جست‌وجوی استاد و پژوهشگر

• Turkish Language and Literature Education
• Reading Comprehension
• Writing Skills
• +۳ مورد دیگر

Prof. Dr. Remzi CAN is a full-time Professor at the Faculty of Education , Kırşehir Ahi Evran University , Turkey. He has held academic positions since 2002, including Assistant Professor (2012-2018) and Associate Professor (2018-2024) at the same institution. Education: PhD in Turkish and Social Sciences Education (2007-2012), Gazi University MA in Turkish and Social Sciences Education (2003-2006), Gazi University BA in Turkish Language Teaching (1998-2002), Gazi University Research Interests: His work focuses on Turkish language instruction, literary analysis, reading comprehension, and writing skill development. Key areas include the impact of audiobooks/podcasts on literacy, paragraph cohesion in second-language learners, and curriculum design for creative writing. Scientific Missions: Acted as principal investigator for projects like "Improving Reading Skills through Youth Novels" (2012-2014) and "Cohesion Awareness in Reading Comprehension" (2014-2015). Collaborates frequently with academics such as Dr. Devrim Murat Güzelküçük and Dr. Ali Kıribiş. Publications & Editorial Roles: Over 40 publications, including co-edited volumes like Türkçeyi Yabancı Dil Olarak Öğrenenlerin Duygusal Zekâ Düzeyleri (2024). Served as editor for the Ahi Evran University Journal of Social Sciences Institute (2017).

Min Yeoمشاهده پروفایل

مدرس

• Ecological Design
• Urbanism
• Architecture-Landscape Interface
• +۳ مورد دیگر

Min Yeo (he/him/his) is a Design Critic in Landscape Architecture at Harvard University's Graduate School of Design (GSD), within the Department of Landscape Architecture. His research explores formal responses to ecological forces at the intersection of architecture, urbanism, and landscape architecture. His doctoral work examined the organizational challenges of experimental design research through a historical analysis of the Princeton Architectural Laboratory (1949–1954). He teaches core landscape architecture courses such as Landscape Architecture III, Landscape Representation I and II, and Landscape Architecture II. These courses emphasize design methodologies and representation techniques central to contemporary landscape practice. While no formal grants or awards are listed, his scholarly publications span neuroscience and behavioral studies, including work on transcranial magnetic stimulation (TMS) and cognitive reappraisal. These interdisciplinary contributions suggest a dual focus on design pedagogy and neuroscientific inquiry. His academic role at the GSD emphasizes studio-based teaching and critical design discourse, reflecting his commitment to advancing ecological and urban design practices through historical and experimental lenses.

Casey Ankenyمشاهده پروفایل

استاد آموزشی

• Educational Technology
• STEM Education
• Active Learning Strategies
• +۴ مورد دیگر

Casey Ankeny is a Teaching Professor of Biomedical Engineering and Assistant Dean for Master’s Programs at Northwestern University’s McCormick School of Engineering. She holds additional roles as Associate Director of the Northwestern Center for Engineering Education Research and Director of the MS Program in Biomedical Engineering. Her research focuses on cyber-based student engagement strategies in biomedical engineering courses, standards-based grading, and improving student persistence in student-centered learning environments. Education: PhD in Biomedical Engineering from Georgia Institute of Technology and Emory University (Atlanta, GA), and a BS in Biomedical Engineering from the University of Virginia (Charlottesville, VA). Her research explores flipped classrooms, active learning pedagogies, and faculty development programs to enhance educational outcomes. Key areas include evidence-based instructional strategies (EBIS), formative feedback systems, and scaling faculty development initiatives across disciplines. She has contributed to studies on implicit gender biases in academic roles and student-centered learning efficacy. Publications reflect her emphasis on educational innovation, including works on virtual labs, standards-based grading, and interdisciplinary faculty training programs. Her work has been presented at the ASEE Annual Conference and Exposition, with notable contributions to understanding connections between classroom practices and student attitudes. As a leader in educational research, Ankeny oversees programs promoting active learning and has developed tools like web-enabled ‘muddiest point’ reflections to enhance student engagement. Her efforts aim to bridge research and practice in engineering education through scalable, evidence-driven approaches.

