جست‌وجوی استاد و پژوهشگر

• Pedagogical Leadership
• Leadership in Kindergarten
• Change Management
• +۷ مورد دیگر

Lise Hannevig is a Senior Lecturer at Oslo Metropolitan University, affiliated with the Faculty of Teacher Education and International Studies and the Department of Kindergarten Teacher Education. She serves as Study Leader for Area 1 and focuses on leadership development in early childhood education. Position: Senior Lecturer Institution: Oslo Metropolitan University Faculty: Faculty of Teacher Education and International Studies Department: Department of Kindergarten Teacher Education Her research centers on pedagogical leadership, change management, participation, learning organizations, and collective learning processes in kindergarten settings. She emphasizes dialogical approaches and organizational development to enhance leadership competencies and professional identity among educators. Her work bridges theory and practice, particularly through the development of digital learning environments and practical guides for dialogue. The recent publications reflect a strong focus on leadership in early childhood education, with recurring themes in collaboration, dialogue, professional development, and the role of assistants in kindergartens. Her work includes textbooks, research reports, and dissemination efforts aimed at improving educational practices and leadership structures in Norwegian kindergartens. Scientific contributions include a textbook on dialogue, a scoping review on pedagogical leadership, and multiple dissemination articles on staff development and leadership clarity. Notable works address the need to recognize assistants as professionals and the importance of translational competence in leadership. Lise Hannevig actively mentors and contributes to academic discourse through conferences and collaborative research. She has been involved in projects supporting digital learning environments for leadership training and has advocated for inclusive and empowering workplace cultures in ECEC settings. Her work often involves collaboration with researchers such as Magritt Lundestad, Alona Krieken Laski, and Inger Johanne Riis Tollnes. She is engaged in advancing pedagogical leadership through research, teaching, and public outreach, contributing significantly to the development of kindergarten teacher education in Norway.

Andrea Dietzschمشاهده پروفایل

استاد

• Religious Education
• Theology
• Pedagogy
• +۵ مورد دیگر

Andrea Dietzsch is a Professor of Religious Education at the Evangelische Hochschule Ludwigsburg , where she has served since 2016. She also holds a part-time role as a Dozentin at Ludwig-Schlaich-Akademie since 2018. Her research focuses on Religious Education , digital learning methodologies , and the development of religious concepts in early childhood . She explores topics like teacher-student relationships , social justice in theology , and intercultural approaches to faith-based education . Her publications highlight the intersection of theological discourse and pedagogical innovation , particularly in crisis contexts and virtual environments. She is actively involved in initiatives such as the Joint Religious Education Commission of Baden and Württemberg and the Project Advisory Board for Biblical Studies . Her work has been featured in journals like Theo-Web and Ru heute , as well as edited volumes on applied theology and education.

Jan Hareمشاهده پروفایل

استاد

• Indigenous Pedagogy
• Teacher Education
• Early Childhood Education
• +۵ مورد دیگر

Dr. Jan Hare is a Professor and Dean at the University of British Columbia Faculty of Education . As a Canada Research Chair in Indigenous Pedagogy and recipient of the 2014 Indigenous Education Professorship, she focuses on transforming educational systems through Indigenous knowledge frameworks. Her research examines: Indigenous knowledge integration in teacher education Early childhood literacy across cultural contexts Digital technology accessibility for Indigenous communities Reconciliation through curriculum reform Recent publications analyze: 2021 digital technology access patterns in early education 2017-2016 framework for superdiverse teacher training Longitudinal studies on Indigenous youth educational transitions Key awards include: Canada Research Chair in Indigenous Pedagogy (2013) Professorship in Indigenous Education (2014) She supervises Indigenous graduate students like Danielle Mashon and leads major grants including: SSHRC-funded Aboriginal Family Literacy Curriculum ($283K) Ministry of Advanced Training's Aboriginal Language Immersion Certificate ($98K)

René Porschenمشاهده پروفایل

مدرس

• Paleopoetics
• Prehistoric Fiction
• Literary Figuration of Extinct Species
• +۱۳ مورد دیگر

