جست‌وجوی استاد و پژوهشگر

• Physical Education Teacher Education
• Sport Pedagogy
• Social Learning
• +۴ مورد دیگر

Carla Valerio is a Lecturer in the Faculty of Education at Southern Cross University, Australia, specializing in Physical Education Teacher Education (PETE). Her research centers on Social Learning Strategies, particularly Communities of Practice, and their role in developing student-centered approaches among pre-service teachers through ethnographic methodologies. Her educational background includes a PhD in Sport Sciences (Sport, Education and Culture) from the University of Porto (2022), alongside Master's and Bachelor's degrees in Physical Education and Sports Science from the same institution. Her international collaborations span Portugal, Spain, and Australia. Valerio's research integrates Student-centred pedagogy and Social Learning Theory to examine how social learning strategies enhance professional development in PETE. Her ethnographic studies focus on situated learning, Communities of Practice, and the practical implementation of student-centered methods in teacher education programs. Recent work demonstrates consistent use of qualitative methodologies including action research, autoethnography, and case studies. Analysis of her 15 most recent publications (2023-2025) reveals dominant themes: identity development of teacher educators, student-centered pedagogy in gymnastics/sport, coaching team dynamics, and pre-service teacher challenges in adopting innovative methods. Her work consistently employs ethnographic and qualitative approaches with emphasis on real-world applicability. Her scientific recognition includes: Early Career Researcher Award for Research Excellence, Southern Cross University (2024) Valerio actively supervises postgraduate students in Health and Physical Education (HPE), sport pedagogy, and ethnographic research. While specific grants aren't detailed in available materials, her prolific international publication record indicates sustained research activity. Her work is conceptually linked to Communities of Practice frameworks though no formal lab structures are specified.

Janet Vizina Roubalمشاهده پروفایل

استاد

• Trauma-Informed Social Work
• Technology-Mediated Clinical Practice
• Post-Pandemic Education Adaptation
• +۳ مورد دیگر

Janet Vizina Roubal is a full-time Professor in the Department of Social Work at Ferris State University's College of Arts, Sciences and Education. She serves as the MSW Program Director and actively participates in departmental leadership through curriculum, budget, and planning committees. Doctorate of Social Work (DSW) - University of St. Thomas/St. Catherine Master of Social Work (MSW) - University of Michigan Bachelor of Social Work (BSW) - Ferris State University Her research focuses on technology-mediated social work practice , particularly in trauma-informed supervision models and virtual therapy skills training. She has developed frameworks for relational supervision in post-pandemic education and pioneered digital competency development for social work students. Recent publications and presentations demonstrate expertise in eTherapy implementation (2015-2025), with particular emphasis on simulated scenarios for clinical training and smartphone-based interventions for child welfare services. She has delivered keynote presentations at national conferences including CSWE's Annual Program Meeting. As an active academic leader, she contributes to: Curriculum development for Advanced Micro Practice Virtual education standards formulation DSW program evaluation Field seminar instruction Policy advocacy initiatives Assessment methodology refinement

Patricia Aguadoمشاهده پروفایل

دانشیار

• Health Disparities
• HIV & AIDS
• Mental Health
• +۵ مورد دیگر

Patricia Aguado is an Associate Professor in the Department of Social Work at Northeastern Illinois University, specializing in HIV/AIDS research and clinical social work with over 15 years of bilingual/bicultural practice experience. Education: Ph.D., University of Illinois at Chicago, Jane Addams College of Social Work MSW, New York University, Silver School of Social Work Research Focus: Her work investigates social and cultural determinants of sexual health and HIV care retention, emphasizing health disparities among immigrant and minority populations. Key areas include mental health comorbidities, substance use risks, and structural barriers in healthcare access. Teaching: She instructs advanced social work courses including Generalist Practice I/II, Advanced Research I/II, and Field Practicum I/II, integrating her clinical expertise into curriculum development.

