جستجوی استاد راهنمای دانشگاهی

• Autism Spectrum Disorder
• Healthcare Disparities
• Community-Partnered Participatory Research
• +۳ مورد دیگر

Olga Solomon, PhD, serves as Associate Professor of Clinical Pediatrics at the University of Southern California, where her work bridges medical anthropology and pediatric healthcare. She focuses on improving healthcare experiences for autistic children and their families, with particular attention to systemic disparities affecting racial and ethnic minority communities through community-engaged research methodologies. Her research centers on Autism Spectrum Disorder healthcare equity, examining how cultural, socioeconomic, and structural factors impact access to early intervention, diagnostic pathways, and treatment outcomes. Solomon employs ethnographic and narrative approaches to investigate parent-provider communication, community-based service navigation, and the social dimensions of conditions like sleep disorders, gastrointestinal issues, and obesity in autistic youth. Her work consistently highlights the intersection of disability studies with health services research. Analysis of Solomon's publication trajectory reveals sustained focus on racial and ethnic disparities in autism care, with increasing emphasis on community-academic partnerships and participatory methodologies. Her research spans clinical domains including pediatric obesity management, behavioral health interventions, and diagnostic processes, always contextualized within broader frameworks of health equity and social justice. Recent work demonstrates methodological innovation through mixed-methods approaches that center community perspectives.

Jennifer Howellمشاهده پروفایل

استاد

• Online Learning
• Educational Technologies
• Digital Pedagogy
• +۴ مورد دیگر

Professor Jennifer Howell is Pro Vice-Chancellor (Global Engagement) at the University of Western Australia (UWA), overseeing internationalisation strategy and global partnerships. She holds a PhD from Queensland University of Technology and is a Harvard Graduate School of Education alumna. Her research focuses on digital pedagogy, online learning technologies, and the operationalisation of international collaborations. Key interests include digital badging for learning pathways and immersive virtual/augmented learning tools. With 21+ years in higher education leadership, her career spans roles as Associate Deputy Vice-Chancellor (Learning & Teaching) at Curtin University and Dean of Learning & Teaching in the Faculty of Humanities. She has pioneered strategic initiatives like micro-credentials, learning platforms, and offshore campus redevelopments. Howell actively contributes to education policy through roles on national committees including the Australian Council of Deans in Education and the Council for the Humanities, Arts and Social Sciences. Her $1.6M externally funded research explores STEM education through robotics, digital pedagogy frameworks, and accessibility in e-learning. Notable projects include usability studies for adaptive exercise apps and collaborative learning tools for students with disabilities. Howell advocates for embedding technology innovations into operational educational practices to ensure effective transformation. Education: PhD (Queensland University of Technology), Harvard Graduate School of Education Key Roles: Pro Vice-Chancellor (Global Engagement), UWA; Formerly Deputy VC (Learning & Teaching), Curtin Committees: Australian Technology Network (ATN) Universities Australia DVCA Group TEQSA (Tertiary Education Quality and Standards Agency) Grants: $1.6M in external research funding across international collaborations Her advisory work includes school boards (e.g., Lesmurdie Senior High School) and curriculum bodies like the School Curriculum and Standards Authority (SCASA). Howell’s publications emphasize bridging theory-practice gaps in digital learning and leveraging technology for inclusive education.

Martine Coeneمشاهده پروفایل

استاد

• Child Language Acquisition
• Second Language Acquisition
• Hearing Impairments
• +۳ مورد دیگر

Prof. Martine Coene is a Full Professor at the Vrije Universiteit Amsterdam, affiliated with the Faculty of Social Sciences and Humanities (Department of Language, Literature and Communication) and the Network Institute. Her research bridges theoretical linguistics, child language acquisition, second language learning, and hearing impairments. She collaborates widely, including with the University of Bucharest on Romanian language studies. Her work investigates language development in hearing-impaired children and those with language disorders, informed by national/European grants. Key contributions include developing linguistic testing tools for audiological practice. She teaches advanced statistics and applied linguistics courses at the graduate level. Recent research highlights include studying cochlear implant challenges in schools, pandemic impacts on hearing-impaired adults, and multilingual causal expression patterns in Mandarin Chinese. Her work emphasizes practical applications in education and healthcare accessibility. Supervised 6 PhD theses Recipient of national/EU research grants Active in interdisciplinary collaborations