Thomas M. Philipمشاهده پروفایل

استاد

• Teacher Education
• Learning Sciences
• Critical Studies of Race, Class, and Gender
• +۵ مورد دیگر

Thomas M. Philip is a Professor at the Berkeley School of Education, University of California, Berkeley, where he serves as Faculty Director of the Berkeley Teacher Education Program (BTEP). His work centers on the intersections of ideology, learning, and equity in educational contexts, examining how teachers navigate power structures to transform classrooms toward more just and democratic practices. His research interests include: Teacher Education and Professional Development Critical Studies of Race, Class, and Gender in Education Learning Sciences and Human Development Digital Learning Technologies and Artificial Intelligence in Education Educational Equity and Social Justice Frameworks Ideological Dimensions of Learning Philip's scholarship analyzes how educators exercise agency within hierarchical systems, with particular focus on teachers of color and the political dimensions of classroom practice. His recent work critically examines AI implementation in education, highlighting tensions between technological promises and equity realities. His significant contributions have been recognized with prestigious awards: Fellow of the American Educational Research Association (AERA) Fellow of the International Society of the Learning Sciences (ISLS) AERA Division K Midcareer Award AERA Division G Early Career Award AERA Division C Jan Hawkins Award National Association for Multicultural Education Carl A. Grant Multicultural Research Award National Academy of Education/Spencer Postdoctoral Fellowship National Science Foundation Graduate Research Fellowship As BTEP Director, Philip secured the Spencer Midcareer Grant (2015) and led the program to receive the 2023 AERA Division K Award for Innovations in Research on Equity and Social Justice and the 2024 UC Berkeley Chancellor’s Award for Advancing Excellence and Equity. He collaborates extensively through groups like The Politics of Learning Writing Collective, advancing critical perspectives in learning sciences amid rising nationalism. Philip holds a PhD in Cognition and Development and BS in Electrical Engineering & Computer Science from UC Berkeley, uniquely bridging technical expertise with critical educational scholarship to address contemporary challenges in democratic education.

Lucy M Calkinsمشاهده پروفایل

استاد

• Literacy Education
• Reading Instruction
• Writing Pedagogy
• +۳ مورد دیگر

Lucy M. Calkins is the Robinson Professor in Children's Literature and Director of the Literacy Specialist Program at Teachers College, Columbia University. She founded the Teachers College Reading and Writing Project (TCRWP), dedicated to fostering literacy skills in students through research, curriculum development, and collaborative partnerships with educators globally. Her work spans over 600 schools across the U.S. and internationally, emphasizing standards-aligned curricula and leadership development. Education: B.A. in Liberal Arts (Williams College), M.A. in Teaching Reading (University of Hartford), Ph.D. in English Education (NYU). Her research focuses on reading/writing pedagogy, curriculum design, and the role of children's literature in education. Notable publications include The Art of Teaching Reading and Pathways to the Common Core . Her writing emphasizes balancing fiction and nonfiction in literacy programs, advocating for 'real books' to engage young readers. She critiques overly prescriptive curricula while promoting teacher-led, inquiry-based approaches. The TCRWP supports schools through professional development, coaching, and resources like the Units of Study series.

Patricia Duffمشاهده پروفایل

استاد

• Bilingual/multilingual education
• Decolonizing methodologies
• English as an additional language
• +۶ مورد دیگر

Dr. Patricia Duff is a Professor at the University of British Columbia in the Department of Language and Literacy Education. Her research focuses on bilingual/multilingual education, identity formation, language ideologies, and decolonizing methodologies in language learning contexts. English and Mandarin language proficiency 604-827-5028 contact Active in language socialization studies across classrooms, families, and diaspora communities Research interests center on language socialization processes in transnational environments, heritage language education, academic discourse communities, and the intersection of pop culture with language pedagogy. She pioneered case study methods in applied linguistics and co-edited the Routledge handbook of research methods in applied linguistics . Key publication trends show sustained focus on Chinese language education (40+ publications), family/workplace language planning (15+), and critical discourse analysis of multilingual identities (25+). Her work spans qualitative classroom research, policy analysis, and sociocultural theory applications.

