جست‌وجوی استاد و پژوهشگر

• Educational Technology
• Informatics Education
• Programming Pedagogy
• +۳ مورد دیگر

Snježana Babić serves as Associate Professor and Head of the Graduate Study Program Informatics - Teaching Major at the Faculty of Informatics in Pula , University of Pula. With a PhD obtained in 2016 and university affiliation since 2017, she teaches across undergraduate and graduate programs focusing on ICT fundamentals, web design, digital competencies, and informatics education methodology. Her educational background includes graduation in 1993 followed by doctoral studies culminating in 2016. Though specific institutions aren't detailed in the text, her career trajectory shows progression from foundational ICT teaching to specialized informatics education leadership. Babić's research centers on educational technology adoption with particular emphasis on programming pedagogy for young learners through the MEMA method. Her work investigates digital competencies across multiple educational contexts, from primary schools to higher education. Recent publications demonstrate rapid adaptation to emerging technologies, with 2025 studies examining ChatGPT integration in Croatian educational settings and cross-cultural applications of programming methods. Analysis of her 15 most recent publications reveals consistent focus on technology acceptance models applied to Croatian educators and students. The research trajectory shows evolution from foundational e-learning systems (2016-2020) to cutting-edge AI and robotics applications (2022-2025), maintaining strong methodological focus on teacher motivation , implementation barriers , and culturally-specific adoption factors . Her teaching portfolio demonstrates deep integration with research interests: Undergraduate: ICT Fundamentals, Web Design and Application Graduate: Digital Competencies in Education, Informatics Education Methodology, Practicum for IT Educators Cross-disciplinary: ICT in Nursing, Healthcare Informatics Babić actively contributes to institutional leadership as program head while maintaining robust research productivity. Her work bridges theoretical technology adoption frameworks with practical implementation challenges in Croatian educational contexts, particularly examining how emerging technologies like humanoid robots and AI assistants can be effectively integrated into teaching practices.

• Language Learning and Teaching
• Observational Research
• Educational Research
• +۷ مورد دیگر

Dr. Nienke Smit is an Assistant Professor in the Department of Education at Utrecht University's Faculty of Social and Behavioural Sciences. Her research focuses on scaffolding processes, adaptive teaching, and classroom observational research from a complex dynamic systems perspective. Specializes in teacher-student interaction Expert in adaptive instruction and observational methods Collaborates with Data Science department Develops tools for classroom observation Research interests include language learning and teaching , judgment and decision-making in education , and professional development of teachers . She leads projects like Eye Get It (joint attention in classrooms) and a replication study on adaptive instruction effectiveness. Her work applies dynamic systems theory to second language development and foreign language pedagogy. Recent publications address translanguaging in multilingual classrooms, replication studies , and process-oriented research . She teaches at Utrecht's Graduate School of Teaching and works on initiatives to reduce teacher shortages through improved training programs.

Gail E. Josephمشاهده پروفایل

استاد

• Early Childhood Education
• Child Development
• Social-Emotional Learning
• +۳ مورد دیگر

Gail E. Joseph is a Professor in the College of Education at the University of Washington, with affiliations in Early Childhood & Family Studies and Learning Sciences & Human Development. She teaches courses, advises students, and conducts research on early care and education, focusing on child care quality, social-emotional learning, teacher education, and technology integration. Ph.D., University of Washington Her research projects include statewide surveys on early childhood workforce conditions, studies on digital professional learning tools like Circle Time Magazine, and evaluations of coaching interventions (e.g., FIND in Childcare) to improve teacher-child interactions. She co-created resources such as Teacher Time and the EarlyEdU Alliance, which aims to enhance early childhood education through accessible bachelor’s degrees. Her publications span topics like social-emotional curricula, behavioral interventions, and inclusive education frameworks. She has held leadership roles as Principal Investigator (PI) of the Head Start Center for Inclusion and Co-PI of the National Center for Quality Teaching and Learning (NCQTL). 2018 David R. Thorud Leadership Award (University of Washington) She currently serves as Executive Director of Cultivate Learning at the University of Washington, advancing professional development and quality improvement initiatives nationwide.