Jake Hoskinمشاهده پروفایل

مدرس

• Undergraduate Student Experience
• Career Development
• Student Professional Identity
• +۳ مورد دیگر

Jake Hoskin is a Lecturer and academic coordinator in the School of Psychological Sciences at Monash University. He holds a Doctorate by Research in Psychology and has worked at Monash since completing his Postgraduate Diploma in Education (2011). His roles include Unit Coordinator and 3rd Year Level Coordinator for the Bachelor of Psychology program. Education: Bachelor of Psychology & Philosophy (Monash, 2009), Postgraduate Diploma (Education, Monash, 2011) Research focuses on undergraduate student experiences, career development pathways, and authentic assessment methods. He has explored teacher attitudes toward inclusive education and offender reintegration through prior roles at the Centre for Forensic Behavioural Sciences (2012–2015). His 2018 Monash-funded project investigated how academic staff attitudes toward student career development influence teaching practices. Publications span education policy, teacher training, and non-vocational career pathways. Teaching commitments include courses PSY2061–PSY3190. Active in the Turner Institute for Brain & Mental Health research network.

Yota Dimitriadiمشاهده پروفایل

استاد

• Technology Enhanced Learning (TEL)
• Online Learning
• Special Educational Needs and Disability Studies
• +۶ مورد دیگر

Yota Dimitriadi is a Professor at the University of Reading's Institute of Education, specializing in Technology-Enhanced Learning (TEL) and Inclusive Education. She holds multiple roles including Early Career Teaching Fellow (2010), PGCE Primary Module Leader, and PhD Supervisor. Her research focuses on digital literacy, special educational needs, gender studies, and participatory research with children. She has led projects such as the KTP collaboration with World Association of Girl Guides and Girl Scouts, and organized events like the ESRC Festival of Social Sciences. Education background includes extensive work in ICT integration in education, with a PhD in educational technology (not explicitly stated but inferred from career trajectory). Research interests span robotics in education, online learning, and disability studies. She supervises PhD students on topics like mobile learning in Oman and autism education in Saudi Arabia. Publications emphasize TEL applications in diverse contexts, including mobile learning challenges in Oman and social stories for autistic students. She is a Fellow of the Chartered Institute of Educational Assessors and serves on editorial boards of journals like the International Journal of University Teaching and Faculty Development. Advisory roles include External Examiner for PGCE courses at Swansea Metropolitan University and Southampton University. She leads initiatives like the Widening Participation Fund project addressing Computer Science teacher attrition rates. Her work with Equity, Inclusion and Improvement Research Group highlights commitment to inclusive education policies. Collaborations with institutions like the School of Systems Engineering reflect interdisciplinary research approaches.

Ananda Marinمشاهده پروفایل

دانشیار

• Learning Sciences
• Socio-Cultural Studies
• STEM Education
• +۳ مورد دیگر

Ananda Marin is an Associate Professor at the University of California, Los Angeles (UCLA), affiliated with the Graduate School of Education and Information Studies. She holds a doctoral degree from Northwestern University and specializes in learning sciences with a focus on socio-cultural dimensions of learning and development. Her work emphasizes Indigenous and non-dominant communities, exploring practices such as family science activities, Native American STEM participation, and culturally responsive methodologies. Marin employs participatory approaches including community-based design research, discourse analysis, and video-ethnography. Her research investigates how mobility, place, and cultural variability influence knowledge-building, with projects like analyzing forest walks as ecological learning contexts and reimagining STEM education through decolonial frameworks. She advocates for ethical validity in co-research practices and dignity-affirming pedagogies. Key themes in her scholarship include relational ontologies, embodied cognition, and the intersection of globalization with Indigenous epistemologies. Recent work highlights walking methodologies, improvisational dance as enactive cognition, and the role of storytelling in collective learning. Marin’s interdisciplinary contributions bridge cognitive science, cultural studies, and educational equity.

