جست‌وجوی استاد و پژوهشگر

Evra Baldingerمشاهده پروفایل

استادیار

• Equity in Education
• Educational Justice
• Teacher Learning
• +۳ مورد دیگر

Evra Baldinger is an Assistant Professor in the Department of Secondary Education at San Francisco State University, specializing in Mathematics Education. She focuses on equity, justice in education, and teacher learning. With 12 years of experience teaching middle/high school mathematics and dance, she has contributed to student-centered textbooks like CPM's Core Connections series and co-developed SFUSD's Complex Instruction professional development program for math teachers. Education: PhD in Mathematics Education from UC Berkeley (2018), teaching credential from SFSU with certifications in Mathematics and Dance. Prior roles include author/managing editor at CPM Educational Program and teacher in Bay Area public schools. Research interests emphasize equitable classroom systems, teacher noticing for equity, and fostering joyful disciplinary inquiry as resistance. Her work bridges theory and practice through frameworks like TRU (Teaching for Robust Understanding) and Complex Instruction. Collaborations include SFUSD's decade-long teacher professional development initiative. She teaches graduate/credential courses focused on inclusive pedagogy and has co-authored influential mathematics education resources.

Margit McGuireمشاهده پروفایل

استاد

• Social Studies Education
• Elementary Education
• Teacher Education
• +۳ مورد دیگر

Margit E. McGuire is a Professor in the College of Education at Seattle University, where she previously directed the Master in Teaching program. Her research focuses on innovative approaches to social studies education, particularly through her development of the Project-Based Storypath Program for K-8 students. McGuire holds leadership positions with the National Council for the Social Studies, Washington Civic Learning Council, and Washington Association of Colleges of Teacher Education. She regularly co-teaches in high-needs schools and has expanded her teaching to communities like Bessemer, Alabama. Her scholarly work examines how narrative frameworks enhance civic learning and engagement. Recent publications explore democratic education during presidential elections, environmental stewardship through coral reef studies, and historical understanding of Japanese American experiences during WWII. McGuire has received significant recognition including the McGoldrick Award for distinguished teaching and commitment to students, reflecting Seattle University's Jesuit educational values.

Kirsteen Aubreyمشاهده پروفایل

مدرس ارشد

• Design Education
• Glass Art
• Interdisciplinary Collaboration
• +۵ مورد دیگر

Kirsteen Aubrey is a Senior Lecturer in Academic Development at Manchester Metropolitan University's Manchester School of Art. She co-leads the Professional Standards Framework (PSF) for Advance HE, serves as module lead for HE Today, and has held significant roles including Education Lead for the Design Department (2017-2021), Principal Lecturer for Employability, and Editor of Contemporary Glass Network. Her work bridges academia with the creative and healthcare sectors through interdisciplinary collaboration. Doctorate of Education (focus: creative practice pedagogy) Senior Fellow of the Higher Education Academy (SFHEA) Her research focuses on glass art, object-based learning, and collaborative practice across design, science, and poetry. She explores pedagogical frameworks through material interrogation, employability in creative industries, and design's role in healthcare innovation. Recent projects include 'Object Handling' (2022), 'Ways of Seeing' (2022), and 'Coastal Visions' (2022). Key article themes include: Creative pedagogy and community-building (SoTL, object-based learning) Employability strategies for creative students Glass art's agency in cross-disciplinary research Design interventions in healthcare and social innovation Environmental art through science-poetry collaborations Technological advancements in glassblowing Scientific awards include: Senior Fellow of the Higher Education Academy