René Porschen is a doctoral candidate and lecturer in the Department of Literary Studies at the Faculty of Arts, University of Erfurt. He is affiliated with the Chair of Modern English Literature and teaches courses on accessible language, stupidity as a literary motif, and speculative fiction. His academic work bridges literary studies, ecocriticism, and speculative thought. Research Interests: His research focuses on paleopoetics—the literary and cultural representation of dinosaurs and prehistoric life—and its intersections with deep time, anthropocentrism, and nonhuman agency. He explores speculative fiction, cosmic horror, and weird fiction, particularly through the lens of H.P. Lovecraft and Arno Schmidt. His work also investigates accessible language (e.g., easy language) as a poetic and political tool, and the utopian potential within dystopian narratives. The most recent publications and lectures reflect a strong engagement with speculative materialism, stupidity as an epistemological stance, and interdisciplinary reading methods. His articles and creative works span literary criticism, cultural journalism, and prose fiction, often centered on the boundaries of knowledge, language, and perception. Scientific Engagement: Member, Junior Research Group "Texts. Signs. Media," University of Erfurt Member, Erfurt Network for New Materialism (ENNM) Member, Society of Arno Schmidt Readers e.V. Member, German Lovecraft Society Member, Theater im Palais e.V. and Friends of the Blue Stage e.V. Teaching and Advising: René Porschen has co-taught seminars on accessible literature and the motif of stupidity. While no formal students are listed, his role as a lecturer and doctoral researcher suggests mentorship within graduate and research groups. He has contributed to interdisciplinary initiatives focused on reading strategies and accessible communication in literature. Labs and Research Groups: He is actively involved in the Junior Research Group "Texts. Signs. Media" and the Erfurt Network for New Materialism, both fostering interdisciplinary dialogue on media, language, and speculative thought.

Silke Betscherمشاهده پروفایل

استاد

• Community work
• Flight and migration
• Anti-discrimination work
• +۹ مورد دیگر

Professor Silke Betscher is a Professor for the Science of Social Work with a focus on community work, community development and macro social work at the Department of Social Work, Faculty of Economics and Social Sciences at Hamburg University of Applied Sciences (HAW Hamburg) since 2022. She is also a cultural and social anthropologist with extensive experience in participatory community research at the interface of health and social affairs, particularly through her work with the Polyclinic Veddel on the district survey "Veddel - How are you?" and the establishment of a district laboratory. Her educational background includes a PhD from the School of Cultures, Languages and Area Studies at the University of Liverpool (2010) and a Magister Artium in Cultural Studies with a focus on cultural and social anthropology from the University of Bremen (2006). Prior to her current position, she served as Acting Professor for Health and Diversity at HS Gesundheit Bochum (2020-2022), and was a university lecturer for social and cultural anthropology at the University of Bremen (2012-2022). Professor Betscher's research focuses on community work, flight and migration, anti-discrimination work, participatory research, and multi-perspective casework. Her key competencies include participatory community research at the interface of health and social affairs, ethnographic research in fields of social work, diversity and discrimination-sensitive organizational development, flight and post-migrant society studies, and discourse research. Her work critically examines structural racism, postcolonial perspectives on social work, and the intersection of migration policies with youth welfare systems. Her recent publications reveal a strong trend toward community health research with a focus on participatory, collaborative approaches that bridge social work and public health. She has pioneered community-based health assessments in diverse urban neighborhoods, particularly through the "Veddel - How are you?" project, which won the Citizen Science Prize in 2023. Her work consistently integrates critical perspectives on race, migration, and structural inequality into community health frameworks, emphasizing the importance of diversity-sensitive approaches in both research and practice. 2021 First Prize for Good Teaching, HS Gesundheit Bochum Citizen Science Prize 2023 (together with Poliklinik Veddel) Professor Betscher has secured significant research funding for projects including the "Veddel - How are you?" community health survey, the Bochum-Hustadt district laboratories, and participatory evaluations of care programs for young refugees. Her collaborative approach involves working closely with students, community members, and healthcare providers to co-produce knowledge that addresses real community needs. She has been instrumental in developing diversity- and discrimination-sensitive organizational development frameworks in child and youth welfare services. She leads the Community Health Laboratory Veddel, a pioneering initiative that represents the first quantitative and participatory community health survey in Germany. This project exemplifies her commitment to collaborative research that bridges academic knowledge with community expertise, creating actionable insights for improving health and living conditions in urban neighborhoods. Her work with the Polyclinic Veddel demonstrates how academic research can directly inform community health interventions and policy development.

