جست‌وجوی استاد و پژوهشگر

Kjartan Belsethمشاهده پروفایل

مدرس ارشد

• Early Childhood Education
• Pedagogical Leadership
• Diversity and Inclusion
• +۵ مورد دیگر

Kjartan Belseth is a Senior Lecturer in Pedagogy at Østfold University College (HiØ) since 2022 and a PhD Fellow at Diakonhjemmet University College (DMMH) and Norwegian University of Science and Technology (NTNU) since 2023. His doctoral project focuses on gender-equal pedagogical leadership in kindergartens (2023–2026). He holds a Master's degree in Pedagogy and Preschool Education and is a qualified preschool teacher with further education in mentoring. Education: Bachelor of Preschool Education Master of Pedagogy and Preschool Education Additional training in guidance and mentorship Research Interests: Gender-equal and distributed leadership models in early childhood education Integration of diversity, multilingualism, and religious pluralism in pedagogical practices Ethical challenges in research involving young children (0–3 years) STEM learning experiences for infants and toddlers Reconceptualizing traditional teaching methods and educator roles Cultural inclusivity in kindergarten teacher education programs Scientific Contributions: His work spans empirical studies, theoretical reflections, and policy critiques. Key themes include child resistance to institutional norms, ethical dilemmas in curriculum design, and the role of music and play in multilingual child development. He has authored or co-authored articles, chapters, and textbooks, including Religions and Everyday Pluralism in Kindergarten (2nd Edition) . Academic Engagement: Belseth has presented at national and international seminars, chaired conferences like Pedagogy in Kindergarten Teacher Education , and contributed to discussions on systemic challenges in early childhood education. His lectures address topics such as Everyday Pluralism in Kindergartens and Reconceptualizing Educator Roles .

• Multilingual Education
• Early Childhood Education
• Cultural Diversity in Education
• +۷ مورد دیگر

Kari Bratland is a Senior Lecturer in the Department of Kindergarten Teacher Education at Oslo Metropolitan University, Faculty of Teacher Education and International Studies. She is actively involved in research and academic leadership, particularly within the research group focused on Cultural Diversity and Multilingualism in a Global Perspective. Her work emphasizes inclusive and equitable practices in early childhood education, especially regarding language and culture. Her research interests center on multilingual education, cultural diversity in early childhood settings, second language acquisition, academic literacy, and the preparation of teachers for multicultural environments. She explores how multilingualism is represented and supported in kindergartens, the role of multilingual staff, and the impact of language policies on inclusion. Her recent work also touches on decolonizing educational mindsets and the integration of technology, such as artificial intelligence, in second language learning for adults. The analysis of her publications reveals a strong thematic focus on intercultural and multilingual dimensions across educational levels, from early childhood to higher education. Her work consistently addresses equity, inclusion, and the recognition of linguistic and cultural diversity as assets in educational contexts. She frequently collaborates with researchers such as Elena Tkachenko and contributes to both scholarly journals and professional dissemination venues. Scientific Awards and Recognitions: No scientific awards or fellowships were mentioned in the provided text. Advising and Grants: There is no explicit information available regarding graduate students supervised or research grants received. However, her extensive publication record and active research profile suggest involvement in funded projects and academic mentorship, particularly within collaborative research teams. Labs and Research Teams: Kari Bratland is a member of the research group Cultural Diversity and Multilingualism in a Global Perspective , which investigates issues related to language, culture, and inclusion in education. This group likely supports collaborative projects, publications, and dissemination efforts focused on promoting equitable practices in teacher education and early childhood settings.