Kelly Carriereمشاهده پروفایل

مدرس

• Special Education
• Teacher Leadership
• Educational Leadership
• +۲ مورد دیگر

Kelly Carriere serves as an Adjunct Faculty member in the Professional and Graduate Education school at Mount Holyoke College, teaching in the Master of Arts in Teacher Leadership program. With 20 years of professional experience spanning special education and administrative leadership, she contributes expertise in PreK-6 educational settings and teacher development. Her academic credentials include: Ph.D. in Special Education from the University of Massachusetts Amherst M.Ed. in Special Education from Springfield College B.A. in Early Childhood from Fitchburg State University Dr. Carriere's research and practice focus on Special Education for students with emotional and behavioral disabilities, Teacher Leadership development, and Educational Leadership frameworks. Her work integrates residential treatment facility experience with public school systems, emphasizing trauma-informed approaches across early childhood through elementary education. She actively bridges theoretical leadership models with practical classroom applications. As a Practicum Supervisor for Masters Students and former Elementary School Principal, she has mentored emerging educators through hands-on field experiences. Her administrative background includes roles as Special Education Team Chair and Residential Day School Director, demonstrating comprehensive leadership across institutional contexts. No scientific awards were documented in the source material.

Biljana Radičićمشاهده پروفایل

پژوهشگر

• Linear Algebra
• Matrix Theory
• Applied Mathematics
• +۳ مورد دیگر

Biljana Radičić is a faculty member at Singidunum University with a focus on mathematics and quantitative methods. She earned her doctorate in 2016 from the Faculty of Mathematics, University of Belgrade, and has authored two books: Mathematics Practice (2021) and Practicum in Quantitative Methods (2023). Education Faculty of Mathematics, University of Belgrade (Doctoral Dissertation, 2016) Faculty of Mathematics, University of Belgrade (Master's Studies, 2010) Faculty of Mathematics, University of Belgrade (Basic Studies, 1998–2004) IX Gymnasium 'Mihailo Petrović Alas' (Secondary School, 1994–1998) Research Interests center on matrix theory, circulant matrices, and number sequences like Fibonacci, Lucas, Pell, and Jacobsthal numbers. Her work bridges theoretical mathematics with applications in linear algebra and coding theory. Publications include studies on geometric circulant matrices, matrix inverses, and quasi-cyclic codes. Her recent research (2025–2018) explores patterns in k-circulant matrices with special sequences, contributing to linear algebra and coding theory. Collaborations with mathematicians like Branko Malešević highlight her interest in matrix equations and reproducibility. No scientific awards or grants are mentioned in the provided texts.

Summer L. Gunnمشاهده پروفایل

استادیار

• Applied Behavior Analysis
• Early Childhood Special Education
• Professional Development
• +۳ مورد دیگر

Summer L. Gunn is a Professional Practice Assistant Professor in the Department of Special Education and Rehabilitation Counseling at Utah State University (USU), affiliated with the Emma Eccles Jones College of Education and Human Services. She holds a Master of Education (2011) and a Bachelor of Science in Special Education (2004) from USU, with honors including the Creative Project of the Year (2011) and Department of Special Education Scholar of the Year (2004). Her research focuses on Applied Behavior Analysis, Early Childhood Special Education, and Professional Development, with particular emphasis on autism spectrum disorder and inclusive practices. Dr. Gunn teaches courses such as SPED-4000, SPED-5710, and SPED-6730, emphasizing practical skills for educators. She coordinates community practicum experiences and supervises student teachers, integrating video feedback tools like GoReact to enhance clinical training. Her work includes roles in the ASSERT (Autism Support Services: Education, Research, and Training) initiative and Aggies Elevated, providing behavioral coaching for students with autism. Her publications and presentations address topics like video-assisted learning, inclusive education strategies, and trauma-informed interactions. She is certified as a Board Certified Behavior Analyst (BCBA) and has extensive clinical experience in early intervention and special education. Professional service includes roles on the Utah Special Education Advisor Panel and leadership in the Utah DEC (Division for Early Childhood).

• Family Well-being
• Social Policy Analysis
• Health Inequities
• +۳ مورد دیگر

Dr. Deanna Williamson is an Associate Professor in the Department of Human Ecology at the University of Alberta, within the Faculty of Agricultural, Life and Environmental Sciences. Her research focuses on family well-being, particularly examining how social, economic, and political conditions influence family functioning in diverse populations. She leads a critical ethnographic project exploring family processes among families with young children facing socioeconomic challenges and ethno-cultural diversity. Williamson has secured significant grants, including a SSHRC grant (2013–2018) totaling $489,000 and a Teaching Enhancement Fund grant for field supervisor engagement in practicum programs. Her work critiques welfare-to-work policies and their impacts on low-income families, emphasizing health inequities, child development, and systemic marginalization. She collaborates with interdisciplinary teams and has contributed to randomized controlled trials evaluating service integration approaches for disadvantaged families. Williamson actively supervises graduate students researching topics like urban Indigenous family dynamics, disability-inclusive family processes, and poverty reduction strategies. Publications span themes such as work-life balance, maternal employment effects, policy fragmentation, and cross-cultural research methodologies. She advocates for participatory approaches in community-based research, particularly with immigrant/refugee populations, ensuring marginalized voices inform policy and practice. Williamson’s scholarship bridges academic research with actionable insights for social and health systems reform.