• Autistic Spectrum Disorders
• Educational Psychology
• School Attendance Strategies
• +۵ مورد دیگر

Caroline Bond is a Senior Lecturer at the Manchester Institute of Education, University of Manchester, and a core member of the Autism@Manchester research initiative. Her work focuses on autism spectrum disorders, motor skills difficulties, and evidence-based interventions in educational settings. She has contributed to over 80 peer-reviewed publications, with recent emphasis on school attendance challenges, teacher-student relationships, and systemic support for neurodivergent learners. Her research interests include evaluating school programs, particularly those addressing emotionally based school avoidance (EBSA), and promoting collaborative approaches between schools, families, and local authorities. Key projects involve developing tools for early identification of attendance issues and enhancing support for autistic students, especially girls, in mainstream environments. Recent work highlights include a systematic review of teachers’ beliefs about intelligence and their impact on pedagogy, and studies on the effectiveness of creative arts interventions for early years’ parental engagement. Collaborations span UK institutions, focusing on autism education, special needs assessment crises, and policy-driven solutions for equitable education access. Dr. Bond’s contributions extend to professional practice, advising on policy frameworks, video-based guidance for educational psychologists, and training programs for practitioners working with neurodivergent populations. She actively disseminates findings through academic journals like Educational Psychology in Practice and European Journal of Special Needs Education .

Samantha Goldmanمشاهده پروفایل

دانشیار

• Special Education
• Autism Spectrum Disorders
• Family-School Partnerships
• +۳ مورد دیگر

Dr. Samantha Goldman is an Associate Professor of Special Education and Chair of the Education Department at Assumption University. She has been with the institution since 2016, teaching at undergraduate, master’s, and advanced graduate levels. Her research focuses on family-school partnerships for students with autism, advocacy strategies, and special education teacher preparation. She holds a Ph.D. and M.Ed. in Special Education from Vanderbilt University, with a minor in Applied Behavior Analysis. Dr. Goldman previously served as a licensed special educator in Massachusetts and a licensed behavior analyst, with experience in public and private school settings. Her scholarly work emphasizes barriers to special education advocacy program replication, cross-cultural adaptations of advocacy initiatives, and improving parent involvement in IEP processes. She coordinates programs like the Volunteer Advocacy Project and has contributed to studies on inclusive education practices for autistic adolescents. Dr. Goldman’s research also explores STEM education strategies for undergraduate teacher recruitment and the impact of school-university partnerships on preservice educators. Her expertise spans special education law training, behavior intervention techniques, and addressing disparities in rural special education services. She actively publishes on topics ranging from parent-IEP satisfaction to the efficacy of school-home communication interventions for students with autism.

Deborah Rooks-Ellisمشاهده پروفایل

دانشیار

• Early Childhood Education
• Teacher Education
• Family-School Partnerships
• +۵ مورد دیگر

Deborah Rooks-Ellis serves as an Associate Professor of Early Childhood Education at Coastal Carolina University's School of Education and Social Sciences, where she joined the faculty in 2022. Her academic career spans multiple roles in the early childhood field including educator, teacher of the visually impaired, and professional development provider. Dr. Rooks-Ellis's research focuses on developmentally appropriate experiences for young children and families participating in early childhood services, with particular attention to pre-service preparation, professional development, and teacher well-being. She employs qualitative and mixed methods research approaches to examine critical issues including early interventionists' strategies for supporting families in vulnerable circumstances, implicit biases in family descriptions, and effective teacher practices within complex classroom environments. Her recent publications reveal a strong emphasis on family-centered practices in early intervention, autism support in higher education settings, and sexuality education for families of children with disabilities. These works demonstrate her commitment to bridging research and practice in early childhood education. Professionally, Rooks-Ellis serves as a technical assistant with the federally funded Early Childhood Personnel Center, supporting states in implementing comprehensive personnel development systems. She maintains active membership in the National Association for the Education of Young Children and the Division of Early Childhood. In the classroom, she teaches courses in child development, early childhood curriculum, and educational professionalism and ethics, bringing her extensive field experience to prepare future educators. Outside academia, Dr. Rooks-Ellis enjoys outdoor activities including camping at state and national parks, hiking, and beach outings with her family. A noted Phish fan, she's often recognized by her distinctive donut socks.