• Martial Arts and Combat Sports
• Police Training and Conflict Management
• Nonlinear Pedagogy
• +۹ مورد دیگر

Swen Körner is a full Professor at the German Sport University Cologne, affiliated with the Department of Training Pedagogy and Martial Research. He is a leading figure in the interdisciplinary study of martial arts, police training, and reflexive sports science, with extensive collaborations across Europe. He serves as Editor-in-Chief of the Journal of Martial Arts Research and is a member of several international research groups and advisory boards. His research interests include martial arts and combat sports, nonlinear pedagogy, police conflict management, gamification in education, doping research, and systemic theory in sports and policing. His work critically examines the social, pedagogical, and ethical dimensions of training, violence, and institutional behavior, often applying systems theory to understand complex dynamics in law enforcement and sports education. The recent publications highlight a strong trend toward integrating nonlinear and reflexive approaches into police training, emphasizing the constraints-led approach, error culture, digitalization, and diversity. His work increasingly focuses on narrative and gamified methods in teaching, mental health in policing, and the sociocultural implications of self-defense systems. He also contributes to policy-relevant research on doping prevention and youth sports safety. Editor-in-Chief, Journal of Martial Arts Research Member, Tactical Decision Making Research Group, University of Liverpool Spokesperson, “Martial Arts and Combat Sports” Commission, German Society for Sports Science (dvs) Member, EU consortium “Safeguarding Youth Sport” Member, Center for Preventive Doping Research, German Sport University Cologne Expert reviewer for SNSF, DAAD, Mercator Foundation, and multiple journals Körner advises and collaborates extensively, particularly with Mario S. Staller and Barbara Bonn. He has led evaluations of NRW Sports Schools and doping prevention programs. His research is grant-supported through federal and foundation funding, though specific grants are not detailed. He is involved in multiple research groups and editorial boards, indicating a broad academic network and leadership role. He is active in developing pedagogical frameworks for police training, promoting reflective practice, and advancing the scientific understanding of martial arts in society. His work bridges academic theory and practical application in law enforcement, education, and sports policy.

• Screenwriting
• Creative Labour
• Film Industry
• +۵ مورد دیگر

Bridget Conor is a researcher specializing in creative labour, screenwriting, and cultural industries, affiliated with Goldsmiths, University of London; Auckland University of Technology; and University of Auckland. Her work intersects with media studies, gender studies, and political economy, focusing on inclusivity and sustainability in creative economies. Doctor of Philosophy in Screenwriting as Creative Labour Master of Arts in Political Economy of the New Zealand Film Industry Bachelor of Arts Her research explores: Creative labour and its socio-economic challenges Screenwriting as a professional and cultural practice Gender inequalities in film and theatre Policy frameworks for sustainable cultural industries Recent publications analyze feminist claims to technical language, inclusive growth models, and regulatory approaches to cultural work. She leads projects funded by the EC European Commission and AHRC, addressing exclusion in creative sectors and gender disparities in screen production.

• Computer Science
• Education
• Machine Learning
• +۳ مورد دیگر

Brian Broll is a Vanderbilt University researcher in the College of Engineering with a focus on computer science education , distributed computing , and machine learning accessibility . He has collaborated extensively with Dr. Ákos Lédeczi and other researchers to develop educational tools like NetsBlox and DeepForge for K-12 and higher education contexts.

Gordon Fraserمشاهده پروفایل

استاد

• Software Engineering
• Software Testing
• Automated Testing
• +۹ مورد دیگر

Gordon Fraser is a Professor and holds the Chair of Software Engineering II at the Faculty of Computer Science and Mathematics, University of Passau, since 2017. His academic journey includes a doctorate from Graz University of Technology and research experience at Saarland University and the University of Sheffield. Research Interests: His work centers on software analysis, software development, and programming education. Key themes include preventing software errors through automated testing, improving developer productivity using AI-based tools, and enhancing programming training—especially for beginners and children. He actively explores the role of gamification, large language models, and search-based techniques in software testing and education. Recent Research Trends: His recent publications (2023–2024) show a strong focus on flaky tests in Python, automated test generation for Android and block-based environments (Scratch), gamification of testing in IDEs, and educational studies on pair programming, gender dynamics, and feedback mechanisms in primary computing education. The integration of AI and machine learning in software testing is a recurring theme, especially in the context of large language models and neuroevolution. Scientific Awards: No awards mentioned in the provided text. Advising and Grants: He leads several research projects, including DFG-funded TYPES4STRINGS and DeepMBT , and the DeepCode project which explores AI for code quality. He mentors a large number of students and researchers, particularly in the areas of automated testing and programming education. His advising spans PhD and Master’s students, many of whom are co-authors on his publications. Labs and Teams: He leads a research group at the University of Passau focused on software testing, analysis, and education. The team develops tools like Pynguin for automated Python testing and Code Defenders for gamified software testing education. They also work on LitterBox , a linter for Scratch programs, and various gamification plugins for IDEs and educational platforms.

