جست‌وجوی استاد و پژوهشگر

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.

Georgina A Wardleمشاهده پروفایل

مدرس ارشد

• Developmental Social Psychology
• Prosocial and Antisocial Behavior
• Child Social Development
• +۳ مورد دیگر

Dr. Georgina Wardle is a Senior Lecturer at the University of Glasgow's School of Education, specializing in developmental social psychology. She chairs the University of Glasgow Ethics Committee and is affiliated with the 'People, Place & Social Change' Research and Knowledge Transfer Group. Current supervisor of MEd, PhD, and EdD students Reviewer for Journal of Applied Developmental Psychology and Social Development UK Research Integrity Office Adviser Her research examines cognitive, emotional, and social factors influencing prosocial and antisocial development in pre-adolescent children, with a focus on peer relationships, stigma, and inclusive education practices. Recent publications include studies on ADHD inclusion, body perception in aging, and transition assessment policies. Scientific awards and memberships include: BPS Chartered Psychologist and Associated Fellow BPS Developmental Section Member GTCS Membership She has supervised projects on topics ranging from Iranian migrant religious conversion to restorative approaches in primary schools, and contributed to grants such as the Scottish Government's 'Assessment at the time of transition' and Adam Smith Foundation's work on peer-directed behaviors.

• Corporate Social Responsibility
• Sustainable Development
• Business Ethics
• +۴ مورد دیگر

Dr Jon Burchell is a Senior Lecturer in Strategic Management at the University of Sheffield's Management School, joining in 2006. His research bridges critical approaches to management with corporate social responsibility (CSR), sustainable development, and responsible management education. He explores intersections between businesses and third-sector organizations, particularly through the lens of stakeholder dialogue and NGO engagement. Burchell's early work examined European Green parties and anti-corporate movements, evolving into analyses of CSR co-optation and ethical business practices. Teaching focuses on integrating personal values with professional ethics, emphasizing social enterprise and community engagement via his role advising Sheffield ENACTUS. His work contributes to the United Nations Principles for Responsible Management Education (PRME), advocating for transformative educational practices. Recent research addresses pandemic impacts on voluntary sectors and CSR strategies in developing economies like Bangladesh. Publications span journals such as Journal of Business Ethics , Nonprofit and Voluntary Sector Quarterly , and Environmental Politics , reflecting his interdisciplinary engagement across management, sociology, and policy studies. He actively bridges academic inquiry with practical initiatives to advance responsible business practices globally.

Duco van Oostrumمشاهده پروفایل

مدرس ارشد

• American Literature
• African-American Culture
• Sports Literature
• +۴ مورد دیگر

Dr. Duco van Oostrum is a Senior Lecturer in American Literature at the University of Sheffield's School of English, where he has taught since 1995. His research focuses on African-American literature, sports literature, urban fiction, and autobiography studies, with particular attention to ghost-written autobiographies and post-colonial narratives. He has pioneered inquiry-based learning methodologies, serving as the first CILASS Academic Fellow and contributing to the HEFCE-funded Centre for Inquiry-Based Learning in the Arts and Social Sciences. His pedagogical innovations earned him a National Teaching Fellowship (2007) and a University Senate Award for Teaching (2003). Research interests span male authors' representations of gender, transatlantic cultural exchanges, and the intersection of sports with anti-American protests. Notable works include Male Authors, Female Subjects (1995) and articles analyzing Anton de Kom’s Wij Slaven van Suriname within post-colonial contexts. He supervises PhD students exploring topics like John Edgar Wideman, Oprah Studies, and mountaineering literature. Teaching includes leading the MA pathway in American literature and modules on urban space in contemporary fiction. He co-developed the Roots Routes e-learning platform, showcasing innovative teaching practices through videos and podcasts.

