جست‌وجوی استاد و پژوهشگر

Jennifer Brassمشاهده پروفایل

دانشیار

• African Politics
• Non-governmental Organizations (NGOs)
• Governance
• +۸ مورد دیگر

Dr. Jennifer Brass serves as Associate Professor at Indiana University's Paul H. O'Neill School of Public and Environmental Affairs (SPEA), specializing in African governance, NGO dynamics, and sustainable development. Her research examines state-society relations through fieldwork across Kenya, Uganda, Senegal, and Djibouti. Her educational background includes: Ph.D. in Political Science, University of California, Berkeley (2010) M.A. in Political Science, University of California, Berkeley (2004) B.S. (magna cum laude) in Foreign Service, Georgetown University (1999) Brass's scholarship centers on non-governmental organizations in African political development , analyzing how NGOs influence service provision, democratic participation, and state capacity. Her award-winning book Allies or Adversaries? NGOs and the State in Africa established foundational frameworks for understanding NGO-state tensions. Current research synthesizes global NGO effectiveness evidence while investigating renewable energy governance in developing economies, revealing connections between electrification and political engagement. Recent publications demonstrate methodological diversity spanning systematic reviews, spatial analysis of energy infrastructure, and critical discourse studies of development terminology. Her work increasingly addresses ethical dimensions of field research in crisis contexts, particularly pandemic-era data collection challenges in East Africa. Her scientific recognition includes: 2023 & 2017 Trustees Teaching Awards 2018 ARNOVA Outstanding Book Award 2016 Outstanding Junior Faculty Award at Indiana University National Science Foundation Graduate Research Fellowship ISTR Emerging Scholar Award of Merit (2012) Brass mentors students through SPEA courses including NGO Management for International Development and the Honors Thesis Workshop, while collaborating with researchers on energy governance projects across Africa. Her field research in four African nations informs both scholarly publications and media contributions to outlets like The Economist and Tanzanian Citizen .

• Music Education
• Teacher Education
• Creativity in Education
• +۳ مورد دیگر

Dr. Dimitra Kokotsaki is an Associate Professor and Director of Education at Durham University's School of Education. She specializes in Music Education, Creativity in Teaching, and Pupil Engagement, with a focus on teacher development and curriculum design. Her research addresses arts education impacts, primary-secondary transition challenges, and leadership strategies for teacher retention. She leads the process evaluation for the Calderdale writing intervention and contributed to the Sutton Trust-EEF Teaching and Learning Toolkit. Awards include the 2013 Inspiration for Government Award and Royal Society of Arts Fellowship. Key research projects include evaluations of music workshop benefits (In2 Music Project), doctoral student resilience, and international teacher retention strategies. She has supervised over 8 doctoral students exploring topics like music progression in primary education and creativity in global contexts. Educational Leadership: School climate and teacher autonomy interventions Arts Education: Systematic reviews on cognitive/non-cognitive outcomes Music Pedagogy: Creativity measurement, ensemble learning, and GCSE uptake barriers Policy Impact: Toolkit development and evidence-based advocacy Her work bridges theory and practice through partnerships with educational hubs like Durham Music Services and Bradford Music Education Hub. Current projects emphasize evidence-based solutions for improving educational equity and teacher sustainability.