Elke Reichmannمشاهده پروفایل

استاد

• Early Childhood Education
• Transition from Kindergarten to Primary School
• Cooperative Learning
• +۵ مورد دیگر

Elke Reichmann is a Professor at Evangelische Hochschule Ludwigsburg , specializing in Early Childhood Education and Pedagogy . Her work focuses on transitions between kindergarten and primary school, cooperative learning models, and empirical social research in early education contexts. Current roles: Professor for Early Childhood Education and Pedagogy Research areas: Transition studies, intercultural education, curriculum design for early learners Her publications emphasize: 2020: Intercultural contexts in German schools abroad 2019: Institutional collaboration between daycare and primary education 2015: Language promotion strategies in practical settings 2014: Managing heterogeneous learning groups and spatial pedagogy 2012: Foundational elements of early education didactics 2011: Attitudinal impacts of transition programs She leads the PartiGanzStut research project on participation in all-day schools in Stuttgart.

• Educational Sciences
• Social Studies Education
• Teacher Education
• +۴ مورد دیگر

Memet KUZEY serves as an Associate Professor in the Turkish and Social Sciences Education Department within the Faculty of Education at Bayburt University. He holds significant administrative roles including Deputy Department Manager for Religious Culture and Ethics Education, Minister of the Internship Commission for Turkish and Social Sciences Education, and membership in both the Academic Incentive Application and Review Commission and Faculty of Education Project Commission. His research centers on Educational Sciences with specialized focus in Social Studies Education, Teacher Education, and Disaster Education. KUZEY investigates preservice teacher cognition through metaphorical analysis, geographical concept development, and disaster awareness integration in curricula. His work examines teacher role models derived from life memories, spatial reasoning skills, and multicultural education frameworks within Turkish social studies programs. Analysis of his 15 most recent publications reveals consistent thematic patterns: strong emphasis on metaphor-based investigations of teacher cognition (particularly regarding space, direction, and professional identity), systematic integration of disaster education into social studies materials, and historical analysis of Turkish curriculum evolution. His methodological approach predominantly employs qualitative phenomenological frameworks to explore conceptual understandings among teacher candidates. Through his commission roles, KUZEY actively shapes internship programs, academic incentive structures, and project management systems within the Faculty of Education, demonstrating significant institutional engagement alongside his scholarly contributions.

Petra Bükerمشاهده پروفایل

استاد

• Primary School Education
• Early Childhood Education
• Inclusive Education
• +۵ مورد دیگر

Petra Büker is a Professor of Primary School Pedagogy and Early Education at the Institute of Educational Science within the Faculty of Arts and Humanities at Paderborn University. She has held this position since 2009 and serves as Head of the Department of Educational Science Primary School. Her work focuses on the intersection of educational theory and practice, particularly in primary education contexts. Professor Büker's educational background includes a Habilitation from Bergische Universität Wuppertal (2009) on qualitative classroom research for intercultural learning in primary schools, a PhD from Universität Paderborn (1997) on European education in primary schools, and State Examinations for Primary School Teaching. Prior to her professorship, she worked as a primary school teacher, teacher trainer, and researcher in both primary school pedagogy and German language didactics. Her research interests center on primary school education, early childhood development, and educational transformation. She specializes in inclusive education practices, sustainable development education in primary settings, digitalization in teaching, and the development of Open Educational Resources (OER) for teacher training. Professor Büker approaches these topics through participatory methods that value children's perspectives and emphasize practical application in educational settings. Professor Büker leads several significant research projects including PrimOER (Professionalization of OER community for primary school education), Education for Sustainable Development in Primary School, and inklud-e (developing inclusion competence with digital support). Her recent publications demonstrate strong connections between children's research experience, sustainability education, and inclusive teaching practices. Member and Co-Convenor of EECERA Special Interest Group 'Transitions' (since September 2023) Editorial board member of International Journal of Early Years Education Former Chair (2020-2024) of DGfE Commission for Primary School Research Scientific advisor at QUA-LiS NRW for inclusive primary schools Professor Büker teaches courses on professionalization for dealing with heterogeneity in primary schools, empowering children in challenging times, and the development of primary school as an institution. She is actively involved in multiple working groups at Paderborn University, including 'Transformation and Education' and 'Grundschule Plus,' and serves as Head of the 'Round Table for Primary School Education' and curator at the Peter Gläsel Foundation Detmold.