• Autism Research
• Neurodiversity
• Clinical Psychology
• +۷ مورد دیگر

Rachel Jellett is a Lecturer in Psychological Sciences at the School of Health Sciences, Swinburne University of Technology. She is a clinical psychologist and board-approved supervisor with a strong commitment to integrating clinical practice with autism research and teaching. Her work emphasizes neurodiversity, the social model of disability, and affirming care for autistic individuals across the lifespan. Doctorate in Psychology (Clinical), Swinburne University of Technology Awarded Faculty Research Prize, 2016 Rachel’s research centers on autism, with key interests in identity-first language, diagnostic experiences (particularly for women), caregiver well-being, and the ethical implications of clinical diagnostic criteria. She explores how psychologists can better meet the needs of autistic clients by understanding stigma, identity, and language preferences. Her research often employs qualitative, survey, and mixed-methods approaches, with a strong emphasis on community consultation and participatory design. Her recent publications span high-impact journals such as Cell , Nature Medicine , The Lancet , and Autism in Adulthood . These works examine topics including the gut microbiome in autism, lipidomics, caregiver participation, and neurodiversity-affirming practice. A recurring theme is the importance of listening to autistic voices and aligning clinical practice with neurodiversity principles. Faculty Research Prize, Swinburne University, 2016 Rachel has contributed to major collaborative research initiatives such as the Australian Autism Biobank and the Autism CRC. She has co-authored influential commentaries on diagnostic practices and has been involved in research on parent-delivered interventions and family well-being. While currently not available for student supervision, her prior thesis work focused on family functioning and parent mental health in families raising preschoolers with autism. She is also engaged in public outreach, including media and policy discussions, and aligns her work with Sustainable Development Goal 3 (Good Health and Well-being).

Alex Goodyمشاهده پروفایل

استاد

• Modernist Studies
• Twentieth-Century Literature and Culture
• American Literature and Culture
• +۱۲ مورد دیگر

Professor Alex Goody is a distinguished academic at Oxford Brookes University, where she holds the position of Professor of Twentieth-Century Literature and Culture in the School of Education, Humanities and Languages. She is actively involved in teaching modern and contemporary literature, American literature, media, and digital culture, and currently serves as the Equality, Diversity and Inclusion Lead (Academic) for the Faculty of Humanities and Social Sciences. Her educational background includes a BA from the University of York and an MA and PhD from the University of Leeds, where her doctoral research focused on 'Mina Loy’s Modernist Aesthetic.' Her academic journey has spanned institutions including Falmouth University and Oxford Brookes University. Her research interests are expansive and interdisciplinary, centering on modernist studies, technology and literature, women's writing, animal studies, posthumanism, speculative fiction, and digital media. She explores the intersections of gender, technology, and avant-garde aesthetics, with a particular focus on figures such as Mina Loy, Djuna Barnes, and Gertrude Stein. The recent publications of Professor Goody reflect a consistent engagement with modernist media forms, including radio, journalism, and performance, as well as evolving themes of identity, technology, and nonhuman agency. Her work spans from late 19th-century artificial erotics to 21st-century posthuman futures, demonstrating a deep chronological and conceptual range. Key recurring themes include the representation of women in avant-garde movements, the role of animals in modernist aesthetics, and the impact of technology on subjectivity and narrative. British Academy Small Research Grant (2022) Modernist Studies Association Travel Award (2019) British Academy Small Research Grant (2012) British Association for American Studies conference grant (2006) US Embassy grant (2006) British Academy PhD Scholarship (1994-1997) Professor Goody actively supervises PhD students and leads significant research projects such as 'Djuna Barnes’s New York,' 'Mina Loy Play Group,' and 'UN/REAL,' which explore digital humanities, performance, and virtual reality. She has been involved in public engagement initiatives including talks on AI, sex robots, and avant-garde art, demonstrating a commitment to knowledge exchange beyond academia. Her affiliations include the AI and Data Analysis Network (AIDAN), Creative Industries Research and Innovation Network, and the Poetry Centre at Oxford Brookes. She is a key member of research groups such as Gender and Technologies Projects, Avant-Gardes and Speculative Technology (AGAST), and the Equality, Diversity and Inclusion Research Network, underscoring her leadership in interdisciplinary and socially engaged scholarship.

