes a Doctorate of Education from the University of Bristol (2014). Originally from Cornwall, she has extensive experience teaching ESOL and EAP, and has served as a UCLES examiner and IELTS examiner. Professor Skinner's research focuses on language teacher education, higher education pedagogy, and intercultural competence. Her current work explores minority language pupils in Northern Ireland, examining their educational attainment, home-school partnerships between schools and migrant parents, and the socio-emotional well-being of refugee pupils. She also investigates teacher talk and second language teacher education, with particular interest in conversation analysis, threshold concepts, and teacher identity. Her research has resulted in numerous publications in key international journals including the English Language Teaching Journal, Journal of Studies in International Education, and Journal of Education for Teaching. Professor Skinner has secured significant funding from external sources including the British Council, UKISA, and international partners in Spain, Korea, China, and Central Asia, with recent projects focusing on inclusive English language teaching across multiple countries. Sustained educational excellence award (2021) Professional Practice Innovation award (2021) Distinguished teaching fellowship - highly commended (2010) Excellence in International Partnership award (2020) Professor Skinner is actively involved in doctoral supervision and examination, and serves as Northern Ireland representative for the British Educational Research Association (BERA). She is an Editor of the BERA Blog and a member of BERA Publications Committee. Her professional activities include reviewing for several prestigious journals and mentoring new reviewers globally. She leads multiple international projects, including the MA TESOL dual award program between Kazakhstan and Northern Ireland, demonstrating her commitment to advancing language education worldwide.

• Refugee Studies
• Migration Studies
• Youth Studies
• +۹ مورد دیگر

Dr. Caitlin Nunn serves as Reader in Migration and Youth Studies at Manchester Metropolitan University, where she leads research at the intersection of refugee studies and youth studies with emphasis on refugee-background young people's lived experiences. Her work is anchored in the Manchester Centre for Youth Studies (MCYS) and involves significant collaboration with institutions including Manchester Museum and UKRI-funded initiatives. Her educational background demonstrates interdisciplinary training: PhD in Australian Studies (2013), University of Melbourne MA Preliminary (Honours equivalent) in Development Studies (2005), La Trobe University Graduate Diploma in Development Studies (2004), La Trobe University Bachelor of Dramatic Arts in Theatre Production (2000), Victorian College of the Arts, University of Melbourne Professional qualifications include Associate Fellowship of the Higher Education Academy, Certificate II in Applied Language (Vietnamese), and CELTA certification. Nunn's research program critically examines refugee youth resettlement through innovative participatory and arts-based methodologies. Key thematic strands include: Rural and regional refugee resettlement dynamics Environmental dimensions of migration and belonging Transnational generational relations among refugee families Decolonizing research approaches with displaced communities Creative interventions for refugee wellbeing Her work consistently centers youth agency while challenging conventional integration paradigms. Analysis of her 15 most recent publications reveals evolving methodological sophistication with increasing emphasis on environmental migration, cross-disciplinary collaboration (particularly with ecological sciences), and co-produced knowledge generation. The research demonstrates consistent focus on rural resettlement contexts and creative methodological innovations while expanding into digital engagement (e.g., AI/data co-production projects). Current research leadership includes: NERC Future of UK Treescapes Grant (£2m, 2021-2024): 'Voices of the future' exploring children's relationships with treescapes UKRI Citizen Science Collaboration (£343k, 2021-2023): 'Ancient History, Contemporary Belonging' with refugee-background youth EPSRC Public Engagement Scheme (£197k, 2022-2025): 'PEAs in Pods' for AI/data research co-production She actively supervises doctoral research including Nobila Bano's work on intergenerational knowledge transfer and Ahmad Al Shahma's research on equitable ESOL policies. Nunn maintains significant professional engagement as Member of the Editorial Board for Qualitative Research , Member of the AHRC Peer Review College, and Member of the UKRI Interdisciplinary Assessment College, demonstrating her disciplinary leadership beyond direct research outputs.

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.

Rama Hartمشاهده پروفایل

دانشیار

• Global/Virtual Team Communication
• Organizational Change Leadership
• Workplace Inclusion and Equity
• +۲ مورد دیگر

Dr. Rama Hart is an Associate Professor in the Department of Management at the Opus College of Business, University of St. Thomas. Previously served as Director of the Master of Arts in Organization Development program in the College of Education, Leadership and Counseling before joining Opus in 2018. Specializes in global/virtual team communication, organizational change leadership, and workplace inclusion issues. Teaches Managing Organizational Behavior in Full-time MBA program Offers courses in Organization & Employee Development (MGMT 360) and Inclusive Leadership (MGMT 385) Active participant in equity, diversity, and intercultural competence initiatives Research Focus: Combines virtual communication studies with organizational change management, emphasizing inclusive leadership practices across domestic and global contexts. Her work examines relationship formation in distributed teams through communication patterns and technological mediation. Teaching Philosophy: Integrates experiential learning through virtual worlds and appreciative inquiry methodology, focusing on practical skill development for navigating modern workplace complexities. Institutional Roles: Involved with multiple academic units including the Schulze School of Entrepreneurship and various research centers like the Behavioral Research Center and Institute for Social Innovation.