Vanessa Albusمشاهده پروفایل

استاد

• Philosophy Didactics
• Canon Research
• Metaphorology
• +۳ مورد دیگر

Vanessa Albus serves as Professor of Philosophy Didactics at Paderborn University within the Faculty of Arts and Humanities, Department of Philosophy Didactics. She has held this position since 2020, following a substitute professorship at the same institution from 2019-2020. Previously, she held academic positions at the University of Duisburg-Essen where she completed her habilitation in 2012. Her research interests focus on Philosophy Didactics, Canon Research, Metaphorology, and 18th Century Philosophy. Dr. Albus has developed specialized approaches to gender-sensitive philosophy teaching, autobiographical philosophical reflection in educational settings, and the intersection of culinary arts with philosophical practice. Her work bridges theoretical philosophy with practical classroom applications. Analysis of her recent publications (2024-2025) reveals a strong focus on contemporary applications of philosophy education, particularly addressing sustainability through metaphorical thinking, gender-sensitive approaches to ethics education, and innovative methods for philosophical practice in school settings. Her work shows interdisciplinary connections between philosophy, education theory, gender studies, and sustainability science. Professor Albus actively supervises doctoral and habilitation projects, with current research focusing on intercultural philosophy education, theater applications in ethics teaching, and anti-classist philosophical history. She has successfully guided multiple doctoral students to completion, with research focusing on competency-oriented philosophy teaching, autobiographical philosophical methods, and film-based philosophical instruction. Her teaching portfolio includes courses on punishment theories in philosophy education, multimedia philosophy instruction at school and extracurricular learning locations, fundamentals of philosophy didactics, and embodiment in inclusive philosophy teaching. These courses reflect her commitment to innovative, accessible philosophy education across diverse learning environments.

Demush Bajramiمشاهده پروفایل

دانشیار

• Political Communication
• Media Studies
• Disinformation and Media Literacy
• +۵ مورد دیگر

Demush Bajrami serves as a full-time Associate Professor at the Faculty of Languages, Cultures and Communication, South East European University (SEEU) in Tetovo, North Macedonia. Holding a PhD in Social Sciences from the University of Tirana (2011-2016) with a dissertation on social media's role in politics, he maintains active academic engagement across media studies, political communication, and educational leadership domains within the Balkan context. Academic Background: PhD in Social Sciences, University of Tirana, Albania (2011-2016) Professor Bajrami's research critically examines political communication dynamics through digital platforms, disinformation ecosystems in transitional democracies, and cross-cultural language interactions between English and Albanian speakers. His work bridges theoretical frameworks with practical applications in media literacy education , educational leadership , and digital citizenship development , particularly focusing on Generation Z communication patterns and institutional resilience against misinformation campaigns. His publications demonstrate consistent regional relevance to North Macedonia and the Western Balkans. Analysis of his 15 most recent publications (2021-2025) reveals three dominant thematic trajectories: (1) Disinformation countermeasures and media literacy frameworks in post-conflict societies, (2) Social media's transformative impact on political leadership and cross-cultural relationships, and (3) Educational leadership challenges in multilingual institutional environments. His methodological approach combines qualitative discourse analysis with empirical studies of communication preferences and institutional practices. While no formal scientific awards are documented in available materials, his collaborative publications with SEEU colleagues indicate active participation in institutional research initiatives addressing regional media literacy gaps and educational policy development. Professor Bajrami's academic supervision focuses on media studies and political communication theses, though specific student names aren't publicly cataloged. His research integrates grant-funded projects examining disinformation vulnerabilities and digital citizenship education within SEEU's institutional framework, contributing to the university's strategic positioning in Balkan media studies.