Michele Regallaمشاهده پروفایل

دانشیار

• Bilingual Education
• Inclusive Education
• ESOL Education
• +۴ مورد دیگر

Michele Regalla is an Associate Professor of ESOL and World Languages Education at the University of Central Florida's College of Community Innovation and Education, School of Teacher Education. She specializes in bilingual education, inclusive language programs, and teacher preparation for culturally and linguistically diverse students. Dr. Regalla holds a Ph.D. from the University of Pittsburgh and has extensive K-12 teaching experience in French and elementary education in Pennsylvania, as well as international teaching experience in Costa Rica and Spain. Her research focuses on inclusive foreign language education for students with special needs, service-learning abroad programs, and partnerships connecting academic institutions with community organizations. Notably, she directed a Fulbright-funded study on bilingual education in Spain and coordinates a Costa Rica-based study abroad program where UCF students teach English in bilingual schools. Locally, she leads a language program at United Cerebral Palsy Bailes Community Academy, researching early childhood language education for children with special needs. Dr. Regalla’s publications emphasize equitable access to language education, dynamic assessment techniques in inclusive classrooms, and the impact of global service-learning on teacher candidates. Her work challenges policies that exclude students with disabilities from language programs and advocates for evidence-based inclusive pedagogy.

• Language Education
• Bilingualism
• Translanguaging Pedagogy
• +۶ مورد دیگر

Kenan Dikilitas is a Professor in the Department of University Pedagogy at the University of Stavanger. His research focuses on language education, bilingualism, translanguaging pedagogy, teacher professional development, and English as a Foreign Language (EFL). He has published extensively on topics such as teacher identity, multilingualism in education, and technology integration in teaching. His work often explores collaborative practices, reflective teaching, and policy implications for language education. Key research interests include translanguaging in EFL contexts, teacher autonomy development, and the use of digital tools like ChatGPT in higher education. His studies frequently examine bilingual education policies, student attitudes toward language proficiency thresholds, and the impact of action research on teacher practice. He has collaborated internationally on projects related to English Medium Instruction (EMI), preschool bilingual contexts, and cross-disciplinary language strategies. Recent publications analyze ChatGPT-driven reflective practices, translanguaging in teacher training, and the developmental trajectories of educators in collaborative research settings. His work bridges theoretical frameworks like complexity theory with practical classroom applications, emphasizing pedagogical innovation and policy-informed teaching strategies.

• Applied Linguistics
• Language Learning Strategies
• Second Language Acquisition
• +۳ مورد دیگر

Hossein Bozorgian is an academic affiliated with Queensland University of Technology's School of Education, specializing in Applied Linguistics. He holds a PhD in Metacognitive Strategy Instruction in EFL Listening (2012). His research focuses on language learning strategies, particularly metacognitive approaches to improving EFL listening comprehension. He has published extensively on topics such as skill differentiation in language learners, cross-linguistic strategy transfer, and the role of listening in second language acquisition. Key contributions include empirical studies demonstrating the efficacy of metacognitive instruction for less-skilled learners and analyses of listening-skills interdependence in standardized tests like IELTS. He collaborated on policy-related research evaluating school libraries' impact on literacy development in Queensland. His work bridges cognitive theory with practical pedagogy, emphasizing evidence-based strategies for EFL teaching. Bozorgian's publications span journals like International Journal of Research Studies in Language Learning and Education Research International , with conference presentations at international venues such as EDULEARN and TESOL Research Network events. His research consistently advocates for theoretically grounded instructional methods to enhance language learners' cognitive and metacognitive capacities.

Marlene Wagnerمشاهده پروفایل

پژوهشگر

• Educational Technology
• Digital Learning
• Teacher Education
• +۷ مورد دیگر

Dr. Marlene Wagner is a Research Associate at the Center for Digitalization in Lifelong Learning at the University of Continuing Education Krems, Austria. She is actively engaged in research on digital transformation in education, with a focus on teacher training, hybrid learning environments, and pedagogical digital competence. Her work is supported by EU and public funding agencies, and she leads key research projects in the field of educational technology. Her research interests center on educational technology , digital learning , teacher education , and learning design . She investigates how digital tools and innovative instructional models—such as flipped and hybrid classrooms—impact teaching effectiveness and student outcomes. Her work also explores AI-driven feedback systems and the transfer of training in continuing education contexts. The recent publications of Dr. Wagner reflect a strong trend in technology-enhanced learning , with emphasis on teacher support , student engagement , and instructional effectiveness . Her research spans both K–12 and higher education, utilizing mixed-methods, meta-analytic, and experimental designs. Key themes include TPACK development, social presence in hybrid settings, and the role of AI in improving learning design quality. Dr. Wagner has not been listed with any scientific awards in the provided text. She collaborates extensively on research projects and contributes to academic discourse through publications and conference presentations. Although her advisory roles are not specified, her leadership in funded projects indicates active involvement in research teams and academic mentoring. Current grants include EU-funded initiatives on teacher training and hybrid learning spaces in schools. She is affiliated with the Center for Digitalization in Lifelong Learning, a research unit focused on innovation in educational practices through digital tools and evidence-based strategies. The center supports interdisciplinary research and contributes to policy development in digital education.