Ruthmae Searsمشاهده پروفایل

استاد

• Equity in Mathematics Education
• Mathematics Curriculum Development
• Reasoning and Proof in Mathematics
• +۳ مورد دیگر

Ruthmae Sears is a Professor of Mathematics Education at the University of South Florida with a joint appointment in the Department of Teaching and Learning (College of Education) and College of Arts and Sciences. She serves as Associate Director of the Coalition for Science Literacy and coordinates USF's mathematics education degree programs while leading $7.5M+ in research initiatives focused on equitable STEM education. Her educational background includes: PhD in Mathematics Education, University of Missouri (2012) MA in Mathematics Education, Indiana University (2006) BEd in Secondary Mathematics Education, The College of the Bahamas (2002) AA in General Studies, The College of the Bahamas (2001) Dr. Sears' research centers on equity-driven curriculum development, examining how reasoning and proof skills evolve in secondary mathematics through clinical experiences and technology integration. Her work addresses systemic barriers in K-20 STEM education, particularly during pandemic disruptions, with emphasis on creating inclusive learning environments that center marginalized voices. Current projects focus on transforming teacher preparation through improvement science and mechatronics integration. Analysis of her 15 most recent publications reveals consistent focus on equity in clinical teacher training (68%), pandemic-responsive pedagogy (20%), and geometry reasoning development (12%). Her work increasingly incorporates interdisciplinary approaches, connecting mathematics education with social justice frameworks and technological innovation. Her scientific recognition includes: AAAS Fellow (2021) - First Black USF recipient USF Outstanding Faculty Award (2022) Mathematically Gifted and Black Honoree (2023) Griffith Leadership Society Spirit of Martha Award (2023) FAMTE Mathematics Teacher Educator of the Year (2016) As principal investigator for NSF-funded initiatives including the $7.5M Noyce Master Teacher Fellows program, Dr. Sears has transformed STEM curriculum across 12 Florida schools. She chairs the Network of STEM Education Centers Annual Meeting and previously served as NCTM journal associate editor, establishing partnerships with Bahamian institutions like the PACE Foundation to build schools for teen mothers. Her leadership extends to national networks including the Accelerated Systemic Change Network and AAAS-ARISE, where she develops infrastructure for emergency remote clinical experiences while advocating for teachers of color through pipeline initiatives documented in her 2021 publication 'Reimagining the STEM Education Pipeline.'

Brianna Morgisمشاهده پروفایل

استادیار

• Counseling Psychology
• Marriage and Family Therapy
• Systems Theory
• +۳ مورد دیگر

Dr. Brianna Morgis serves as an Assistant Professor of Counseling Psychology within the Psychology Department at Delaware Valley University. As a licensed Marriage & Family Therapist, she integrates clinical expertise with academic instruction, emphasizing connection and positive relationships in therapeutic contexts through systemic frameworks. Her academic credentials include: Bachelor of Science in Human Development and Family Studies (minor: Sociology) from Penn State University Master of Science in Couple and Family Therapy from Thomas Jefferson University Doctor of Philosophy in Couple and Family Therapy from Drexel University Dr. Morgis' research centers on systems theory examining reciprocal person-environment influences, with specialized focus on Marriage and Family Therapy , counselor wellness integration , and couple attachment dynamics . Her work bridges clinical practice and counselor education through evidence-based interventions addressing negative relational patterns and environmental contextualization. Publication analysis reveals consistent emphasis on wellness integration within counselor training curricula and attachment-based couple therapy innovations. Her scholarship targets critical gaps in sustainable mental health practice preparation and relational outcome enhancement through structured clinical workshops. Scientific awards: No awards or fellowships documented in source materials. Regarding academic advising and research funding, available information does not specify current advisees, grant awards, or sponsored projects, though her clinical and pedagogical focus suggests active engagement with counseling students. No laboratory facilities or dedicated research teams under Dr. Morgis' direction are mentioned in the provided documentation.