Cosette Crisanمشاهده پروفایل

دانشیار

• Mathematics Education
• Curriculum Development
• Teacher Education
• +۳ مورد دیگر

Dr Cosette Crisan is an Associate Professor (Teaching) in Mathematics Education at University College London’s IOE, ranked World Number 1 in Education. She specializes in curriculum design, subject-specific mentoring, and integrating digital technologies into mathematics education. Prior to joining UCL IOE in 2010, she taught mathematics at secondary and university levels for 16 years. Her research focuses on enhancing mathematics teaching practices through collaborative mentorship frameworks and technology integration. She co-leads the Curriculum and Subject Specialism Research Group and the ROPE group, driving pedagogical innovation. Notable achievements include the 2021 UCL Faculty Education Team Award for pandemic-era teaching support and leadership roles such as Academic Head of Learning and Teaching (2020–2023). She holds a PhD in Mathematics Education from London South Bank University and is a Principal Fellow of the Higher Education Academy. Current initiatives include developing a Mathematics and Secondary Mathematics Education BSc (QTS) Teacher Degree Apprenticeship program. Her research emphasizes revitalizing geometry education and preparing mentors to effectively guide novice teachers. Publications span topics like computer-aided assessment (STACK), pandemic-era teaching adaptations, and cross-cultural mentorship studies. Dr Crisan’s work bridges theory and practice, advocating for mathematics education as a design science. She actively contributes to the London Mathematical Society’s Education Committee, promoting public engagement with mathematics. Awards include the UCL Faculty Education Team Award (2021) and recognition for her role in transitioning teaching to online platforms during the pandemic. Her teaching portfolio includes leadership of the MA Mathematics Education program and supervision of doctoral candidates. Recent interests include exploring intersections between mathematics and cognitive neuroscience, inspired by her daughter’s career path.

Ben Clarkeمشاهده پروفایل

استاد

• Mathematics Education
• Educational Psychology
• Special Education
• +۳ مورد دیگر

Dr. Ben Clarke is an Associate Professor and Department Head of Special Education and Clinical Sciences at the University of Oregon’s College of Education. His research focuses on mathematical development, assessment systems, and school-based interventions to support student achievement. He has led over 20 federally funded grants totaling ~$55 million, emphasizing early numeracy interventions and multi-tiered instructional models. Clarke’s work bridges theory and practice, with publications on mathematics instruction, assessment, and RTI frameworks. Education: PhD (2002), MA (2001) in School Psychology/Special Education from University of Oregon; BS (1997) in Psychology from Wabash College (Phi Beta Kappa). Research Interests: Mathematics intervention design and efficacy Early numeracy assessment Multi-tiered systems of support (MTSS) Technology in education Equity in mathematics education Publications highlight his focus on intervention fidelity, tiered models, and outcomes for students with learning difficulties. Awards include the AERA Special Education SIG Research Award and recognition for academic excellence. Grants and Advising: Principal Investigator on ~$55M in federal grants; advises graduate students in School Psychology and Special Education. His lab develops evidence-based tools like the KinderTEK iPad program and contributes to national practice guides (e.g., IES RTI for Mathematics). Labs/Teams: Leads research teams focused on early mathematics intervention and MTSS implementation, collaborating with schools and policymakers to scale effective practices.

Mohammad T. Alhawaryمشاهده پروفایل

استاد

• Arabic Second Language Acquisition
• Arabic Language Pedagogy
• Bilingualism
• +۹ مورد دیگر

Mohammad T. Alhawary is Professor of Arabic Linguistics and Second Language Acquisition at the University of Michigan's Middle East Studies department within the College of Literature, Science, and the Arts. He serves as Director of both the MA Program in Arabic for Professional Purposes (APP) and the MA Program in Teaching Arabic as a Foreign Language (TAFL). His educational background includes a Ph.D. from Georgetown University (1999). Prior to joining the University of Michigan, he contributed to developing Arabic and Middle Eastern Studies programs at various US institutions. Professor Alhawary's research spans both theoretical and applied Arabic linguistics, with particular focus on second language acquisition processes. His work examines how factors like age, input quality, output practice, and first language transfer affect Arabic language learning. He has made significant contributions to understanding Arabic language pedagogy, curriculum design, proficiency testing, and the application of technology in language learning. His research also extends to bilingualism, multilingualism, language impairment, and Arabic medieval grammatical traditions. His publications reflect a strong trajectory in Arabic linguistics research, with recent works focusing on practical language teaching applications, reading comprehension mechanisms, code-switching patterns in digital communication, and multilingual acquisition processes. The 2023 publication 'Teaching Arabic as a Foreign Language' represents his latest contribution to language pedagogy methodology. 2019 AATA Book Award for 'Arabic Second Language Learning and Effects of Input, Transfer, and Typology' As an academic leader, Professor Alhawary serves as Executive Director of the American Association of Teachers of Arabic and edits both the Journal of Arabic Linguistics Tradition and Al-'Arabiyya journal. He continues to develop empirical research on Arabic second language acquisition to inform teaching practices both in America and globally.