• Turkish Language Education
• Language & Linguistics
• Education
• +۶ مورد دیگر

Yusuf Aydin is a Research Assistant (PhD) at Akdeniz University , Faculty of Education, Turkish Language Education Department . He has been affiliated with the university since 2013, contributing to research and teaching in the fields of Turkish language education, linguistics, and educational sciences. Education: 2014 – 2022: Doctorate, Gazi University, Institute of Educational Sciences, Turkey 2011 – 2014: Postgraduate, Ondokuz Mayis University, Institute of Educational Sciences, Turkey 2007 – 2011: Undergraduate, Firat University, Faculty of Education, Turkey Research Interests: Yusuf Aydin's research spans several key areas within Turkish Language Education and Educational Sciences . His work emphasizes teaching Turkish as a foreign language , focusing on curriculum design, textbook analysis, and instructional strategies. He has extensively explored summarization and note-taking strategies , investigating their impact on student achievement and learning outcomes. Additionally, his interests include rhetorical structure theory for text analysis and the role of gender representation in educational materials. His academic pursuits also delve into language attitudes and sociolinguistic aspects of Turkish language learners, particularly regarding slang and colloquial language usage . Through systematic reviews, scale developments, and empirical studies, he contributes to the enhancement of Turkish language pedagogy and educational methodologies. Publications and Research Trends: Yusuf Aydin has published extensively in reputable peer-reviewed journals, with his most recent works focusing on summarization strategies and note-taking research . His 2024 article examines the impact of summarization training on 7th-grade students, while his 2022 systematic review consolidates findings on note-taking strategies. His earlier publications address textbook analysis , rhetorical structures , and gender issues in Turkish language materials. Collectively, his research contributes to evidence-based improvements in Turkish language education and instructional design. Scientific Awards: No specific awards or honors have been mentioned in the provided text. Advising and Grants: No explicit information is provided regarding advising students or securing research grants. Laboratories and Teams: No specific laboratories or research teams are mentioned in the provided text.

Kerstin Hillegeistمشاهده پروفایل

مدرس

• Speech training and oral communication
• Aesthetic and rhetorical communication
• Voice pedagogy
• +۳ مورد دیگر

Kerstin Hillegeist has been a full-time speech teacher at the Weingarten University of Education (PHW) since 1996 and is simultaneously a lecturer at the Swiss University of Speech Therapy Rorschach and, until recently, at maz Luzern and the University of Teacher Education Zug. Her work centres on speech training, aesthetic and rhetorical communication, and professional voice use for teacher-trainees and speech-therapy students. Education & Training 1987–1990 – State-certified breathing, speech and voice teacher (ASSL method) 1999–2001 – Theatre pedagogical director training (LAG Konstanz) 2004–2009 – Speech trainer certification (DGSS) at Heinrich Heine University Düsseldorf Research & Teaching Focus Hillegeist’s teaching portfolio includes modules on voice and speech training, standard pronunciation for dialect speakers, articulatory phonetics, and evidence-based voice therapy. She coordinates the BA Speech Therapy modules “Speech Training” and “Rehabilitative Medicine”, and she contributes to the PHokus project that screens and supports students in voice and speech competence. Her research explores the intersection of speech science, education, and applied phonetics. Recurring themes are assessment of oral performance, creative and authentic speaking in literature and media contexts, and the professionalisation of teachers who speak regional dialects. Publications & Output Between 2006 and 2024 Hillegeist has published extensively, ranging from monographs on lively presentation techniques to peer-reviewed articles on speech-screening tools for teacher trainees. Her work appears in leading German-language journals such as sprechen , Unterrichtspraxis , and Muttersprache as well as in edited volumes by Waxmann and Schneider Hohengehren.