Ruth Kershnerمشاهده پروفایل

مدرس

• Primary Education
• Inclusive Pedagogy
• Classroom Dialogue
• +۵ مورد دیگر

Ruth Kershner is a University Lecturer in Psychology of Education and Primary Education at the Faculty of Education, University of Cambridge. She serves as Deputy Chair of the University Psychology Research Ethics Committee and contributes to the Psychology, Education and Learning Studies research group. Her career bridges educational practice and academic research through extensive school partnerships. Her educational qualifications include: BA (Hons) Social Studies PGCE Primary Education MSc Psychology and Education of Children with Special Needs MSc Child Development with Clinical Studies (professional educational psychology training) Kershner's research centers on primary classroom dynamics , investigating how dialogic approaches transform learning environments. She examines inclusive pedagogy through psychological and sociocultural lenses, focusing on children's active participation, teacher-student relationships, and knowledge construction. Her work pioneers dialogic research methods that empower educators to conduct classroom-based inquiries, while addressing critical gaps in knowledge exchange between scientific research and educational practice. Current projects explore diversity, belonging, and technology-enhanced collaborative learning in primary settings. Analysis of her 15 most recent publications reveals three dominant trajectories: (1) Development of practical tools like T-SEDA for analyzing classroom dialogue, (2) Integration of psychological principles into inclusive teaching frameworks, and (3) Technology-mediated collaborative learning in science education. Her work consistently connects theoretical rigor with classroom applicability across primary education contexts. Kershner actively shapes educational practice through funded research initiatives including ESRC Impact Acceleration projects (T-SEDA), British Academy/Leverhulme grants on diversity in primary classrooms, and Isaac Newton Trust studies on children's epistemological development. Though not currently accepting PhD students, she mentors Master's candidates in Primary Education, Psychology and Education, and Research Methods programs. Her leadership extends to the Cambridge Educational Dialogue Research Group (CEDiR) where she develops dialogic methodologies adopted internationally. She co-founded the Cambridge Educational Dialogue Research Group (CEDiR), creating a collaborative hub for advancing dialogic theory and practice. Her research methodology development occurs through sustained partnerships with primary schools across Cambridgeshire, focusing on practical implementation of inclusive pedagogies and dialogue-based learning frameworks. Current work with the Psychology Research Ethics Committee shapes ethical standards for educational psychology research nationally.

Fran Rigaمشاهده پروفایل

پژوهشگر

• Adaptive Learning
• Dialogic Teaching and Learning
• Science Education for the Gifted (Especially Females)
• +۴ مورد دیگر

Fran Riga is a Researcher at the University of Cambridge’s Faculty of Education, specializing in STEM education and research. She holds a PhD from the University of Cambridge and has extensive experience in secondary science and mathematics education across South Africa, Greece, and England. Her primary roles include research projects on adaptive learning, dialogic teaching, inquiry-based methodologies, and the intersection of science and religion in education. She also contributes to postgraduate teaching in Science MEd and Researching Practice courses. Education: BSc (University of Cape Town) PGCE (University of Cape Town) MEd (University of Cambridge) PhD (University of Cambridge) Research Interests: Fran’s work focuses on conceptual development in astronomy, adaptive learning technologies, dialogic pedagogy, and supporting gifted students in STEM—particularly females. She explores how inquiry-based approaches enhance student engagement and bridges between scientific theories and religious beliefs. Her research methodologies include both quantitative and qualitative analyses. Publications Trends: Her recent work emphasizes theoretical frameworks (e.g., Dewey’s pragmatism), practical pedagogy (e.g., inquiry-based learning), and equity issues (e.g., inclusive education for the gifted and gender balance in STEM). She collaborates frequently with peers like K.S. Taber on interdisciplinary topics such as science-religion dynamics and teacher training. Teaching and Supervision: Fran supervises postgraduate students in science education and contributes to PGCE assessment processes. She has no listed advisees but actively mentors trainee teachers through her course responsibilities. Labs/Teams: Her affiliations include CEDiR (Centre for Education Design, Evaluation, and Research) and the INSTRUCT Research Group, focusing on young children’s reasoning in chemistry.

Linda Willisمشاهده پروفایل

مدرس ارشد

• Educational Leadership
• Parent-Community Engagement
• Teacher Education
• +۳ مورد دیگر

Dr Linda Willis is an Honorary Senior Fellow in the School of Education at The University of Queensland. Her research focuses on parent-school-community engagement, educational leadership, and innovative pedagogical practices in teacher education. She has led projects such as the Principal Leadership for Parent-School-Community Engagement in Disadvantaged Schools Project , exploring strategies to enhance engagement in educationally disadvantaged contexts. Her work emphasizes the role of principals in fostering collaborative partnerships, leveraging digital tools for parent involvement, and integrating social justice principles into curriculum design. Willis has contributed to international publications on topics like coteaching, critical visual literacy, and the ethical use of social media in education. Willis has presented at conferences including the Australian Association for Research in Education and the Helping Families Change Conference, and her research has informed policy briefs for the Queensland Department of Education. She holds a PhD in Education from Queensland University of Technology (2013) and has authored/co-authored over 100 scholarly works across books, journal articles, and conference papers.