Natalie Mera Fordمشاهده پروفایل

استادیار

• Victorian Literature
• Psychology and Literature
• Medical Humanities
• +۴ مورد دیگر

Natalie Mera Ford is an Assistant Professor and Multilingual Writing Specialist at Swarthmore College, affiliated with the Writing Associates Program and the English Literature department. Her academic journey includes teaching literature, writing, and English language across England, Denmark, and France, as well as at Temple University and Saint Joseph's University in the U.S. Ph.D. in English and Related Literature from the University of York, U.K. Natalie’s research explores the intersection of Victorian fiction and mental science, focusing on trancelike states and their cultural implications. She also investigates contemplative pedagogy, translanguaging, and the integration of medical humanities into writing instruction. She has contributed to peer-reviewed journals and edited a special issue of The Journal on Excellence in College Teaching , emphasizing interdisciplinary approaches to writing and rhetoric. Her recent conference presentations highlight innovative teaching methods and the role of medical humanities in academia. 2016-17 Fellow of The Unbinding Prometheus Project, a nonprofit interdisciplinary public education initiative at the University of Pennsylvania. Natalie’s work extends to advising graduate students and professionals, while her involvement in translanguaging and contemplative pedagogy underscores her commitment to inclusive, holistic education. At Swarthmore, she contributes to the Writing Associates Program, fostering interdisciplinary scholarship in writing and rhetoric.

• Global Public Health
• Qualitative Research Methods
• Community Health
• +۵ مورد دیگر

Emma-Louise "Emmilie" Aveling, PhD, MPhil, serves as a Lecturer on Health Research and Qualitative Methods at the Harvard T.H. Chan School of Public Health within the Department of Health Policy and Management. She is an expert in applied qualitative research with extensive experience conducting studies in diverse clinical, organizational, and community settings across multiple countries including the United Kingdom, United States, Australia, Brazil, Cambodia, Rwanda, and Ethiopia. Dr. Aveling's research focuses on community-engaged and collaborative approaches to addressing health inequities and improving patient-centered health services. Her methodology expertise centers on qualitative research methods applied to global public health challenges, particularly in healthcare quality and safety. Her current work examines patient-centered care for Long COVID through Brazil's public healthcare system, business contributions to community health, hospital partnerships for patient safety, and NGO-community collaborations for HIV prevention. Her recent publications demonstrate a strong focus on health equity, implementation science, and qualitative methodology, with significant contributions to understanding Long COVID care access, business-nonprofit partnerships for health, and patient safety culture. Her work frequently appears in high-impact public health journals including BMJ Global Health, American Journal of Health Promotion, and Journal of Clinical Epidemiology. Dr. Aveling teaches several courses at Harvard Chan School including DrPH 200: Qualitative Methods in Health Research, HPM 559: Introduction to Qualitative Research Methods for Public Health (online), MPH 101: Qualitative Methods for Public Health, and the DrPH Qualitative Thesis Seminar Series. Her academic background includes a PhD in Social Psychology from the University of Cambridge, and she has held visiting appointments at The Healthcare Improvement Studies Institute at Cambridge, the National School of Public Health at Fiocruz in Rio de Janeiro, and the Australian National University in Canberra. Prior to her academic career, she worked with non-governmental organizations focused on social justice and welfare across multiple continents.

Sima Caspari-Sadeghiمشاهده پروفایل

دانشیار

• Artificial Intelligence in Education
• Big Data Analytics
• Measurement & Evaluation
• +۳ مورد دیگر

Sima Caspari-Sadeghi is an Associate Professor of ICT & Learning at Østfold University College's Department of Education, ICT and Learning. Her academic work focuses on the intersection of educational technology, assessment, and artificial intelligence in learning environments. Her research interests prominently feature Artificial Intelligence in Education (AIED) , Big Data Analytics , Measurement & Evaluation , and Mathematics Education . Caspari-Sadeghi has developed expertise in technology-enhanced assessment methodologies, learning analytics applications in higher education, and the integration of AI in educational contexts. Her work emphasizes student agency, self-regulated learning, and sustainable assessment practices. Analysis of her recent publications reveals a strong trend toward AI applications in educational assessment, with particular focus on machine learning approaches to measuring learning outcomes. Her work spans multiple educational contexts including mathematics instruction, STEM education, and professional development. The integration of learning analytics with traditional assessment methods represents a consistent theme across her research portfolio. As an active member of the academic community, Caspari-Sadeghi serves as a reviewer for prestigious journals including Computers and Education , Computers and Education: Artificial Intelligence , Nordic Machine Intelligence Journal , and EARLI (European Association for Research on Learning and Instruction). She teaches advanced courses including Artificial Intelligence in Learning & Teaching (Ph.D level), Massive Open Online Courses on Digital Competence, Applied Statistics, Evidence-based Evaluation, and Technology-enhanced Learning & Teaching. Her academic journey includes a Habilitation in Technology-enhanced Assessment in Germany (2019-2025) and a Humboldt Postdoc position (2014-2015), demonstrating her international research profile. Caspari-Sadeghi is affiliated with the Research in Digital Education (RIDE) group at Østfold University College, where she contributes to advancing digital education research and practice. Her conference presentations at venues like IEEE EDUCON, EARLI, and NORA demonstrate her active engagement with the international research community in educational technology and AI applications.