Pia Williamsمشاهده پروفایل

استاد

• Early Childhood Education and Care (ECEC)
• Preschool Quality and Policy
• Professional Development
• +۳ مورد دیگر

Pia Williams is a Professor at the Department of Education, Communication and Learning, University of Gothenburg. She leads the Policy, Profession, Quality and Children's Learning (PPQL) research environment, focusing on Early Childhood Education and Care (ECEC) with emphasis on collaboration, quality standards, and preschool teachers' professional development. Her work spans children's learning, play, and development in Swedish preschools, integrating digital competence and curriculum reforms. Current Projects: Skills development and preschool quality, Young Swedes and English, Teachers' professional digital competence (funded by the Swedish Research Council). Research Themes: ECERS-3 quality assessment, teacher-student collaboration, digital tools in ECEC, globalization impacts on early education. Recent Publications explore: Quality variations in Swedish preschools Preschool teachers’ professional profiles Technology content integration in teaching Language and literacy learning environments Globalization and child education She collaborates internationally (Norway, Germany, Ukraine) and contributes to policy frameworks for preschool quality. Her work bridges research, practice, and educational reform.

Manpreet Raiمشاهده پروفایل

دانشیار

• Cognitive Psychology
• Working Memory
• Language Processing
• +۳ مورد دیگر

Dr. Manpreet Rai serves as an Associate Professor of Psychology within the School of Humanities & Social Sciences at D'Youville University, Buffalo, NY. Her academic foundation includes a PhD in Psychology from Kansas State University (2014), an MS from Fort Hays State University (2006), and a BSc from the University of Calgary (2004). Education: PhD in Psychology, Kansas State University, 2014 MS, Fort Hays State University, 2006 BSc, University of Calgary, 2004 Dr. Rai's research program centers on cognitive psychology with emphasis on working memory mechanisms, language processing dynamics, and cognitive bias manifestations. She extends this expertise into sleep science investigations and the scholarship of teaching and learning, developing pedagogical approaches that enhance student cognitive performance and academic success through evidence-based classroom practices. Her publication portfolio demonstrates consistent interdisciplinary integration between cognitive theory and educational application, particularly examining how sleep patterns influence learning outcomes and how memory processes affect language comprehension across diverse learner populations. Scientific Awards and Grants: D'Youville College Faculty of the Year Award (Social Sciences), Fall 2020 D'Youville College Faculty Committee Research Grant, Fall 2019 Institute for Teaching Innovations Seed Grant, Fall 2019 Academic Research Council Grant, Spring 2019 Association for Psychological Sciences travel fund, Spring 2018 Academic Research Council Grant, Spring 2017 Academic Research Council Grant, Fall 2016 Dr. Rai maintains an active research agenda supported by competitive internal grants while mentoring undergraduate researchers through hands-on projects. Her teaching philosophy prioritizes student engagement through cognitive science applications, regularly incorporating research findings into classroom instruction to optimize learning outcomes. Outside academia, she actively explores Buffalo's cultural landscape through food, hiking trails, and community festivals while emphasizing family, faith, and friendship in her personal life.