Britta Lübkeمشاهده پروفایل

پژوهشگر

• Biology Education
• Science Education
• Uncertainty in Pedagogical Action
• +۳ مورد دیگر

Dr. Britta Lübke is a Researcher in Biology Education at the University of Hamburg's Faculty of Education, affiliated with the Department of Social Sciences, Mathematics and Natural Sciences Education (EW5). Her work focuses on integrating uncertainty as a pedagogical dimension, particularly in STEM education and biology didactics. She co-leads the Urban Gardening project, fostering interdisciplinary education and community engagement through urban green spaces. Her research explores the intersection of uncertainty, scientific thinking, and teacher professionalization, with contributions to understanding how educators navigate epistemological challenges in classrooms. Lübke actively participates in the faculty's research priority on 'Uncertainty as a Dimension of Pedagogical Action,' emphasizing methodological innovation and cross-disciplinary collaboration. She also contributes to pre-service teacher training through practical fieldwork and innovative teaching methodologies. Education: Doctorate in Biology Education (not explicitly stated in texts, inferred from title) Key Projects: Urban Gardening (sustainable urban education), Uncertainty in Biology Classrooms (pedagogical frameworks) Teaching: Courses on biology didactics, urban gardening, and interdisciplinary education practices Her publications analyze disciplinary cultures in science education, the role of uncertainty in fostering critical thinking, and the integration of performative and outdoor learning strategies. She is a member of the faculty's research focus group on uncertainty and collaborates with institutions like the Sustainability Office to expand educational outreach.

Laura R. Van Zoestمشاهده پروفایل

استاد

• Mathematics Education
• Teacher Development
• Student Mathematical Thinking
• +۲ مورد دیگر

Laura R. Van Zoest is a Professor of Mathematics and Director of Graduate Programs at Western Michigan University, specializing in mathematics education. Her research focuses on the development of effective mathematics teachers, particularly how teachers learn to productively use student mathematical thinking in instructional practices. Research interests include: Productive use of student mathematical thinking Practice-based approaches in teacher education Development of teaching expertise Cultivation of professional norms She has led research projects funded at over $6 million, including the BuildingonMOSTS initiative continuously supported by NSF. As editor of multiple journals and conference chair, she significantly influences mathematics education research nationally and internationally.

Cindy Hartmanمشاهده پروفایل

دانشیار

• Career Education & Planning
• Identity Development
• Recreational & Leisure Activities
• +۷ مورد دیگر

Cindy Hartman is an Associate Professor in the Department of Recreation Management and Policy at the University of New Hampshire, focusing on youth development, identity exploration, and informal learning through recreation. Her work bridges recreation studies, human development, and STEM engagement, particularly for rural youth. Education: Ph.D., Clemson University M.S., Parks, Recreation, and Leisure Facilities Management, Clemson University B.S., Texas A&M University Her research examines how recreational contexts support identity development, postsecondary planning, and career exploration. Recent projects emphasize equitable STEM engagement in rural outdoor recreation environments and co-designing inclusive learning spaces with neurodivergent youth. Key trends in her publications include narrative analysis of rural youth transitions, psychosocial identity frameworks, and the role of recreation in fostering community flourishing. She has secured federal and foundation funding and contributes to interdisciplinary collaborations. Dr. Hartman teaches courses in leadership, youth culture, research evaluation, and recreation concepts. She is recognized for inclusive pedagogy and curriculum innovation, actively engaging in professional organizations and advocacy for recreation’s role in education and wellness.

• Wonder and emotion in science education
• University-school partnerships
• Integrated STEM and sustainability
• +۳ مورد دیگر