Joost Raessensمشاهده پروفایل

استاد

• Game Studies
• Digital Humanities
• Environmental Humanities
• +۷ مورد دیگر

Joost Raessens is Professor of Media Theory at Utrecht University's Faculty of Humanities, Department of Media and Culture Studies, where he leads research in Media and Performance Studies. He coordinates the Horizon Europe-funded project STRATEGIES: Sustainable transition for Europe's game industries (2024-2028), focusing on how games, AI, and extended reality impact the climate crisis. His research spans several interconnected areas focused on the intersection of digital media, gaming, and environmental sustainability. Raessens explores how immersive experiences like Games and XR for Change contribute to advancing UN Sustainable Development Goals through his Green Media Studies framework. His work examines the environmental impact of the gaming industry while investigating how games can foster ecological citizenship and climate awareness. He has pioneered research on "ecogames" - games designed to engage players with climate crisis issues through playful perspectives. Raessens' recent publications reveal a clear trend toward examining gaming's dual role in the climate crisis - as both a contributor to environmental problems and a potential solution. His work analyzes how games like Collapsus, SpaceBuzz, and Symbiosis create meaningful engagement with ecological issues, while also addressing the carbon footprint of the gaming industry itself. This research sits at the intersection of game studies, environmental humanities, and digital media theory. His notable recognition includes: Incentive for the development of an International Master Degree Game Studies (2011) Raessens actively supervises multiple PhD projects including 'The becoming-playful of warfare in the Netherlands' (2021-2025) and 'Experiencing the past: Bridging art, history, and young people's media environment through multisensory XR engagement' (2022-2026). He leads significant research initiatives including the NWO-funded project on "Long-term consumer and community empowerment in energy applications through inclusive Game design, Artificial Intelligence and system Modelling" (2022-2026) and previously directed the Utrecht University Graduate Programme "Game Research" (2015-2021). He co-founded and directed the Utrecht Center for Game Research (2014-2024), creating a hub for interdisciplinary game studies that connected humanities scholars with computer scientists. This center facilitated numerous collaborative projects examining the societal impact of games, from persuasive gaming to citizen science applications.

Anna Finozziمشاهده پروفایل

پژوهشگر

• Postcolonial Studies
• Memory Studies
• Italian Contemporary Literature
• +۴ مورد دیگر

Anna Finozzi is a postdoctoral researcher and teacher at the Department of Romance Studies and Classics at Stockholm University. Her work spans multiple disciplines within Italian Studies with a strong focus on postcolonial perspectives. Department of Romance Studies and Classics, Stockholm University Member of the Transcultural Literary Studies research group Teaches courses on Italian literature across undergraduate and graduate levels Finozzi's research centers on Italian Postcolonial Studies through feminist, decolonial, and interdisciplinary lenses. She has made significant contributions to understanding children's literature, multilingualism, and digital media like podcasts within postcolonial contexts. Her work examines how literature functions as a space for knowledge production and challenges established narratives in Italian Studies. She has particularly focused on how postcolonial children's literature disrupts monolingual paradigms and questions social oppression through naming practices, spatial representation, and color symbolism. Her recent publications demonstrate a consistent trajectory examining marginalized voices in Italian cultural production. Finozzi's work spans traditional literary analysis, pedagogical approaches to teaching postcolonial literature, and emerging media forms like podcasts created by second-generation migrants. She has contributed significantly to understanding how postcolonial perspectives reshape Italian Studies as a discipline globally. Finozzi completed her PhD in Italian literature at Stockholm University in 2022. Her educational background includes a BA in Lettere Moderne from Milan (2013) with an Erasmus exchange at KU Leuven, Belgium, and a ReMA in Comparative Literary Studies from Utrecht University (2016) with an exchange at the University of Western Australia. As an educator, Finozzi teaches across multiple levels of Italian literature curriculum, including specialized courses on migrant literature at the master's level. Her teaching reflects her research interests in expanding traditional literary canons to include postcolonial perspectives. The Transcultural Literary Studies research group, where Finozzi is active, focuses on translation, circulation and reception of literature, and literary multilingualism. This collaborative environment supports her interdisciplinary approach to examining how literature functions across cultural boundaries.