Friederike Wolfمشاهده پروفایل

پژوهشگر ارشد

• Technology Education
• Science Education
• Teacher Education
• +۵ مورد دیگر

Dr. Friederike Wolf serves as an Academic Employee and Deputy Head of the Department of Technology at the University of Education Schwäbisch Gmünd since September 2024, working part-time. Holding a PhD in Technology Education (magna cum laude, 2020), she actively contributes to teacher training and research while maintaining secondary school teaching duties at Realschule Schenkensee since 2021. Her academic qualifications include: First state exam in Geography, Technology, and Ethics (2016) from Pädagogische Hochschule Ludwigsburg First state exam in Physics (2017) from Pädagogische Hochschule Ludwigsburg PhD in Technology Education (2020, magna cum laude) from Pädagogische Hochschule Heidelberg and Ludwigsburg Wolf's research centers on technology education with specialized focus on student conceptions in electrical engineering and building technology, teacher competence assessment, and situated learning approaches. She investigates pre-instructional conceptions and develops methodological frameworks for technology teaching, particularly through out-of-school learning environments. Her work emphasizes diagnostic tools for identifying learner misconceptions and enhancing pedagogical content knowledge. Analysis of her 14 publications (2016-2025) reveals consistent empirical research on technology teacher education, featuring longitudinal assessment of teacher competencies using vignette-based instruments. Key thematic clusters include diagnostic methodology for electrical engineering concepts (batteries, thermal insulation), contextual learning strategies, and competence development during school practicums. Her work demonstrates strong interdisciplinary connections between educational psychology, subject didactics, and practical teacher training. No scientific awards are documented in the provided information. While actively supervising teacher trainees during school practicums, no formal PhD/Master's student advisement is indicated. Her research has been supported through the FuN-Kollegs EKoL initiative, though specific grant details aren't provided. Wolf maintains significant involvement with the FuN-Kollegs EKoL (Effective Competence Diagnosis in Teacher Education), a multi-university research consortium across Baden-Württemberg focusing on longitudinal assessment of teacher competencies through innovative vignette methodologies.

Kara Keheمشاهده پروفایل

استادیار

• Sports Coaching
• Athletic Leadership Development
• Sports Ethics
• +۳ مورد دیگر

Kara Kehe is an Assistant Professor of Instruction and Director of Undergraduate Studies in the Department of Sport and Recreation Management at the University of Iowa. Her expertise focuses on leadership development, sports coaching, and peak performance. She oversees the Coaching Authorization program fulfilling Iowa licensure requirements and supports distance education students pursuing online degrees. Education: M.A., Sport, Health, Leisure, and Physical Studies (Athletics Administration Concentration), University of Iowa B.A., Accounting and Business Administration (Finance Concentration), Wartburg College Research interests emphasize coaching education, metacognition in applied learning, and high-impact collaborations within athletics. She actively presents at national conferences like the North American Coach Development Summit and Society of Health and Physical Educators (SHAPE) events. Professional affiliations include the National Fastpitch Coaches Association (NFCA), WeCOACH, and the United States Center for Coaching Excellence (USCCE). Certified in Sports Injury and Personal Fitness Training through NESTA, she also holds a Teaching Online Certificate from Quality Matters.

• Middle East Foreign Policy
• East Asia Foreign Policy
• International Relations

John Calabrese is a Professor at American University (AU), specializing in Middle East and East Asia Foreign Policy. He has over 25 years of college-level teaching experience, including roles at Richmond College (UK) and Bowdoin College. Since 1998, he has taught US Foreign Policy at AU and supervised research projects in the Washington Semester Program. He also serves as a non-resident Senior Fellow at the Middle East Institute (MEI) and Book Review Editor of The Middle East Journal. Dr. Calabrese founded and directed MEI's Middle East-Asia Project (MAP), focusing on interdependence between the Gulf and South/East Asia. Education: BA in English and Government from Georgetown University; Graduate Diploma with Distinction and PhD in International Relations from the London School of Economics. His research emphasizes the international relations of the Middle East, particularly Gulf-Southeast Asia dynamics. He has contributed to AU's Core Curriculum by designing first-year seminars on Asia's conflict flashpoints, Gulf security challenges, and historical legacies in global politics. In 2010, he co-launched AU's Graduate Gateway Program in International Affairs. No recent articles or awards are explicitly listed in the provided texts. His teaching includes courses on US-Great Power Competition, internship programs, and mentored field practicums in Washington, DC.