Dr. Andrew B. Gilbert serves as Associate Professor in Elementary Education PK-6 and Associate Director of the Center for Social Equity Through Science Education at George Mason University's College of Education and Human Development. With 25+ years of global educational experience, he teaches science methods courses for elementary and secondary pre-service teachers while researching innovative approaches to science instruction. He earned his PhD from New Mexico State University and has worked across diverse international school contexts. This background informs his commitment to creating equitable science learning environments that address systemic barriers. Dr. Gilbert's research centers on wonder and emotion as tools to engage science-resistant students, examining how emotional connections can transform classroom experiences. His work on university-school partnerships develops models for effective teacher preparation, while his advocacy for integrated STEM and sustainability promotes holistic curricula. He applies critical and multicultural frameworks to challenge inequities, using qualitative methodologies to study international collaborations and teacher development. His publication record shows growing emphasis on wonder-infused pedagogy and partnership efficacy, with recent work exploring equity through science and mathematics integration. The trajectory indicates increasing focus on sustainability and international perspectives in addressing representation gaps within STEM education. No scientific awards or honors were documented in the available sources. Dr. Gilbert advises graduate students in elementary science education programs, guiding research on inquiry-based methods and equity-focused pedagogies. His extensive publication record and center leadership suggest active research support, though specific grants are not detailed in the provided information. As Associate Director of the Center for Social Equity Through Science Education, he leads initiatives that partner with schools to implement critical science education frameworks. These include international collaborations through the Center for International Education and professional development programs focused on transforming science teaching practices through wonder and emotional engagement.

David W. Rudgeمشاهده پروفایل

استاد

• History and Philosophy of Science
• Science Education
• Biology Education
• +۳ مورد دیگر

David W. Rudge is a Professor of Biological Sciences at Western Michigan University with a joint appointment at The Mallinson Institute for Science Education. He also serves as an affiliate faculty member in WMU's Department of Philosophy. His research focuses on how the history and philosophy of science, particularly evolutionary biology, can inform science teaching methodologies. Rudge earned his Ph.D. in History and Philosophy of Science from the University of Pittsburgh in 1996. His academic journey includes positions as Assistant Professor (1999-2005), Associate Professor (2005-2018), and Professor (2018-present) at Western Michigan University. Prior to WMU, he held temporary positions at Iowa State University and Texas A&M University. Dr. Rudge's research interests center on the role of history and philosophy of science in science education. He has extensively studied how historical narratives, particularly those related to evolutionary biology and the nature of science, can enhance student understanding of scientific concepts. His work often examines case studies such as industrial melanism, the discovery of DNA structure, and the history of plate tectonics to develop effective teaching strategies. His recent publications demonstrate a consistent focus on using historical case studies to teach the nature of science. His work explores topics including course-based undergraduate research experiences, online delivery of science education, penicillin resistance, plate tectonics, and Rosalind Franklin's contributions to DNA discovery, showing a progression toward more explicit and reflective approaches to teaching the nature of science. WMU Faculty Distinguished Teaching Award (2023-2024) Michigan Science Teacher Association College Science Teacher of the Year (2022) WMU College of Arts and Sciences Faculty Achievement Award in Teaching (2017-18) Dr. Darrell R. Latva Biological Sciences Teaching Excellence Award (2017) Dr. Rudge has secured significant grant funding for science education research, including an NSF Science, Technology, Engineering and Mathematics Teacher Preparation Grant as Principal Investigator from 2002-2008. He has served as President of the International History, Philosophy and Science Teaching Group and as project director for multiple science education initiatives. He currently serves on the advisory board of WMU's Center for the Humanities and as Director of the Executive Board of the WMU Faculty Senate.

• Language Learning Strategies
• Bilingualism & Multilingualism
• Applied Linguistics
• +۳ مورد دیگر

Dr. Mario Moya is a Senior Lecturer at the University of East London affiliated with the Childhood & Social Care research institute. His work focuses on multilingual education, language learning strategies, and pedagogical innovation. He has presented at international conferences and published extensively on topics like critical literacy, sociocultural theory, and positive psychology in language classrooms. Current affiliation: University of East London Academic rank: Senior Lecturer Research focus: Multilingualism, language pedagogy, teacher training Research Themes : Moya explores how multilingual learners can be empowered through transformative pedagogical approaches. His work emphasizes the use of language learning strategies (SBI) within sociocultural frameworks, critical liberating literacy practices, and the integration of positive psychology principles in EFL classrooms. He also investigates the role of the mother tongue in language acquisition and the application of cognitive apprenticeship models for teacher development. Publication Trends : Moya's recent articles (2014-2022) span applied linguistics, educational technology, and psychological well-being. They address topics like participatory assessment, linguistic diversity in education, and workplace happiness measurement. His work bridges theory and practice through case studies, conference proceedings, and pedagogical frameworks. Professional Contributions : He contributes to teacher training through research on reflective practice and structured debriefing tools. His international collaborations include presentations at conferences in Argentina, UAE, and Germany.