• Language Testing
• EFL Teaching
• Didactics of English
• +۵ مورد دیگر

Linda Nepivodová serves as Assistant Professor at Masaryk University's Department of English and American Studies (Faculty of Arts) and Department of English Language and Literature (Faculty of Education). Her academic career spans both teaching and research in language assessment and EFL pedagogy. Ph.D. in Philology – Foreign language teaching (Charles University, Prague, 2018) Masters in English Language and Literature with testing focus (MU Brno, 2007) DELTA certification (IH Prague, 2009) CELTA certification (MU Brno, 2006) Bc in English and Latin (MU Brno, 2004) Her research centers on language testing methodologies, particularly comparing computer-based and traditional test administration modes. She investigates peer interaction patterns in EFL classrooms using conversation analysis, with special attention to Czech upper-secondary educational contexts. Her work bridges theoretical linguistics with practical classroom applications, examining how assessment formats impact both student performance and teacher readiness for digital examination systems. Current projects explore the psychometric validity of alternative testing paradigms across transatlantic educational frameworks. Nepivodová's publication record demonstrates consistent focus on assessment validity, classroom discourse analysis, and EFL teacher development. Her research trajectory shows progression from practical classroom observations to sophisticated mixed-methods investigations of testing paradigms, with increasing methodological rigor evident in her longitudinal studies. As a Certified British Council Examiner since 2010, she maintains active engagement with international language assessment standards while contributing to Czech educational practices through teacher training and curriculum development. Visiting scholar at University of Cincinnati (Fulbright grant, 2013) Presenter at multiple EALTA conferences on language testing validity Teacher training sessions at University of Bristol, Cambridge, and Gothenburg Her teaching portfolio encompasses language testing methodology, reflective practice seminars, and teaching practicum supervision across both bachelor's and master's programs in English language education. She directs students' research in assessment methodologies and classroom interaction analysis while maintaining active connections with international language testing communities.

Dieter A. Waldvogelمشاهده پروفایل

دانشیار

• Spanish Teaching Methodologies
• Vocabulary Acquisition
• Language Assessment
• +۲ مورد دیگر

Dieter A. Waldvogel serves as Associate Professor and Language Study Abroad Coordinator in the Department of World Languages and Cultures at Samford University's Howard College of Arts and Sciences. A retired U.S. Air Force Lieutenant Colonel with 23 years of service, he previously held roles including Foreign Area Officer for Latin America under the Secretary of the Air Force for International Affairs and Chief of the Spanish and Portuguese Division at the U.S. Air Force Academy. His academic credentials include: PhD in Foreign Language Education from the University of Texas at Austin MS from Embry Riddle Aeronautical University BA from Texas Tech University Waldvogel's research centers on evidence-based Spanish language pedagogy with emphasis on: Spanish teaching methodologies for diverse learner populations Vocabulary acquisition and assessment frameworks Spanish for Specific Purposes (SSP), particularly military applications The critical nexus between foreign language education and national security His work consistently bridges theoretical linguistics with practical implementation in government and military contexts, leveraging his extensive defense sector experience. Analysis of his publications from 2011-2025 reveals evolving focus from foundational vocabulary research to contemporary challenges like pandemic-era virtual teaching and nationalism's impact on language education. A persistent theme examines military language requirements, with 40% of his publications addressing defense applications and strategic language planning for national security. No scientific awards were documented in the source materials. Details regarding student advising and research grants were not provided in the available information, though his conference presentations indicate active engagement with language educator communities. His role as AATSP Director of Operations (2018-2020) demonstrates professional leadership beyond campus. There is no mention of dedicated research laboratories or specialized teams led by Professor Waldvogel, though his work frequently involves collaboration with military and government entities as evidenced by his publications and presentations.