Christian Kramerمشاهده پروفایل

مدرس

• Plurilingualism
• Multilingualism
• English as a Foreign Language
• +۶ مورد دیگر

Christian Kramer is a Lecturer in English Didactics at the Institute for English and American Studies, School of Linguistics and Cultural Studies, Carl von Ossietzky University of Oldenburg. He forms part of the core team of three scholars in the English Didactics department alongside Prof. Dr. Wolfgang Gehring and Dr. Sylke Bakker. His current teaching responsibilities for Summer Term 2025 include Principles of Language Teaching and Learning, Digital EFL Learning, and supervision of student teaching experiences. Dr. Kramer earned his PhD in EFL Teaching/English Didactics from the University of Oldenburg in 2022 with his thesis 'Der kollaborative Einsatz plurilingualer Techniken von fortgeschrittenen Lerner:innen des Englischen als Fremdsprache – Gesprächsanalytische Zugänge an der Schnittstelle von englischer Fremdsprachendidktik und Mehrsprachigkeitsdidaktik,' which he successfully defended with 'magna cum laude' honors. Prior to this, he completed a Master of Arts in Language Sciences at the University of Bremen in 2015 and a Bachelor of Arts in English studies/philosophy at the University of Oldenburg in 2011. His research program centers on plurilingualism and multilingualism in educational contexts, with particular emphasis on translanguaging practices, queer and diversity education in foreign language teaching, and the intersection of English as a Foreign Language (EFL) and English as a Multilingual Language (EMLF). Dr. Kramer investigates how collaborative approaches to language learning can enhance students' plurilingual competence and how digital media can be leveraged to support multilingual education. His work consistently bridges theoretical frameworks with practical classroom applications. As a key contributor to the international TEACUP project (Teacher, Culture, Pluri), an Erasmus+ initiative, Dr. Kramer has helped develop educational modules that promote plurilingual and pluricultural approaches in foreign language teacher education across seven institutions from five countries. This work reflects his commitment to creating sustainable solutions for integrating plurilingual perspectives into language teaching practices worldwide. 2024 monograph on collaborative multilingualism in educational contexts Research on telecollaboration for professional identity development Studies on linguistic landscaping as a tool for multilingual competence Dr. Kramer has presented his research at numerous international conferences across Europe, focusing on plurilingual strategies in EFL learning, translanguaging in digital contexts, and cultural diversity in language education. His work demonstrates a consistent commitment to connecting current research with classroom practice and fostering a plurilingual and pluricultural mindset among future language teachers.

Mazyar Serajمشاهده پروفایل

استادیار

• Educational Technology
• Human-Computer Interaction
• Software Engineering
• +۵ مورد دیگر