Birgit Eickelmannمشاهده پروفایل

استاد

• Digital Education
• School Pedagogy
• Educational Technology
• +۶ مورد دیگر

Prof. Dr. Birgit Eickelmann is a Professor of School Pedagogy at the Institute of Educational Science within the Faculty of Arts and Humanities at Paderborn University. She has held this position since October 2012, initially as a W2 professor until January 2014, and then as a W3 professor (full professor) from February 2014 onward. Her research focuses on school and lesson development in the digital age, school pedagogy under digital transformation conditions, empirical school research, teacher education, and school leadership with emphasis on digital learning leadership. Her educational background includes a habilitation in Educational Science in May 2012, a PhD in Educational Science with summa cum laude in July 2009, and state examinations for teaching Mathematics and Physics in December 1996 and January 1999. Prof. Eickelmann's research centers on the digital transformation of educational systems, particularly examining how schools develop digital competencies among students and teachers. Her work emphasizes equitable access to digital learning opportunities, the role of school leadership in digital transformation, and the development of computational thinking skills. She investigates how schools can become resilient in the face of digital challenges, with special attention to organizational factors that support successful digital integration. Her publication record reveals a strong focus on international comparative studies, particularly the IEA's ICILS (International Computer and Information Literacy Study) across multiple cycles (2013, 2018, 2023). Her research spans digital literacy assessment, school-level factors influencing digital competence development, and policy implications for educational systems undergoing digital transformation. Prof. Eickelmann leads several major research initiatives including the National Research Center for the IEA Study ICILS 2023 (2021-2026), the German coordination of the Horizon-2020 project 'DigiGen' (2019-2022), and previous leadership of ICILS 2018 (2015-2021) and ICILS 2013 (2012-2015). She is actively involved in policy advising regarding digital education in Germany. She is a member of numerous scholarly organizations including the World Educational Research Association (since 2021), the Society for Empirical Educational Research (since 2016), and the German Society for Educational Science (since 2014), among others. Her work bridges academic research with practical implementation in schools through projects like 'Navigator Bildung Digitalisierung' and 'schultransformNEXT'.