Claudena Skranمشاهده پروفایل

استاد

• Refugee Studies
• International Relations
• Humanitarian Assistance
• +۶ مورد دیگر

Claudena Skran is a Professor of Government and the Edwin & Ruth West Professor of Economics and Social Science at Lawrence University, where she also directs the Business & Entrepreneurship program. Her academic affiliations include the Government Department and Global Studies program, with expertise in international politics, African politics, and qualitative research methods. She pioneered experiential learning through fieldwork trips to West Africa and the Caribbean, emphasizing applied social entrepreneurship and community development. Education: DPhil in International Relations from Oxford University and BA in International Relations from Michigan State University. She has been at Lawrence University since 1990. Research focuses on refugees, humanitarian assistance, and refugee law, with notable works on refugee self-reliance, Sierra Leonean case studies, and the historical development of international refugee frameworks. Her fieldwork includes UNHCR policy evaluations and community empowerment projects in post-conflict regions. Teaching innovations include the KidsGive practicum, which engages students in nonprofit management and global initiatives such as building schools and water wells in Sierra Leone. She has led over 20 academic travel programs to diverse locations, including Ghana, Jamaica, and upcoming trips to Finland and Estonia. Her scholarly contributions span refugee law, migration policy, and gender equity in humanitarian contexts, with a focus on bridging academic theory with real-world impact through fieldwork and entrepreneurship.

Michael Lynchمشاهده پروفایل

دانشیار بالینی

• Field Education
• Technology and Artificial Intelligence (AI) in Social Work Practice and Learning
• Community Organizing and Development
• +۲ مورد دیگر

Michael Lynch is a Clinical Associate Professor at the University at Buffalo School of Social Work, specializing in field education. He holds a MSW from the University at Buffalo (2010) and a BA in Sociology from SUNY Geneseo (2008). His work focuses on integrating technology and artificial intelligence into social work education to enhance practical skills and prepare students for 21st-century challenges. Lynch emphasizes bridging academic theory with real-world practice through community-based field placements. His research interests include trauma-informed field education, interdisciplinary social innovation, and leveraging digital tools like AI chatbots and podcasting for pedagogical purposes. Notable projects include developing frameworks for equitable employment-based placements and mindfulness-based self-care strategies for students. Lynch’s career includes roles as a field department liaison and educator, alongside experience in urban education, child welfare, and community program development. Recent publications highlight trends in ICT-driven assessment, trauma-sensitive practice models, and podcasting as experiential learning tools. While no formal awards are listed, his contributions to reimagining social work education through technology reflect innovative scholarly activity. His advising and grant details are not explicitly stated, but his curriculum vitae indicates sustained engagement with field education innovation.

• Educational Sciences
• Mathematics Didactics
• Teacher Education
• +۵ مورد دیگر

Heidi Krzywacki is a University Lecturer in the Department of Educational Sciences at the University of Helsinki, where she also serves as a Supervisor in the Doctoral Program in School, Education, Society and Culture. Her work spans multiple dimensions of teacher education, with a particular focus on mathematics didactics, STEAM education, and teacher identity formation. She maintains an active research profile with over 75 research outputs and involvement in 21 projects throughout her career. Dr. Krzywacki's research interests center on educational sciences with specific expertise in mathematics didactics, teacher education across cultural contexts, and the development of teacher identity. Her work explores how teachers navigate professional challenges, develop agency in using curriculum materials, and envision educational futures. She has made significant contributions to understanding strategy flexibility in mathematical problem-solving and the integration of maker culture in STEAM teacher education. Her recent publications reveal a consistent focus on teacher identity formation, cross-cultural educational practices, and futures consciousness in education. The trend shows increasing international collaboration, particularly in projects focused on teacher education development in diverse contexts including Somalia. Her work bridges theoretical educational research with practical applications for teacher training programs. Dr. Krzywacki leads several significant projects including the MIDA-FINNSOM III Project for Somali teacher education development, the European Commission-funded 'Teacher education across Europe: Innovative Mobility Opportunities,' and the INSET Training of trainer trainers project. She is actively involved in doctoral supervision and has hosted numerous international academic visitors to the University of Helsinki. Her departmental work includes coordinating the Maker@STEAM Teacher initiative and contributing to the development of future-oriented teacher education programs. She frequently organizes academic events and conferences, with upcoming activities scheduled through 2025 including 'Teacher Education in international perspective: Education in a Digital World.'