Mazyar Seraj serves as an Assistant Professor in the Software Engineering and Technology department within the Mathematics and Computer Science school at Eindhoven University of Technology (TU/e). His academic foundation includes a Doctorate in Software, Algorithms, and Control Systems from the University of Bremen (2020), a Master's in User Interfaces and Multimedia from Multimedia University (2012), and a Bachelor's in Software, Algorithms, and Control Systems from Islamic Azad University (2009). His research centers on Educational Technology and Human-Computer Interaction , with specific focus areas including block-based programming for young learners, mobile learning applications for logic circuits, computational notebook visualization, and domain knowledge integration in software development. His work consistently bridges theoretical computer science with practical educational implementations, particularly examining gender dynamics and accessibility in programming education. Analysis of his 14 recent publications reveals a strong emphasis on contextual learning environments (smart homes, living labs), gender-inclusive programming tools , and mobile-first educational interfaces . His research methodology frequently combines prototype development with empirical validation through user studies involving students and educators. Seraj actively contributes to academic instruction through courses including Programming, Programming and Modelling, DBL App Development, and CBL Autonomous Systems. His research has been featured in media coverage regarding AI applications in classroom settings, specifically addressing queue efficiency through improved question formulation.

• Early Childhood Education
• Child Development
• School Readiness Assessment
• +۵ مورد دیگر

Ezgi AKŞİN YAVUZ serves as an Associate Professor in the Preschool Education Department at Trakya University's Faculty of Education since May 2024, having previously held the position of Assistant Professor from April 2017. Her academic career began as a Research Assistant at Trakya University Education Faculty in 2016 following her doctoral completion at Marmara University. Her research centers on early childhood development with specific expertise in school readiness assessment, cognitive functions in preschoolers (48-66 months), self-perception studies, and pandemic impacts on educational development. She employs diverse methodologies including scale validation, qualitative teacher perspectives, and longitudinal child studies within the Turkish educational context. Her work frequently examines intersections between child development, teacher training, and curriculum implementation. Her publication analysis reveals consistent focus on preschool educational challenges: 47% examine school readiness and cognitive development, 33% analyze teacher perspectives and training, while 20% investigate pandemic-related educational disruptions. Recent work (2022-2025) shows increased emphasis on digital education adaptation and updated curriculum implementation. She has contributed significantly to educational literature through 12 book chapters and 4 edited volumes including Çocuğu Tanıma ve Değerlendirme (Nobel Academic Publishing) and Okul Öncesi Eğitim Ansiklopedisi . Her research projects include the motor development program "Çocuklar Hareket Ediyor" examining physical activity impacts on school readiness. Her academic service includes extensive conference participation (28 international/national presentations) and collaborative research with institutions across Turkey and international partners in Bulgaria and Russia. She maintains active engagement with contemporary educational challenges through projects like "Erken Çocuklukta Sürdürülebilir Sosyal Duygusal İyi Oluşu Desteklemek İçin Bir Anaokulu Modeli" (2022).

• Inclusive Engineering
• Technology Education
• Engineering Pedagogy
• +۵ مورد دیگر

Professor Anne Nortcliffe currently serves as Dean of the Faculty of Arts, Computing and Engineering at Wrexham University and as a member of its Senior Leadership Team. She holds the title of Professor of Inclusive Engineering and Technology, leveraging over 30 years of combined industry and academic experience to shape engineering education. Previously, she founded and led the Engineering, Technology and Design department at Canterbury Christ Church University, pioneering equity-focused engineering programs. Research Focus: Inclusive engineering pedagogy, CDIO framework implementation, AI integration in education, graduate employability, and equality/diversity/inclusion (EDI) strategies Leadership: Developed innovative engineering education models with emphasis on accessibility, diversity, and industry alignment Impact: Published internationally on curriculum development, digital learning tools, and inclusive practices Recent publications examine: AI-assisted assessment strategies EDI-focused learning toolkits Curriculum agility through industrial engagement ChatGPT applications for international student literacy Inclusive education technology design Psychological approaches to closing attainment gaps Her work consistently demonstrates a commitment to enhancing engineering education through technological innovation and inclusive practices. Anne has received significant recognition for advancing gender diversity in engineering, including: Inspiring Women in Construction and Engineering Award 2022 Engineering Talent Awards - Executive Leader of the Year 2021

Jakob Iversenمشاهده پروفایل

استاد

• Software Process Improvement
• Information Systems
• Mobile Application Development
• +۵ مورد دیگر