Zara Ersozluمشاهده پروفایل

مدرس ارشد

• Mathematics Education
• Educational Psychology
• Metacognition
• +۹ مورد دیگر

Dr. Zara Ersozlu is a Senior Lecturer in Mathematics Education within the School of Education at the University of Newcastle, Australia. With a distinguished international career spanning multiple continents, she has held academic positions at prestigious institutions including North Carolina State University (USA), Gazi and Gaziosmanpasa Universities (Turkey), National Taiwan Normal University (Taiwan), The University of Western Australia, Murdoch University, and Deakin University. Her academic journey includes tenured positions as an Associate Professor and leadership roles as Department Head and Chair in teacher education disciplines. Currently, she teaches undergraduate and postgraduate courses in mathematics education, including Effective Pedagogies in Primary Mathematics, K-6 Mathematics, K-6 Numeracy, and Digitally Supported Learning. Dr. Ersozlu earned her Doctor of Philosophy from Firat University in Turkey and her Master of Art from Sakarya University. Her extensive academic preparation is complemented by five years of practical teaching experience in public schools prior to entering academia. This blend of theoretical knowledge and practical classroom experience informs her approach to teacher education and educational research. At the broadest level, Dr. Ersozlu's research investigates solutions to real-life problems impacting people's well-being, success, and capacity to achieve. Her scholarly work spans primary and secondary mathematics education, the psychology of mathematics (including metacognition, self-regulation, and anxiety), cross-cultural educational studies, teacher education, virtual simulated learning environments, and educational assessment. She has increasingly focused on the transformative potential of AI and machine learning in education, exploring how these technologies alter teaching, learning, and research processes. Her methodological expertise encompasses both quantitative and qualitative approaches, allowing her to effectively analyze both small and large educational datasets. Analysis of Dr. Ersozlu's recent publications reveals a strong emphasis on mathematics anxiety, teacher education, and the integration of technology in learning environments. Her work demonstrates a consistent focus on practical applications of educational research to address real-world challenges in mathematics education. The interdisciplinary nature of her research connects educational psychology, technology integration, and cross-cultural perspectives, with particular attention to how these elements intersect in teacher preparation and student learning outcomes. 2023 ATEA Research Recognition Award from the Australian Teacher Education Association 2021 Fellow of the Higher Education Academy (Advance HE, UK) 2010 Fellowship Program for Postdoctoral Researchers from the Council of Higher Education of Turkey Dr. Ersozlu is deeply committed to mentoring the next generation of scholars, currently supervising four PhD students and having successfully guided ten students to completion. Her grant portfolio includes significant funding for projects such as Best Practice Guidelines for RPL in Initial Teacher Education Programs ($60,000), Exploring the Reciprocal Relationship Between Mathematics Anxiety and Mathematical Resilience ($2,599), and multiple conference travel awards. She serves as an Associate Editor for several prominent journals including the International Electronic Journal of Mathematics Education and as Editor for Interdisciplinary STEM Education. Her editorial work reflects her standing as a respected voice in mathematics education research. Dr. Ersozlu's academic leadership extends to her role in developing innovative teaching approaches that integrate virtual simulation technology and learning analytics. Her work with TeachLivE™, a mixed-reality classroom simulation platform, demonstrates her commitment to creating authentic learning experiences for teacher education students. Through these initiatives, she bridges the gap between educational theory and classroom practice, preparing future educators to effectively implement evidence-based teaching strategies in diverse learning environments.

Alis Oanceaمشاهده پروفایل

استاد

• Philosophy of Education
• Research Policy
• Research Assessment
• +۷ مورد دیگر

Alis Oancea is Professor of Philosophy of Education and Research Policy at the University of Oxford's Department of Education, part of the Social Sciences Division. She holds additional roles including ESRC Centre for Global Higher Education Deputy Director and Social Sciences Division Advocate for Responsible Engagement. With dual doctoral degrees (DPhil from Oxford and PhD from Bucharest), she also received a Doctor Honoris Causa from University of the West Timisoara. Her research focuses on meta-research, research policy, and higher education governance. Key areas include research assessment frameworks, impact measurement, ethics, open knowledge practices, and teacher education. She co-edited the 2024 Handbook of Meta-Research and leads international studies on research cultures and policies. Education: DPhil (Oxford), PhD (Buc), DipLATHE (Oxford), Dhc (UWT) Roles: Director of Research (2016-20), REF2021 Coordinator, ESRC CGHE Deputy Director Leadership: Over 30 funded projects including the RKEEI initiative and BERA Observatory Her 150+ publications span research policy, impact evaluation, and education systems. Awards include FAcSS Fellowship and numerous international advisory roles across Europe and Norway. Advises on global education reforms and chairs panels for EU, UK, and Nordic research councils. Current doctoral supervision focuses on research policy, higher education systems, and teacher education innovations. Active in editorial roles for Oxford Review of Education and Review of Education .