• intersectionality
• critical literacy
• multicultural education
• +۱ مورد دیگر

Rebecca Weissman serves as a Teaching Professor in the Department of Women's and Gender Studies within the McCausland College of Arts and Sciences at the University of South Carolina, teaching courses including EDEC 347: Communities and Classroom Management in Early Childhood Education Settings, EDEC 342: The Young Child: Development, Care and Education, EDEC 250: Play and Early Learning, EDTE 201: Issues and Trends in Teaching and Learning, EDEC 201 & 201-H10: Inquiry into Early Childhood Education, and WGST 112: Introduction to Women's and Gender Studies. Her academic credentials include a Doctorate of Education (Ed.D.) in Curriculum and Instruction from the University of South Carolina, a Master of Education in Creative Arts in Learning from Lesley University, and a Bachelor of Arts in Sociology from New Mexico State University. Dr. Weissman's research is anchored in intersectionality , critical literacy , multicultural education , and the history of white supremacy in education in the southern United States , employing feminist and critical pedagogy frameworks to challenge systemic inequities. Her work bridges historical analysis with contemporary educational justice, emphasizing liberatory practices in early childhood contexts. Her publications reveal an interdisciplinary trajectory examining power structures across education history, mental health equity, and adolescent development, consistently centering social justice through methodologies ranging from historical critique to statistical modeling of disparities. Her scholarly impact is recognized through competitive awards: Design, Develop and Deliver an Online Course Grant (University of South Carolina, 2019) Harriott Hampton Faucette research award for Liberatory Arts Based Lifelong Learning Courses for Individuals with Dementia (University of South Carolina, 2017) Southeastern Women’s Studies Association Travel Grant (2018) USC Graduate School Travel Grant (2017) Bryant A. and Jacqueline F. Meeks Scholarship (2015-2016) Terry and Scott Peterson Fellowship (2015-2016) Dr. Weissman actively disseminates her research through national conference presentations at venues like the American Educational Studies Association and Southeastern Women’s Studies Association, focusing on critical literacy applications and intersectional analyses of educational movements. Her grant-funded initiatives demonstrate commitment to translating theory into practice through online course development and arts-based interventions for vulnerable populations.

• Social and emotional learning
• Cyberbullying prevention
• Community development
• +۵ مورد دیگر

Susana Fonseca Carvalhosa serves as an Assistant Professor in the Department of Social and Organizational Psychology at the School of Social and Human Sciences, ISCTE - University Institute of Lisbon, while also holding an Integrated Researcher position at CIS-Iscte - Center for Social Research and Intervention within the Community, Education and Development group. Her academic credentials include: PhD in Psychology from University of Bergen, Norway (2008) Master's degree in Behavioral and Cognitive Therapies from Lusophone University of Humanities and Technology (2001) Bachelor's degree in Special Education and Rehabilitation from Faculty of Human Kinetics - UTL (1997) Her research centers on social and emotional learning (SEL) innovation, particularly through technology-mediated approaches for bullying prevention and community development. She pioneers digital interventions like the Emotechie Serious Play system targeting children aged 5-14, while maintaining strong foundations in community psychology and health promotion. Her work bridges theoretical frameworks with practical applications in educational settings, emphasizing vulnerable populations and early intervention strategies. Analysis of her publication record reveals consistent focus on bullying prevention mechanisms (both cyber and physical), with increasing integration of technology in SEL programs since 2016. Her recent work demonstrates strong emphasis on evaluation methodologies including randomized control trials, while maintaining connections to community development and social responsibility frameworks in higher education. Dr. Fonseca has led or contributed to eight major international research projects including BEEmotional-Techie (as Coordinator), DISABUSE, PARENTNETS, and LEAD, involving partnerships across 14 institutions in Portugal, Spain, Italy, Hungary, Greece, Ireland, Romania, France, Peru, Argentina, and Brazil. These projects address bullying prevention, social responsibility in higher education, mentoring pathways, and technology-enhanced learning. She actively contributes to the CIS-Iscte research ecosystem through the Community, Education and Development group, developing community-based interventions like the GerAcções program while engaging with the Ubuntu educational philosophy for socio-emotional development.

Robin S. Grenierمشاهده پروفایل

استاد

• Adult Learning
• Informal Learning
• Qualitative Research
• +۴ مورد دیگر

Robin S. Grenier is a Professor in the Department of Educational Leadership at the University of Connecticut, serving as Academic Director of the Graduate Certificate in College Instruction. Her expertise spans adult learning, informal learning, qualitative research, and museum education. Grenier holds a Ph.D. in Adult Education from the University of Georgia (2005), with prior roles as a high school teacher and educational consultant. Education: Ph.D. Adult Education (UGA, 2005), M.A. Adult Education (USF, 2001), B.S. English Education (FSU, 1995) Research Focus: Museum-based learning, expertise redevelopment, qualitative methodologies Her research explores how museums function as sites of learning, the role of qualitative inquiry in HRD, and the redevelopment of expertise in professional contexts. She has published extensively on topics like public pedagogy, women’s academic experiences, and organizational learning dynamics. Recent work includes studies on pandemic-era learning adaptations and the qualitative analysis of workplace dynamics. As a thought leader in qualitative research, Grenier co-edits the journal Human Resource Development International and has authored influential textbooks such as Qualitative Research in Practice . Her collaborative projects often bridge academic theory with community-based practice, emphasizing participatory methods and critical reflection.