Nathan B. Kruseمشاهده پروفایل

استاد

• Adult Music Education
• Lifespan Learning
• Community Music
• +۳ مورد دیگر

Nathan B. Kruse serves as Professor of Music Education and Chair of the Department of Music within Case Western Reserve University's College of Arts and Sciences. Appointed in 2013 after prior roles at the University of North Texas, he directs departmental strategy while maintaining active research and community engagement in music education. His educational foundation includes: Bachelor of Music Education from Butler University Master of Music in Music Education from the University of New Mexico PhD in Music Education from Michigan State University Dr. Kruse's research investigates adult music education through ethnographic lenses, examining lifespan learning trajectories and vernacular music practices in community settings. His work bridges formal and informal music education, with recent focus on digital environments and intergenerational participation. He explores how community music fosters social inclusion while challenging ageist ideologies in educational spaces. Analysis of his 15 most recent publications reveals consistent thematic threads: vernacular music integration in classrooms (2023), equity through intergenerational music-making (2022), and digital adaptations of children's musical play (2018-2020). His scholarship consistently centers marginalized groups—older adults, children in digital spaces, and bivocational teachers—while examining systemic barriers in music education. His scientific recognition includes: Carnegie Academy for the Scholarship of Teaching and Learning Fellowship (2006-2007) Excellence-in-Teaching Citation, Michigan State University (2007) Outstanding Dissertation Award, Adult and Community Music Education SRIG (2008) As a dedicated mentor, he has received four nominations for CWRU's John S. Diekhoff Award for Graduate Mentorship (2004, 2015, 2018, 2021). He serves on editorial boards for TOPICS for Music Education Praxis and Visions of Research in Music Education while maintaining active public school collaborations as conductor and clinician. He directs the Symphony West Orchestra (North Olmsted, OH) and Cleveland's Music Settlement Adult Orchestra, extending his community impact through performance. His professional affiliations include National Association for Music Education, Ohio MEA, Pi Kappa Lambda, Mu Phi Epsilon, and Kappa Kappa Psi.

• Curriculum Studies
• Pedagogy
• Critical Theory
• +۵ مورد دیگر

Dr. Kevin Smith is a Senior Lecturer in Education at Cardiff University's School of Social Sciences. His research focuses on reconceptualist approaches to curriculum and pedagogy, emphasizing dynamic, socially constructed educational processes. He employs methods like currere (autobiographical reflection), narrative analysis, and critical discourse analysis to explore themes such as social justice, decolonization, and climate change in education. His work bridges critical theory, poststructuralism, and post-humanism, with a particular interest in Wales' educational landscape while engaging globally through research in Pacific nations like Tonga and Fiji. Smith's research themes include cultural studies, education policy, and the interplay between place and learning. He has contributed to the development of the Curriculum Cymreig, examining its impact on Welsh identity formation. His blog (blogs.cardiff.ac.uk/drkevinsmith) reflects on contemporary educational challenges, including anti-racist pedagogy and climate crisis responses. He holds a PhD and has taught internationally, combining academic rigor with outdoor activities like long-distance hiking that inform his thinking on place and experiential learning. His external affiliations include ORCID and social media engagement, reflecting a commitment to public scholarship.

Camillia Matukمشاهده پروفایل

دانشیار

• Educational Technology
• Inquiry Learning
• Data Literacy
• +۷ مورد دیگر

Camillia Matuk is an Associate Professor and Program Director of the Educational Communication and Technology program at New York University (NYU) Steinhardt. She directs the RIDDLE initiative and holds leadership roles in academic editorial boards such as the Journal of the Learning Sciences and International Journal for Computer Supported Collaborative Learning . Her research focuses on leveraging technology, storytelling, and arts to enhance inquiry-based learning in formal and informal settings, particularly in science education and data literacy. Matuk earned her PhD in Learning Sciences from Northwestern University, with prior experience as a medical illustrator and educator at the University of California, Berkeley. Her work is funded by NSF and NIH grants, totaling over $5 million. Key projects include developing AI-supported platforms for student research (e.g., StudyCrafter), citizen science tools (MindHive), and curricula integrating data literacy with social justice. Her teaching spans courses like Foundations of Cognitive Science and Learning Environment Design . Awards include the 2013 AERA Outstanding Research Presentation Award and multiple fellowships. Matuk collaborates widely, co-authoring over 140 papers and presentations on topics such as data visualization, game-based learning, and equity in science education.

Lucia Cardenas Curielمشاهده پروفایل

استادیار

• Multicultural Education
• Bilingual Education
• Literacy Studies
• +۳ مورد دیگر

Lucia Cardenas Curiel is an Assistant Professor in the Department of Teacher Education at Michigan State University's College of Education. She holds a Ph.D. from the University of Texas at Austin. Her research focuses on literacy practices for culturally and linguistically diverse students, particularly Latina/o bilingual children, emphasizing multicultural literature, social justice, and identity development. Dr. Curiel explores innovative pedagogical strategies rooted in community language practices and teacher preparation for diverse classrooms. She is affiliated with the College of Education and Department of Teacher Education. Her work bridges theory and practice through studies on translanguaging, multiliteracies, and bilingual education. Recent research includes community-based learning initiatives, linguistic identity exploration, and critical pedagogies in multilingual settings. She has published widely on topics such as dual-language classroom practices, preservice teacher development, and historical analyses of bilingual education materials. Dr. Curiel’s publications span translanguaging in science education, art museum co-teaching, and sustaining bilingual identities. Her work consistently advocates for culturally responsive teaching and equitable educational practices. She actively prepares teachers to engage linguistically diverse learners through field experiences and community partnerships.