Limin Jaoمشاهده پروفایل

دانشیار

• STEM Education
• Teacher Education
• Pedagogy
• +۶ مورد دیگر

Dr. Limin Jao is an Associate Professor in the Department of Integrated Studies in Education (DISE) at McGill University’s Faculty of Education. Her research focuses on exemplary teaching practices in mathematics and STE(A)M education, emphasizing interdisciplinary approaches, project-based learning, and student engagement. She holds leadership roles including Vice-President of the Canadian Mathematics Education Study Group and Editorial Board member of the Canadian Journal of Science, Mathematics, and Technology Education. Her expertise spans teacher education, pedagogy, and research-practice partnerships. Education: Ph.D., Curriculum Studies and Teacher Development, Ontario Institute for Studies in Education, University of Toronto M.A., Curriculum Studies and Teacher Development, OISE, University of Toronto B.Ed., Secondary Biology and Mathematics Education, Queen's University B.Sc.H., Biology and Mathematics, Queen's University Research Interests: Limin explores how interdisciplinary and inquiry-based methods foster student engagement and teacher development. Her work bridges theory and practice, advocating for inclusive classrooms and educator collaboration. She has pioneered projects linking community artifacts to STEM learning and co-edited volumes on transdisciplinary education and teacher training borders. Publications Trends: Recent work examines gender perspectives in mathematics, pre-service teacher experiences, and professional learning communities in STEM. Her research emphasizes equity, pedagogical innovation, and the intersection of cultural contexts with educational practices. Awards: 2023 Award for Distinguished Teaching, McGill University Faculty of Education Advising & Grants: Limin supervises graduate students in mathematics education and collaborates on research-practice initiatives. She leads the Jao Research Team and contributes to the Chandaria Research Centre’s advisory board at Branksome Hall. Labs/Teams: The Jao Research Team focuses on innovative teaching strategies and STE(A)M education, with projects addressing student agency and interdisciplinary curriculum design.

Vicki L. Plano Clarkمشاهده پروفایل

استاد

• Mixed Methods Research
• Research Methodology
• Qualitative Research
• +۳ مورد دیگر

Vicki L. Plano Clark is a Professor in the Research Methods area of the School of Education at the University of Cincinnati, where she advises students in the Quantitative and Mixed Methods Research Methodologies (QMRM) concentration of the Educational Studies doctoral program and the Applied Research Methods (ARM) track of the Educational Studies master's program. She joined the University of Cincinnati in 2012 after serving as the director of the Office of Qualitative and Mixed Methods Research at the University of Nebraska-Lincoln. Dr. Plano Clark earned her Ph.D. in Quantitative and Qualitative Methods in Education from the University of Nebraska-Lincoln (2005), M.S. in Physics from Michigan State University (1993), and B.A. in Physics from Kalamazoo College (1990). Her academic journey transitioned from physics education to research methodology, bringing a unique interdisciplinary perspective to her work. As a leading methodologist specializing in mixed methods research, Dr. Plano Clark's scholarship focuses on delineating useful designs for conducting mixed methods research, examining procedural issues associated with these designs, and exploring the contexts for the adoption and use of mixed methods. Her research spans diverse application areas including cancer pain management, STEM graduate student identity development, teacher professional development, and the well-being of rural low-income families. Her work demonstrates how mixed methods approaches can effectively address complex research questions across multiple disciplines. Dr. Plano Clark has made significant contributions to the field through her editorial leadership and publications. She was the founding Managing Editor for the Journal of Mixed Methods Research and currently serves as an Associate Editor. In 2011, she co-led the development of Best Practices for Mixed Methods in the Health Sciences for NIH's Office of Behavioral and Social Sciences Research. In 2012, she became a founding co-editor of the Mixed Methods Research Series with Sage Publications. She has authored numerous influential books including 'Designing and Conducting Mixed Methods Research' (now in its 3rd edition) and 'Mixed Methods Research: A Guide to the Field.' Founding Managing Editor for the Journal of Mixed Methods Research Co-developer of NIH's Best Practices for Mixed Methods in the Health Sciences (2011) Founding co-editor of the Mixed Methods Research Series with Sage Publications (2012) Chair of the Mixed Methods Research Special Interest Group of AERA As an active researcher, Dr. Plano Clark has secured multiple grants including a Department of Education grant evaluating Ohio Network of Education Transformation (ONET) Schools (as Principal Investigator) and a UC University Research Council grant on reducing mass incarceration by improving public defense (as Collaborator). Her recent publications continue to advance methodological understanding in mixed methods research, with a focus on integration techniques, terminology challenges, and applications across health sciences and education. Dr. Plano Clark maintains an active role in the research community through invited presentations and workshops worldwide, helping to train the next generation of researchers in mixed methods approaches and contributing to the ongoing development of methodological standards and practices.