Fede Fasceمشاهده پروفایل

مدرس

• Game Design
• Game Anthropology
• Digital Media Studies
• +۳ مورد دیگر

Fede Fasce is a Lecturer and Researcher in the Computing department at Goldsmiths, University of London. With over 20 years of experience in the games industry, his work focuses on game design, play as a language, and game anthropology. He leads the Independent Games and Playable Experience Design MA program and teaches modules on game design and prototyping. His research explores the anthropological significance of play, game spaces as cultural artifacts, and the emotional impact of game mechanics. Key research interests include the intersection of game design with visual arts, architecture, and storytelling. He investigates how game mechanics can evoke emotions and create meaning, emphasizing a multidisciplinary approach. Projects like Forest Daydream blend physical and digital spaces to explore ecological themes and human interaction with technology. Publications include analyses of Animal Crossing ’s role during social distancing and contributions to serious games research. His work often bridges academic inquiry with practical game development, advocating for games as tools for cultural and emotional expression.

Jean Bartunekمشاهده پروفایل

استاد

• Organizational Change
• Academic-Practitioner Relationships
• Organizational Behavior
• +۳ مورد دیگر

Dr. Jean Bartunek is the Robert A. and Evelyn J. Ferris Chair and Professor of Management and Organization at Boston College’s Carroll School of Management. Her research focuses on academic-practitioner relationships and organizational change, emphasizing collaborative research, knowledge sharing, and the dynamics of change processes. She holds a BA from Maryville University and MA/PhD from the University of Illinois at Chicago. Editorial Roles: Former Associate Editor of Journal of Applied Behavioral Science , Academy of Management Review , and others. Awards: Journal of Management Scholarly Impact Award (2019), Fellow of the British Academy of Management (2018), and honorary doctorates from the University of Bath and University of Roehampton. Her work bridges theory and practice, addressing global challenges through books like Social Scientists Confronting Global Crises and Delivering Impact in Management Research . She advocates for scholars to engage actively in solving societal issues through relational coordination and systemic collaboration.

Rachael Woodcockمشاهده پروفایل

مدرس ارشد

• Leadership Development
• Organizational Behavior
• Human Resource Management
• +۳ مورد دیگر

Rachael Woodcock is a Senior Lecturer in Organizational Behavior and Human Resource Management (OB/HRM) at the Department of Management, part of Sheffield Business School at Sheffield Hallam University. She teaches both undergraduate and postgraduate programs, including modules like Leading and Managing Teams and Developing People and Organisations . Her professional background includes running her own consultancy business focused on employee and organizational development, as well as roles as a Workplace Experience Mentor and Course Leader. She has also held external responsibilities such as SBS Collaborative Course Leader in Hong Kong (2011–2015) and Course Leader positions in the UK (2009–2012). Rachael holds a PhD in Leadership Development (in progress since 2016) alongside a BA (Hons) Business Studies (1996), Advanced Professional Diploma in Management Development (2001), and multiple postgraduate qualifications from Sheffield Hallam University and Leeds Beckett University, including a PgC in Research Methods (2014), MSc Human Resource Management (2011), and PgG in Learning and Teaching in Higher Education (2009). She maintains professional memberships with the Chartered Institute of Personnel and Development (CIPD) since 2010 and the Higher Education Academy (HEA) since 2009. Her research interests center on leadership development through innovative qualitative methodologies, including phenomenological studies, visual/arts-based research, and poetic inquiry. She explores how unexpected experiences, sensory perceptions, and reflective practices shape leadership understanding. Recent work engages with organizational learning dynamics and talent management strategies across sectors. In publication trends, Rachael’s presentations (2018–2024) emphasize creative approaches to leadership analysis, such as using drawings and poetry to uncover tacit knowledge. Her work bridges academic research and practical organizational development, particularly in public and private sector contexts. Rachael’s professional recognitions include ongoing CPD compliance and certifications like the NVQ Level 4 in Business Advice (2007). She has advised organizations on leadership strategies and supported academic programs globally, balancing teaching innovation with industry engagement.