• Environmental Law
• Administrative Law
• Energy Law
• +۴ مورد دیگر

Professor Satoshi Kurokawa is a full Professor of Environmental and Administrative Law in the School of Social Sciences at Waseda University, Japan. Holding Ph.D. and LL.M. degrees from Kyoto University and a B.A. in Political Science from Waseda, he has taught continuously since 1994, first at Tezukayama University and, from 2004 onward, at Waseda, where he served as Associate Professor (2003-2004) before promotion to Professor. Education: Ph.D. (Kyoto University) LL.M. (Kyoto University) Bachelor of Political Science (Waseda University) Research interests revolve around the intersection of public law and sustainability: environmental law, administrative law, energy law, climate-change policy, nuclear-risk regulation, energy justice, and the legal challenges posed by artificial-intelligence in government decision-making. His recent work pays particular attention to achieving Japan’s 2050 carbon-neutrality target through an “energy-justice” lens, examining social acceptance of high-level radioactive-waste disposal, and assessing the rule-of-law implications of algorithmic administration. Grants & projects: He currently leads a JSPS KAKENHI multi-year project (2024-2028) on “Long-Term Disaster Preparedness and Intergenerational Equity in Light of Uncertainty in Predicting Mega-Earthquakes,” and has completed earlier JSPS projects on climate policy under the Trump administration, California’s sub-national leadership, and social acceptance of geological disposal of nuclear waste. Professional memberships: Japan Public Law Association, Environmental Law Policy Association, and Japan-US Law Society. He teaches an extensive range of courses including “Environmental Law in Japan,” “Environmental Issues and Sustainable Society,” “Sustainability Study,” and “Social Science for Energy Innovation” across Waseda’s graduate and undergraduate programmes, and is concurrently affiliated with several interdisciplinary research institutes.

Peter Hastieمشاهده پروفایل

استاد

• Physical Education
• Sport Pedagogy
• Teacher Education
• +۳ مورد دیگر

Peter Hastie is a Wayne T. Smith Distinguished Professor in the School of Kinesiology at Auburn University. With over 224 peer-reviewed publications, he is recognized as the top physical education scientist in the United States and ranks fourth globally. His work focuses on innovative pedagogical approaches, particularly the Sport Education Model, and has been adopted internationally across diverse educational contexts. Expertise: Sport Education Model, physical education curriculum design, teacher development, and motor skill progression in children. Global Impact: Implemented educational frameworks in Saudi Arabia, Russia, Spain, Ireland, Portugal, and China, contributing to widespread curriculum adaptations and teacher training programs. Hastie’s research emphasizes student engagement, inclusive education, and interdisciplinary integration (e.g., combining mathematics with PE). He co-created Auburn’s ActiveU and ActiveMe online physical education resources, now adopted by institutions nationwide and in multiple languages. Awards & Recognition: 2024 Creative Research and Scholarship Award from Auburn University. Inducted into the National Academy of Kinesiology, reflecting his status as a leading scholar and practitioner. Hastie has delivered keynote speeches on six continents, advanced the understanding of skill development in children with disabilities, and contributed to policy discussions on health-related fitness education. His work bridges research and practice, influencing both academic discourse and real-world teaching methodologies.

Nico Leonhardtمشاهده پروفایل

پژوهشگر

• Inclusive School Development
• Social Space Orientation
• Inclusion-Sensitive University Development
• +۵ مورد دیگر

Nico Leonhardt is a Researcher at the University of Leipzig's Faculty of Educational Science, specifically in the Department of Pedagogy with a Focus on Intellectual Disability. He works at the Institute for Special Education and coordinates key projects focused on inclusive education development. His current office is located in House 5, Marschnerstraße 29d/e, Room 158, Leipzig. His educational background includes: PhD candidate at the Faculty of Educational Science, University of Leipzig (2023-2025) Master of Education - Special Education Teacher Training from University of Leipzig (2012-2015) B.A. in Rehabilitation and Integration Pedagogy from University of Leipzig (2009-2012) Leonhardt's research focuses on inclusive school development and social space orientation, inclusion-sensitive university development, participatory research and teaching, ableism, educational equity, and artificial intelligence. His work critically examines power structures in educational settings and advocates for student-centered, participatory approaches to inclusive education. He explores how educational institutions can better serve students with intellectual disabilities through social space orientation and child rights-based approaches. His research often addresses the intersection of disability studies with critical pedagogy, examining how ableism manifests in educational systems and how to develop more equitable alternatives. His publications show a strong trend toward practical applications of inclusive education theory, with a focus on ableism in school settings, participatory teaching methods, and the intersection of educational equity with emerging technologies like AI. His work spans from theoretical explorations of ableism in educational contexts to practical handbooks for inclusive school development. The research demonstrates a consistent focus on participatory methodologies, social justice, and critical analysis of power structures in education. Leonhardt has coordinated the QuaBIS project (Qualification of Education and Inclusion Officers in Saxony) since 2018 and worked on the InSide project (Inclusion in Social Spaces) from 2020-2023. He has established international collaborations, including a significant partnership with Universidad National de Cordobá in Argentina starting in June 2024. His teaching activities span numerous topics related to inclusive education, disability studies, and participatory approaches, with presentations at international conferences through 2025. His work spans multiple educational contexts: School development in challenging educational environments University-level inclusive education initiatives Teacher training for inclusive practices Critical analysis of ableism in educational settings Participatory research methodologies across educational levels International comparative studies on inclusive education