Rovincer Najjumaمشاهده پروفایل

مدرس

• Digital Education Policy
• Intersectionality in Education
• Mobile Learning
• +۷ مورد دیگر

Rovincer Najjuma is a Lecturer in Digital Education and the Global South at the University of Edinburgh's Moray House School of Education and Sport, affiliated with the Centre for Research in Digital Education. His research focuses on digital education ecosystems, intersectionality frameworks, and leveraging technologies to enhance access for marginalized populations in post-conflict regions and the Global South. Education: PhD in Education; Master of Education in Curriculum Design; Postgraduate Diplomas in ICT in Education and Education; Bachelor of Social Science (Political Science & Public Administration). Research explores digital education policy, mobile learning, refugee education, and generative AI applications. He has pioneered digital professional development programs in Africa, including designing Makerere University's first fully online Masters in Instructional Design Technology. Grants include Royal Society of Edinburgh funding (2024-2025), USAID/Resilient Africa Network grants (2021-2024), and Commonwealth Academic Fellowships. Key collaborations include work with University of Oxford on mobile technologies in teacher preparation, University of Stellenbosch's Emerging Scholars Initiative, and UNICEF-funded projects on non-state schools in Uganda.

Nemanja Stanišićمشاهده پروفایل

استاد

• Corporate Finance
• Banking
• Audit
• +۳ مورد دیگر

Dr. Nemanja Stanišić is a Full Professor at Singidunum University's Faculty of Business, with a distinguished academic career spanning over 15 years. He holds a Ph.D. in Corporate Finance from Singidunum University (2010), an MBA in Finance from Lincoln University (2007), and a Bachelor's in Accounting from the University of Belgrade (2005). His expertise focuses on Corporate Finance, Banking, Audit, and Applied Statistical Analysis. His research integrates quantitative methods with economic theory, addressing topics such as audit opinion prediction using AI, tourism destination competitiveness, financial distress dynamics, and air pollution health impacts. He co-authored textbooks including Contemporary Exchange and E-business (2010) and Financial Statement Analysis (2024), and served as Editor-in-Chief of The European Journal of Applied Economics . He teaches courses from Financial Accounting to Advanced Financial Engineering at undergraduate, master's, and Ph.D. levels. The 15 most recent publications highlight his interdisciplinary approach: 7 in Finance/Audit, 5 in Tourism/Hospitality, and 3 in Environmental Health. Key trends include applying machine learning to audit quality (2023), multilevel modeling for hospitality satisfaction (2015-2019), and air pollution mortality analysis (2016). His work appears in high-impact journals like Tourism Management (IF 10.125) and Environmental Health (IF 4.986). He held administrative roles including Rector (2020-2021) and Vice President of Singidunum University. He served as Vice Dean for Student Affairs (2010-2011) and participated in TEMPUS projects for educational reform. He mentors graduate students extensively, advising 100+ bachelor's, 57 master's, and 4 doctoral theses, including international candidates. His visiting professorship at Bangkok's ICO NIDA and teaching in Austria-Singidunum joint programs reflect global engagement. Professional development includes advanced training at Utrecht University (Bayesian Modeling, 2019), Stanford (Mentoring, 2010), and NYU (Valuation, 2012). He reviews for top journals like Annals of Tourism Research and Cornell Hospitality Quarterly , with 1017 Google Scholar citations and 349 Scopus citations. Current research involves the Science Fund of Serbia's TOURCOMSERBIA project evaluating tourism competitiveness models.