• Virtue ethics in business
• Sustainability management and reporting in non-profit organizations
• Methodologies of accounting education
• +۴ مورد دیگر

Giorgio Mion is an Associate Professor of Business Administration at the University of Verona's Department of Management since 2011. He holds roles including Director of the post-lauream course in 'Business Ethics ‘Giorgio Zanotto’' and President of the Department's Quality Assurance Committee. His academic career includes a PhD from the University Ca’ Foscari of Venice (2003) and leadership in university governance (Academic Senate and Board of Governors roles). Research focuses on virtue ethics in business, sustainability management in non-profits, and hybrid organizations. He has contributed to over 50 publications, emphasizing CSR, accounting education, and organizational ethics. Teaching spans courses in Business Accounting, Business Ethics, and Non-Profit Management across multiple degree programs. Awarded roles include Referent for the 'Contamination Lab - Management' and participation in third mission initiatives like the ADOA Conference and Festival Biblico. Active in interdisciplinary research groups such as Hybrid Organizations and Charismatic Organizations studies, he also oversees professional development programs in ethical management and socio-sanitary services.

Ronny Baierlمشاهده پروفایل

استاد

• Innovation Management
• Entrepreneurship
• Decision Making
• +۴ مورد دیگر

Prof. Ronny Baierl serves as Professor of Key Qualifications at Dresden University of Applied Sciences' Faculty of Business Administration since 2017, concurrently holding roles as Chairman of the Examination Board and supervisor for university cooperation with New Uzbekistan University. Previously, he was Professor of Business Administration at SRH University of Applied Sciences Berlin (2013-2017) and held positions at University of St. Gallen and WHU - Otto Beisheim School of Management, with practical experience in management consultancies and automotive sector. His research centers on innovation-oriented management and entrepreneurial thinking, with specific expertise in entrepreneurship education (particularly digital environments), service management, team composition dynamics, and competence development frameworks. He investigates social interaction's impact on entrepreneurial intentions among hearing-impaired populations and analyzes coopetition dynamics in corporate venture capital. Publication analysis reveals consistent focus on social/inclusive entrepreneurship with recurring emphasis on deaf/hard-of-hearing communities. His work integrates entrepreneurial team decision-making studies with network attribute analysis in corporate innovation contexts, frequently employing conjoint analysis and meta-study methodologies across interdisciplinary boundaries. Scientific Awards : No awards or fellowships were specified in available documentation. Advising and Grants Thesis Supervision : Actively guides bachelor's/master's theses on innovation management, business development, and competence frameworks with empirical survey requirements for advanced work Student Support System : Enforces strict timelines including 24-hour email responses, two-week recommendation preparation, and four-week paper corrections Project Leadership : Directed Center for Interdisciplinary Education (2017-2025) and managed Convictus UG consultancy (2016-2025), indicating substantial project funding oversight Labs and Teams : Former director of Dresden University's Center for Interdisciplinary Education (2017-2025) and SRH Berlin's Institute for Service Management (2016-2018), with active international collaborations including New Uzbekistan University and Sapienza University of Rome.

Christina Baderمشاهده پروفایل

مدرس پاره‌وقت

• Curriculum development
• Didactic annual planning
• Teacher training
• +۴ مورد دیگر

Dr. Christina Bader is a part-time lecturer at the Chair of Business Education (Prof. Dr. Karl-Heinz Gerholz) at the Otto-Friedrich University of Bamberg , where she teaches Practical School Studies and Didactics of Economics modules since 2023. She holds a Doctorate in Social Sciences (2020, Friedrich-Alexander University Erlangen-Nuremberg) and has been recognized with a Teaching Award in 2017. Education: M.Sc. in Business Education (Friedrich-Alexander University Erlangen-Nuremberg, 2015) B.A. in Economics (Friedrich-Alexander University Erlangen-Nuremberg, 2013) Research interests focus on curriculum development, teacher cooperation, didactic design in vocational education, and mathematics pedagogy. Her work explores digital transformation, resonance theory, and practical learning arrangements. Key projects include the EdUSchool triple helix model and tabletBS.dual studies on digital media effectiveness. Publications (2020–2024) address virtual learning, AI integration, and collaborative teaching practices. She contributes to the WisoVirtuell blog on remote learning strategies and has co-authored policy documents for European University School concepts. Scientific Awards: Teaching award of Friedrich-Alexander University Erlangen-Nuremberg (2017) Current roles include student teacher supervision at vocational secondary schools and research assistant experience (2015–2020) at Friedrich-Alexander University. She participates in the EdUSchool project and explores resonance research in educational contexts.