• Art Education
• Intercultural Practices
• Practice-Based Art Research
• +۶ مورد دیگر

Marsha Bradfield is a Senior Lecturer in Fine Arts at Camberwell, Chelsea, and Wimbledon Colleges, and Course Leader of the MA Intercultural Practices program at Central Saint Martins, University of the Arts London. Her academic roles include pathway leadership in MA Computational Arts and extensive research supervision. She holds a PhD in dialogic art praxis and has conducted post-doctoral research on collaborative cultural economies. Bradfield’s research focuses on interdependence in art, exploring incidentality, hyphenation, and value systems beyond conventional commercial frameworks. She co-founded the Incidental Unit, an extension of the Artist Placement Group, investigating artists’ roles outside traditional studio-gallery paradigms. Her work bridges art, design, and education through interdisciplinary projects like REBEL (Recognising Experience-Based Education and Learning) and collaborations with institutions such as the Science Gallery. Her publications examine non-commercial art economies, practice-based research methodologies, and curatorial paradigms. Bradfield’s pedagogical approach emphasizes dialogic art practices and experimental forms of authorship, often using pseudonyms to explore identity performance. She has advised over 7 research-based degree projects, focusing on topics like participatory methods, digital economies, and curatorial ethics. Bradfield’s work extends to international initiatives, including a fellowship in AI at Bangalore’s BeFantastic tech art triennial. Her current research investigates intercultural practices through lenses of incidentality and hybrid artistic identities. She is a core member of formations like Critical Practice and Cultures of Resilience, advocating for art’s societal role beyond commodification.

Stephen Quintanaمشاهده پروفایل

استاد

• Ethnic-Racial Identity Development
• Developmental Psychology
• Counseling Psychology
• +۶ مورد دیگر

Stephen Quintana is a Professor in the School of Education at the University of Wisconsin–Madison, specializing in Counseling Psychology. Formerly an Associate Professor at the University of Texas at Austin and a Ford Foundation Postdoctoral Fellow, his career spans over three decades. He holds a Ph.D. in Counseling Psychology from the University of Notre Dame (1989) and completed a predoctoral internship at Penn State University. Quintana’s research focuses on ethnic-racial identity development in youth, particularly among marginalized groups like African American and Mexican American communities. He has pioneered studies on bi/multiracial Black youth experiences, Latino immigrant identity narratives, and the role of cultural competence in educational and clinical settings. His work integrates developmental, social, and clinical psychology to address systemic inequities. Key contributions include conceptualizing lifespan ethnic-racial identity models and analyzing peer/policy impacts on identity formation. Quintana serves as Associate Editor for Child Development and Journal of Counseling Psychology , and led the Wisconsin Partnership Grant with Centro Hispano. Awards include the Gimbel Child and Family Scholar designation and multiple AWARD recognitions. Education: PhD Counseling Psychology (Notre Dame, 1989), MA Psychology (Notre Dame, 1986), BA Psychology (Carleton College, 1983) Research Labs/Teams: Collaborates with Centro Hispano on community-based projects and leads UW-Madison’s multicultural education initiatives Grants: Wisconsin Partnership Grant, Ford Foundation Fellowship Quintana’s presentations at APA conventions highlight his commitment to teacher multicultural training and addressing educational disparities through psychological frameworks. His work bridges academic research with practical applications to empower marginalized youth through culturally responsive interventions.

Kate McCoyمشاهده پروفایل

دانشیار

• Educational Studies
• Indigenous Education
• Postcolonial and Decolonizing Pedagogies
• +۳ مورد دیگر

Dr. Kate McCoy is an Associate Professor in the Department of Educational Studies and Leadership at the State University of New York at New Paltz. Her office is located in OM 103E, and she can be reached at mccoyk@newpaltz.edu or via phone at (845) 257-2629. Dr. McCoy’s research focuses on decolonizing pedagogies, Indigenous knowledge systems, and qualitative methodologies, alongside critical studies of addiction and healthcare access for marginalized populations. Her work bridges postcolonial theory and environmental education, particularly through analyses of settler colonialism and land-based education. She also explores intersections between public health and addiction, including barriers to medical care for HIV-positive individuals and heroin users. Dr. McCoy’s methodological contributions include innovative approaches to qualitative research, such as 'methodology of encounters' and poststructuralist frameworks. Her publications span over two decades, addressing topics ranging from historical colonialism’s educational impacts to contemporary challenges in urban healthcare systems. Notable works include *Land education: Rethinking pedagogies of place* (2017) and *White chicks on dope: Heroin and identity dynamics* (2005). Though no scientific awards are listed, her research has consistently addressed underrepresented populations’ educational and healthcare needs. Dr. McCoy’s advising and grants activities are not detailed in the provided texts, but her extensive publication record suggests active involvement in interdisciplinary research collaborations. She contributes to academic discourse through both theoretical frameworks and applied public health studies.