Jakob Iversen serves as Professor of Information Systems and Associate Dean for the College of Business at the University of Wisconsin Oshkosh, where he has held academic and administrative roles since 2000. With a Ph.D. from Aalborg University focused on Software Process Improvement, he brings over two decades of experience in higher education teaching, research, and program development across undergraduate and graduate Information Systems programs. His educational credentials include: Ph.D. in Software Process Improvement, Aalborg University (2000) MS, Aalborg University (1996) Iversen's research spans software process improvement, mobile application development, programming pedagogy, and collaborative technology design, with recent emphasis on artificial intelligence in education and K-12 computer science pipeline development. His work consistently bridges theoretical frameworks with practical business applications, particularly in technology adoption and workforce development contexts. Analysis of his 15 most recent publications reveals a clear trajectory from foundational software engineering topics toward contemporary challenges in AI integration, educational technology, and collaborative solutions for IT talent shortages. His scholarship maintains strong connections between technical development practices and organizational behavior, with increasing focus on educational ecosystems and diversity in technology fields. His academic leadership has been recognized through: Faculty Advisor Excellence Award from WACADA (2018) UW Oshkosh Faculty/IAS Advisor Award (2017) As an administrator, Iversen spearheaded development of the Interactive Web Development Management major and Information Systems minor while directing College of Business technology infrastructure. His advising impact extends through industry partnerships addressing regional IT talent gaps and initiatives promoting women in technology. He maintains active editorial roles for the Journal of Midwest AIS and Journal of Cases on Information Technology while serving on multiple university committees including Academic Planning and Navigate Leadership teams. Iversen directs the College of Business Information Technology Services and leads the UWO MIS Team, focusing on technology strategy and support for academic programs while fostering regional collaborations through the NEW Digital Alliance and NEW IT Alliance.

Margaret Morganمشاهده پروفایل

استاد

• Sustainable Development Goals
• Mechanical Engineering
• Engineering Education
• +۳ مورد دیگر

Margaret Morgan is a Professor of Mechanical Engineering and Deputy Head of the School of Engineering at Ulster University, with a focus on education innovation and sustainable development. She is based at the Belfast campus and has published extensively on engineering pedagogy, entrepreneurship integration, and SDG alignment. Current role: Deputy Head of School of Engineering (Ulster University) Research focus: SDGs, engineering education, cultural intelligence, professional skills Key activities: Organized multiple conferences including WE-Bridge Program@UU and Brush Monster Challenge Her scholarly work spans curriculum development, outreach initiatives, and global competencies. Recent projects include the WE-Bridge Program@UU (2023-2025) and SDG-aligned skills development programs. Professor Morgan's publications analyze: Cultural intelligence in engineering students (2025) Entrepreneurship integration across disciplines (2025) SDG 12 implementation through summer schools (2025) Engineering outreach strategies (2024)

• Educational Psychology
• Executive Functions
• Gender Equality in Education
• +۵ مورد دیگر

María Vaíllo Rodríguez is a faculty member at the Universidad Nebrija within the School of Language and Education , specifically affiliated with the Department of Didactics and School Organisation . She serves as a researcher in the CEDI Nebrija Research Group on Cognition, Education and Individual Differences . Doctorate: Universidad Complutense de Madrid (2013) Key Research Areas: Executive Functions, Gender Equality in Education, Educational Technology, Residential Care Education, Child Development Primary Email: mvaillo@nebrija.es Her research focuses on the intersection of neuropsychology and educational intervention , particularly in at-risk populations. She has pioneered digital strategy-based executive function training programs for children in foster care and residential care systems, demonstrating measurable impacts on cognitive regulation and academic outcomes. Her work also addresses gender disparities in educational materials and leadership roles, with a parallel emphasis on integrating educational technologies (TIC) across diverse teaching environments. Recent publications highlight cross-disciplinary trends: Neurodevelopmental interventions for vulnerable youth (2025-2022) Gender-inclusive curriculum design in higher education (2020) ICT integration in professional and early childhood education (2017-2012) Behavioral adaptation frameworks (2021-2019)