• Language Education
• Romance Languages Didactics
• Teaching of Foreign Languages
• +۳ مورد دیگر

Natalie Rosenau serves as a Researcher and lecturer at the Institute of Romance Studies, Humboldt University of Berlin, within the Faculty of Languages and Literature. Her academic position focuses on didactic methodologies for Romance language instruction and literary education, contributing to the institute's teaching mission through curriculum development and classroom instruction. Her research expertise spans critical domains in language pedagogy: Language Education: Designing evidence-based frameworks for Romance language acquisition Romance Languages Didactics: Specialized teaching strategies for French, Spanish, and Italian curricula Teaching of Foreign Languages: Cross-linguistic pedagogical approaches in multilingual contexts Literature Education: Integrating literary analysis with language proficiency development Curriculum Development: Structuring academic programs for Romance language didactics Second Language Acquisition: Cognitive and sociocultural dimensions of language learning No scientific awards or research grants are documented in available sources. As a scientific collaborator, she provides academic guidance to students within the institute's language programs while maintaining active teaching responsibilities. Her institutional presence is anchored at Dorotheenstraße 65, Room 4.26 (Berlin), with professional contact via natalie.rosenau@hu-berlin.de and phone 030 2093-73545.

• Health information science
• Systematic review and meta-analysis methodology
• Tobacco control and vaping epidemiology
• +۴ مورد دیگر

Kerry Sewell is Research Development Director and Master Teaching Instructor in East Carolina University’s College of Health and Human Performance, Department of Health Education and Promotion. A librarian-scientist with an MLS and bachelors in International Relations & French, she leads grant-seeking strategy, teaches, and publishes extensively on systematic review and meta-analysis methodology across health sciences. Education: M.L.S., Library Science (institution not specified) B.A. International Relations & B.A. Foreign Languages—French, Virginia Commonwealth University Two years undergraduate study, Graphic Design & Illustration, VCU School of the Arts Research interests revolve around evidence synthesis, health information access, and research policy. She examines how librarians improve systematic review quality, how extended library hours affect usage, and how tobacco retailer density influences health behaviours. Clinically, she meta-analyses diabetes drugs (SGLT-2i, GLP-1RA), hepatitis B reactivation during biologic therapy, and cardio-renal outcomes. Her 60+ peer-reviewed works analyse disparate domains—nurse-education transitions, vape-shop marketing, dental reporting standards, emergency analgesia, sports biomechanics—unified by rigorous systematic-review methods. Frequent co-authorship with clinical teams highlights the embedded librarian model. Scientific awards: Mid-Atlantic Chapter MLA Research Poster Award (2020) Association of Academic Health Sciences Libraries Data Scholarship (2017) Grants & leadership: Principal Investigator, “Health Effects of e-Cigarettes: An Umbrella Review” (Truth Initiative, 2023-35); Board member & Treasurer, Association of North Carolina Health & Science Libraries; active in National Organization of Research Development Professionals and NCURA. She holds office in Belk Annex 103, 300 Curry Ct, ECU, and can be reached at browderk@ecu.edu.

• Educational Pedagogy
• Literacy Development
• Multilingual Education
• +۵ مورد دیگر

Dr. Sharon Matthews is a Clinical Professor and Associate Director of Undergraduate Programs in the Department of Teaching, Learning & Culture at Texas A&M University. She focuses on preparing preservice teachers to integrate literacy across disciplines through translanguaging practices and culturally relevant pedagogy. Her research bridges classroom practice with academic inquiry, emphasizing children’s literature for disciplinary learning and formative writing instruction. Education: Ph.D., Curriculum & Instruction, New Mexico State University (2007) M.Ed., Administration & Supervision, University of Oklahoma (1999) B.S., Elementary Education/Reading, Texas State University (1988) Research Interests: Translanguaging strategies in literacy education Culturally responsive teaching practices Visual literacy and instructional design Teacher preparation and professional development Recent work highlights translanguaging in shared readings (2022), culturally relevant literacy frameworks (2024), and virtual coaching for digital competency (2022). Over 40 peer-reviewed articles span educational technology, multilingualism, and literacy pedagogy. Awards: 2018 College Level Association of Former Students Distinguished Achievement Award for Teaching Advising & Grants: Supervised 9 doctoral students and co-PI on $42,256 in grants studying lab-school partnerships (2016-2017). Labs/Teams: Active in the CEHD Lab School Project collaboration with Snook ISD, focusing on teacher education innovation.