Patrick Keeganمشاهده پروفایل

دانشیار

• Culturally Relevant Citizenship Education
• Elementary Social Studies Education
• Emotion and Civic Education
• +۵ مورد دیگر

Patrick Keegan serves as Associate Professor of Education and Program Coordinator in the School of Education and Counseling at Purdue University Northwest, bringing practical K-12 teaching experience to his academic role. His work focuses on preparing educators for racially, ethnically, and linguistically diverse classrooms through courses in elementary social studies methods and multicultural education. Keegan's educational foundation includes: Ph.D. in Social Studies Education from Teachers College, Columbia University Ed.M. from Harvard University M.Ed. from Antioch New England University B.A. from Wesleyan University His research centers on youth civic engagement among marginalized populations, with pioneering work on critical affective civic literacy and transnational belonging . Keegan examines how emotions shape political participation, particularly among migrant youth, and develops frameworks for integrating social emotional learning into social studies pedagogy. His scholarship bridges theory and practice, addressing teacher preparation for hyper-diverse learning environments. Analysis of Keegan's 2021-2024 publications reveals escalating focus on polarization's impact on Generation Z teachers , visual counternarratives in civic education , and transcultural belonging in divided societies . His recent work connects children's literature to historical resistance narratives while examining state-level social emotional learning standards through an affective citizenship lens. No scientific awards or fellowships were documented in the provided materials. As Program Coordinator, Keegan oversees teacher preparation initiatives and previously directed NYU's teacher residency program in Albany. His advising extends to supporting immigrant youth through tutoring and research, though specific grant funding details remain unreported. Current work involves guiding preservice teachers through K-12 field experiences during e-learning transitions.

Rachel Fosterمشاهده پروفایل

دانشیار

• History Education
• Curriculum Development
• Historical Thinking
• +۱ مورد دیگر

Rachel Foster is an Associate Professor at the University of Cambridge's Faculty of Education with extensive secondary teaching experience. She holds an MA in History from Cambridge, PGCE from Cambridge, and MEd in Researching Practice. As Managing Editor of Teaching History and honorary fellow of the Historical Association, she influences national history education through curriculum development and policy advising. Her research focuses on innovative history pedagogy, curriculum design, and historical thinking. She develops frameworks for teaching complex historical concepts and advocates for inclusive representations of non-European history. Her work emphasizes argumentation skills, evidence evaluation, and meaningful connections between local and global histories. Publications consistently address pedagogical innovation, including textbook authorship for Hodder Education and curriculum resources for primary education. Recent works focus on medieval African history integration, biographical teaching approaches, and GCSE curriculum reforms. The research demonstrates commitment to advancing historical literacy and critical thinking. She teaches Secondary PGCE History, MEd Transforming Practice, and MSt Advanced Studies. As DfE Model History Curriculum advisor, she shapes national standards. Consulting roles include examination boards, education publishers, and international workshops for ECIS and Schools History Project Conference.

Sarah Tarshisمشاهده پروفایل

استادیار

• Intimate Partner Violence (IPV)
• Trauma-Informed Practice
• Intersectionality
• +۴ مورد دیگر

Sarah Tarshis is an Assistant Professor at McGill University's School of Social Work, specializing in trauma-informed practice, intimate partner violence (IPV), and simulation-based social work education. She holds a PhD from the University of Toronto and an MSW from New York University, with over ten years of clinical and programmatic experience in social work across Montreal, Toronto, and New York. Her research focuses on two core areas: 1) improving IPV service delivery through trauma-informed approaches and 2) advancing social work education via simulation-based methods. She co-leads SSHRC-funded projects addressing economic abuse among IPV survivors and uncertainty in clinical practice, totaling over $695K in funding. Her work bridges critical social work theory with clinical practice, emphasizing anti-oppressive frameworks. Teaching includes courses on mental health, anti-oppressive practice, and clinical skills at the undergraduate level. She maintains a private clinical social work practice and collaborates with the SIM Social Work Research Lab at Carleton University. Key contributions include developing ethical guidelines for virtual IPV supports and analyzing employment barriers faced by IPV survivors. Grants: SSHRC Gender-Based Violence Research Initiative: $695,772 (2023-2027) SSHRC Explorer Grant: $156,213 (2023-2025) SSHRC Insight Grant: $229,899 (2022-2027) Labs & Teams: Collaborates with Carleton University's SIM Lab and McGill's interdisciplinary IPV research network.