Christina Schwarzمشاهده پروفایل

استاد

• Science Education
• Equitable Learning Environments
• Scientific Modeling
• +۵ مورد دیگر

Christina Schwarz is a Professor in the Department of Teacher Education at Michigan State University’s College of Education. She holds a Ph.D. from the University of California, Berkeley and is based in 115 Erickson Hall. Her research focuses on promoting equitable, inquiry-oriented science education from preschool through college, emphasizing scientific modeling and teacher practices that foster inclusive sense-making. She investigates how beginning teachers notice and respond to student needs, as well as technology integration, urban school dynamics, and culturally responsive pedagogy. Key areas include science curriculum development and sociocultural dimensions of classroom learning. Education: Ph.D., University of California, Berkeley Affiliations: Department of Teacher Education, College of Education Her work bridges theory and practice, aiming to improve science education accessibility and effectiveness across diverse settings. While no specific grants or labs are mentioned, her research interests align with initiatives in STEM equity and teacher professional development.

• Science Education
• Inquiry-Based Teaching
• Socioscientific Reasoning
• +۶ مورد دیگر

Mijung Kim is a Professor in the Faculty of Education at the University of Alberta. She holds a PhD from the same institution and has held academic roles at Seoul National University, National Institute of Education (Singapore), and the University of Victoria prior to joining Alberta in 2015. Her research focuses on science education as inquiry, children’s scientific reasoning, dialogical argumentation, socioscientific reasoning for sustainability, and teacher professional vision. Education: PhD in Education, University of Alberta Research Interests: Teaching science as inquiry-based learning Children’s scientific reasoning and collaborative problem-solving Socioscientific reasoning for sustainability education Teacher professional development in STEM education Curriculum analysis using Bloom’s Taxonomy Awards: Springer Best Paper Award (2018) Best Paper Award, International STEM Education Conference (2014) Springer Best Paper Award, Asian Science Education Conference (2008) Grants & Professional Work: SSHRC Insight Grant (2023–present) for reasoning and decision-making skills in socioscientific contexts Co-PI on a University of Alberta grant (2020) for STEM education professional development Extensive grants focused on argumentation, sustainability, and inquiry-based teaching Teaching: Courses include EDEL 330 (Elementary Science Pedagogy), EDEL 567 (Educational Research Methods), and EDES 509 (Science Teaching Strategies)

David I Hanauerمشاهده پروفایل

استاد مدعو

• Science Education
• Scientific Inquiry
• Assessment in STEM
• +۴ مورد دیگر

David I Hanauer is an Adjunct Professor in the Department of Biological Sciences at the University of Pittsburgh. He serves as Lead Assessment Coordinator for the SEA-PHAGES program, an initiative supported by the Howard Hughes Medical Institute (HHMI) that focuses on undergraduate research experiences in bacteriophage discovery. His work integrates scientific inquiry, educational assessment, and STEM literacy. Key research interests include student ownership of research projects, assessment methodologies for scientific inquiry, and barriers faced by second-language researchers in academic publishing. His collaboration with Prof. Graham Hatfull since 2005 has produced validated assessment tools and frameworks for measuring outcomes in course-based research programs. Publications span science education, multilingual academic writing, and qualitative methodologies. Notable contributions include Scientific Discourse: Multiliteracy in the Classroom (2006) and Active Assessment: Assessing Scientific Inquiry (2009). His work emphasizes equitable access to scientific research opportunities across diverse student populations. Current activities center on the SEA-PHAGES program’s impact on student persistence in STEM and the development of inclusive research education models. Funding includes long-term support from HHMI, enabling sustained exploration of assessment-driven educational innovation.

Anna McLean Phillipsمشاهده پروفایل

مدرس ارشد

• Physics Education Research
• History and Philosophy of Science
• Science Education
• +۱ مورد دیگر

Dr. Anna McLean Phillips is a Senior Lecturer in the School of Physics and Astronomy at Monash University, specializing in Physics Education Research. Her academic focus lies in student experiences within physics learning environments and the practices of both professional and student physicists. She holds a PhD in Physics Education Research from Tufts University (2019) and a Master of Science in Physics from the same institution (2015). Her research explores computational practices in physics, the role of agency in learning, and factors influencing retention in physics majors. Key projects include a mixed-method longitudinal study on physics major retention and a collaborative initiative addressing accessibility in science internships for disabled and neurodiverse students. Phillips actively contributes to academic discourse through peer review for journals like Science Education and Physical Review Physics Education Research . Her research interests span neurodiversity in STEM education, LGBTQ+ student inclusion, and innovative laboratory pedagogy. Recent work highlights the intersection of social belonging and academic outcomes, particularly in Australian STEM contexts. Phillips is also engaged in curriculum design, emphasizing computational integration and student-centered approaches. Despite no explicitly listed awards, her work aligns with UN Sustainable Development Goal 4 (Quality Education). She supervises PhD students and leads grant-funded projects, such as the 2025 initiative on internship accessibility. Phillips is affiliated with Monash’s physics education research community and participates in national conferences like the Australian Institute of Physics Congress.