• Linguistics
• Foreign Language Education
• Pedagogical Innovation
• +۴ مورد دیگر

Véronique Delplancq is a Senior Lecturer at the School of Education of Viseu (Polytechnic Institute of Viseu, Portugal), with a 30+ year career in foreign language education, phonetics, and pedagogical innovation. She leads projects like JASM (multimodal creativity in language teaching) and APSASeG (gamification in higher education), and has supervised research on digital tools, intercultural communication, and employability. Education : PhD in Phonetics (University of Marseille, 1996); Master's in Phonetics (1989); Postgraduate in Interpretation for Sensory Handicaps (1989) Research Interests span foreign language teaching, digital education, gamification, and the intersection of language with economic/social challenges. Her work emphasizes student-centered approaches, technology integration, and intercultural competence. Article Trends reflect a trajectory from phonetic studies (1989-2008) to pedagogical innovation (2014-2025), with recent focus on digital tools, gamification, and multimodal storytelling in language education.

• Digital Culture
• Technology and Society
• Smartphone Use in Relationships
• +۵ مورد دیگر

Noorin Manji is an Assistant Professor at the University of Waterloo, holding positions in Arts First, Global Business and Digital Arts (at the Stratford School of Interaction Design and Business), and Sociology & Legal Studies. She teaches courses on digital culture, technology and society, cannabis culture, and classical sociological theory, and has received the University of Waterloo's 2025 Faculty of Arts Excellence in Teaching Award for her exceptional instruction. Dr. Manji earned her educational credentials from McMaster University and the University of Waterloo: Ph.D. in Sociology, University of Waterloo (2018) M.A. in Sociology, McMaster University (2010) Hon. B.A. in Sociology/Anthropology, McMaster University (2009) Her research interests focus on the intersection of digital technology and human relationships, with particular expertise in smartphone use in committed relationships, digital culture, and social theory. Her methodological approach emphasizes qualitative research, drawing from theoretical frameworks including social constructionism, symbolic interactionism, and social psychology. Dr. Manji has developed innovative courses that bridge her research with teaching, including 'Mobile Technology & Society' and 'Cannabis Culture,' both of which have received exceptional student evaluations averaging over 4.7/5 across multiple terms. Dr. Manji's scholarly work demonstrates consistent exploration of technology's impact on social relationships and identity formation. Her publications and research projects reveal a trajectory from tobacco control studies to digital culture research, culminating in her 2022 book chapter examining how smartphones affect committed relationships through an intersectional lens. Dr. Manji has been recognized with several honors, most notably the University of Waterloo's 2025 Faculty of Arts Excellence in Teaching Award. She also received an Undergraduate Student Research Award worth $6,000 in 2009 for her project 'Idealizing the Idol: Celebrity Culture and Identity Construction in the West.' As an academic and entrepreneur, Dr. Manji co-founded and runs Love of Language (LOL), a comprehensive language arts program for students in grades 5-12. She has mentored numerous students through both formal university channels and her business, focusing particularly on communication skills development and entrepreneurial thinking. Her research has been supported by grants including the New Frontiers in Research Digital Educator Study, where she serves on the Early Career Researcher Advisory Committee as a consultant on qualitative research methods and digital culture. Dr. Manji is actively involved in university service, serving on committees including the Equity Diversity and Inclusion Committee, Curriculum Committee, and Annual Performance Review Committee. She also participates in program recruitment efforts and student experience analytics initiatives, contributing significantly to the development of academic programs at the University of Waterloo.