Alison Slinskey Leggمشاهده پروفایل

استاد آموزشی

• STEM Education
• Equity in Education
• Improvement Science
• +۳ مورد دیگر

Alison Slinskey Legg, Ph.D., is a Teaching Professor and Center Director at the University of Pittsburgh, specializing in expanding access to STEM education through large-scale interventions. She founded the Broadening Equity in STEM Center, a collective impact initiative bridging academic and professional sectors, and serves as Principal Investigator for the $10 million NSF INCLUDES ALLIANCE: STEM PUSH Network. Developed national network of pre-college STEM programs using improvement science Pioneered accreditation model for out-of-school STEM programs Created cross-program research on STEM student enrollment trends Her outreach initiatives include Pitt-Kits curriculum, mobile laboratories serving 10,000+ students annually, and teacher professional development programs. She co-created the PBS pilot Science Mission 101 , winning Pennsylvania Excellence in Broadcasting Award (2010). Recent research focuses on racial equity in STEM spaces, program quality standards, and pandemic-era educational continuity. Her work spans STEM education, equity frameworks, and interdisciplinary curriculum development. Notable awards include: Pennsylvania Excellence in Broadcasting Award for Children’s Programming (2010) Dr. Legg’s lab initiatives include the STEM PUSH Network, Gene Team summer research program, and a tri-state mobile laboratory network. She advocates for evidence-based practices in pre-college STEM education through scholarly publications and practitioner collaborations.

Susana Castro-Kempمشاهده پروفایل

دانشیار

• Inclusive Education
• Special Educational Needs and Disabilities
• Education Policy
• +۷ مورد دیگر

Dr. Susana Castro-Kemp is an Associate Professor in Psychology and Human Development at University College London's Institute of Education (IOE), where she serves as Director of the Centre for Inclusive Education (CIE) since September 2023. Previously, she was a Reader in Education at the University of Roehampton for eight years. Her work focuses on inclusive education policy and practice globally, with particular expertise in special educational needs and disabilities (SEND), early childhood intervention, and mental health in schools. The IOE has been ranked number one in the world for Education for several consecutive years, providing an ideal environment for her impactful research. Dr. Castro-Kemp holds a PhD in Psychology jointly awarded in 2012 by the University of Porto (Portugal) and the University of North Carolina at Chapel Hill (USA). Her doctoral research was fully funded by the Foundation for Science and Technology/European Commission and the Global Education and Development Studies scholarships. She is a Chartered Psychologist with the British Psychological Society, a Senior Fellow of Advance HE, and a Recognised Research Supervisor by the UK Council for Graduate Education. Dr. Castro-Kemp's research centers on policy regulating education, health, and welfare services for children, particularly those with support needs. She examines inclusive education practices from users' perspectives, policy models leading to effective inclusive pedagogy, and country-level policy impacts on outcomes for children with special educational needs. Her work moves away from diagnostic labels toward engagement and civic participation as educational outcomes. She also investigates inclusion and early intervention in low- and middle-income countries, mental health in schools, and quality of early childhood education. Her recent publications reveal several key trends in inclusive education research. There's growing emphasis on understanding educational experiences through the voices of children and families rather than diagnostic labels. Much of her work examines the implementation gap between inclusive education policy and classroom practice. She has conducted significant research on how children with special educational needs experienced the pandemic, revealing both challenges and unexpected "silver linings" for some groups. Her corpus analysis of Ofsted reports shows narrow focus in early childhood education inspections, while her work on SEND policy increasingly takes an international comparative approach. Dr. Castro-Kemp has received recognition for her impactful work, including: Best Digital Humanities Project for Community Engagement Prize (2023) from the National Institute of Humanities and Social Sciences of South Africa for her project "Optimising collaborations and reducing inequalities of Early Childhood Intervention in post-Covid-19 South Africa" Dr. Castro-Kemp has secured approximately £1.3 million in research funding from various sources including ESRC, British Academy/Leverhulme Trust, European Commission, and private sponsors. Her current major project is 'ScopeSEND' (2024-2026), funded by the Nuffield Foundation (£250,000), examining international SEND policies. She has led numerous projects including "Transdisciplinary provision for children with disabilities in the Global South" (£3,500), "Optimising collaborations in South Africa" (£47,200), and "Froebel meets Ofsted" (£19,185). As a supervisor, she mentors MA/MSc and PhD students in education policy, early childhood, and inclusive education, having been nominated for student choice awards for excellent feedback and outstanding research supervision. As Director of the UCL Centre for Inclusive Education since 2023, Dr. Castro-Kemp leads a team focused on advancing knowledge exchange and research in inclusion and special needs. The Centre works with schools, educators, parents, and early years settings to translate research into practice. Her international collaborations include work with the World Health Organization as a technical advisor on the use of the International Classification of Functioning, Disability and Health (ICF) system in educational contexts. She also serves on the SEN Policy Research Forum and has provided oral evidence to the House of Commons Education Select Committee.