Erik Beanمشاهده پروفایل

استاد

• Leadership Theory
• Media Literacy
• Customer Experience (CX)
• +۴ مورد دیگر

Dr. Erik Bean serves as Professor of Practice in the Ph.D. in Global Leadership program at Indiana Tech ’s College of Business. He holds an EdD in Educational Administration (University of Phoenix) and an MA in Journalism (Michigan State University) . His research focuses on leadership theory, media literacy, AI ethics, and customer experience (CX), with recent work exploring UNESCO AI policy and information bias analysis. Bean has authored award-winning books on media literacy, self-leadership, and curriculum design, including Bias is All Around You (2021). He serves as Michigan Chapter Leader for Media Literacy Now and founded a mental health nonprofit. His 2022 Henry Ford Innovation Award recognized his information literacy curriculum for libraries and community colleges. Teaches leadership courses: LDS 7001, LDS 7003, OLHE 7008, RES 7011 Former roles: Journal editor (John Wiley & Sons leadership journal), minority newspaper editor, technical writer for automotive industry Key areas: Media bias mitigation, educational equity, and applying AI ethics to leadership Recent presentations include international conferences on AI in education (India, 2025) and qualitative research methodologies (Florida, 2024). His scholarly work bridges leadership studies with media literacy, emphasizing critical thinking and ethical responsibility in a digital age.

Chris Olsonمشاهده پروفایل

دانشیار

• Digital Accessibility
• Assistive Technology
• Universal Design
• +۳ مورد دیگر

Dr. Chris Olson is an Associate Professor at Dakota State University's The Beacom College of Computer & Cyber Sciences. He holds a PhD in Applied Computer Science (2013), MS in Information Systems (2004), and BS in Information Systems (2001), all from DSU. His research focuses on digital accessibility barriers, assistive technology utilization, universal design, and secure web/mobile programming practices. He has presented at national conferences on topics like assistive technology compliance and e-learning accessibility. Notable grants include NSF-funded projects on cybersecurity and accessible education (2014-2020), and a Christopher & Dana Reeve Foundation grant improving online education access for paralyzed individuals (2012). He serves as Coordinator for the MS in Cyber Defense program and teaches programming courses like CSC 105, 334, and 376. His personal experience as a quadriplegic since 2001 informs his advocacy for accessible technology solutions. He has contributed to state-level disability councils and holds certification in Accessible Information Technology.

• Innovative Learning Environments
• Educational Philosophy
• Education Policy
• +۳ مورد دیگر

Leon Benade is a Professor in the School of Education at Edith Cowan University (ECU). He holds a Doctor of Education from New Zealand (2012) and has established a national and international reputation in learning environments research. His work focuses on 21st-century learning imperatives, innovative teaching practices, and bicultural education policy. Benade is a Co-Investigator in the 2021 Marsden Fund project exploring Māori flexible learning spaces. He has received several awards, including the 2017 Emerging Researcher Award from AUT. **Research Interests** Innovative Learning Environments Educational Philosophy Teachers' Work Educational Policy Cultural Spaces in Education **Awards** 2017 Auckland University of Technology Emerging Researcher Award 2021 Marsden Fund Co-Investigator 2016 Innovation in Teaching Award Benade supervises PhD/Master's students on topics like sustainability education and rural Colombian education policy. He has held editorial roles at journals like New Zealand Journal of Educational Studies and New Zealand Journal of Teachers' Work . His recent publications (2021–2025) address Māori spatial pedagogy, flexible learning spaces, and peer review ethics in academic publishing.