جست‌وجوی استاد و پژوهشگر

• Literacy Education
• Multicultural Education
• Teacher Preparation
• +۴ مورد دیگر

Emily Binks-Cantrell, Ph.D., is a Clinical Professor in the Department of TEACHING, LEARNING & CULTURE at Texas A&M University. She holds leadership roles as Co-Chair of the Advanced Literacy Studies Program, Director of the Reading Specialist program, and Director of the Lohman Learning Community. Her research focuses on teacher knowledge of evidence-based literacy instruction. She has served as an Associate Editor for The Reading League Journal and on the Editorial Boards of Annals of Dyslexia and Education Sciences . Dr. Cantrell earned her Ph.D., M.Ed., and B.S. from Texas A&M University. Her teaching portfolio includes courses such as Foundations of Literacy Instruction and Reading Diagnosis . She has extensive experience as a classroom teacher, reading specialist, and mentor for new educators. Her international collaborations include roles at the University of Hull in England and as a founding board member of the Center for Effective Reading Instruction. Her research emphasizes teacher preparedness in reading science, particularly in high-need schools. She has led or co-investigated federal grants totaling over $7.5 million, focusing on professional development and literacy interventions. Her work bridges research and practice, advocating for systemic improvements in teacher training to address student diversity. Dr. Cantrell’s publications address topics like spelling’s role in literacy, teacher knowledge gaps, and dyslexia interventions. She actively promotes coding literacy for young children and uses biometric technology to enhance literacy treatments. Her academic service includes roles on school boards and editorial leadership in literacy journals.

• Reading Acquisition
• Reading Comprehension
• Educational Technology
• +۳ مورد دیگر

William Rupley is a Professor in the Department of Teaching, Learning and Culture at Texas A&M University's College of Education and Human Development. He specializes in reading acquisition, comprehension, and teacher effectiveness, with a focus on integrating technology in education. His research spans over 125 publications and $3 million in grants, addressing topics like reading fluency, vocabulary instruction, and STEM literacy. Education: Ph.D., University of Illinois (1975) M.S., St. Francis College (1970) B.S., Indiana University (1968) Research Interests: Reading comprehension strategies Technology-enhanced learning Teacher professional development Content-area literacy (science/math) Assessment and evaluation His work bridges theory and practice, emphasizing evidence-based methods to improve K-12 instruction. Awards: 2013 A. B. Herr Award for distinguished service in reading CEHD Research Achievement Award Regents Scholar (2001, 2014) Grants & Leadership: PI of $1.5M IES grant on expository text instruction Co-PI on climate forecast education projects Editor-in-Chief of Reading Psychology

Niklas Kühlمشاهده پروفایل

استاد

• Human-Centered Artificial Intelligence
• Explainable AI (XAI)
• Fairness in AI
• +۱۲ مورد دیگر

Niklas Kühl is a W3 Professor and Chairholder of Business Information Systems and Human-Centered Artificial Intelligence at the University of Bayreuth. He also serves as Director at the FIM Research Institute for Information Management and holds a Senior Expert role in Artificial Intelligence at IBM. His work bridges academia and industry, with affiliations at Fraunhofer FIT and extensive international collaborations including with Carnegie Mellon University, MIT-IBM Watson AI Lab, and the University of Warwick. His research lies at the intersection of machine learning and human factors, focusing on the development of socio-technical information systems. Key interests include explainable AI, fairness in algorithmic decisions, human-AI collaboration, trust calibration, and the application of AI in sustainability, healthcare, and digital business. He emphasizes data-centric AI and robust, scalable AI products, with a strong focus on ethical and societal implications. The 15 most recent publications highlight a consistent trend toward human-centered AI, with a focus on explainability, fairness, and appropriate reliance in human-AI teams. There is growing emphasis on generative AI, multi-agent systems, and AI applications in healthcare and sustainability. Publications span top venues in AI (AAAI, CHI), information systems (ECIS, ICIS, HICSS), and ethics (FAccT), reflecting interdisciplinary impact. Best Paper Awards (multiple) Summa Cum Laude, PhD, Karlsruhe Institute of Technology Niklas Kühl has advised numerous researchers and students, many of whom appear as co-authors in his publications, though specific advisees are not listed. He has led significant research projects in human-AI collaboration, inter-organizational analytics, and AI for sustainability, often funded by public and industrial partners. His work at IBM and Fraunhofer demonstrates strong industry engagement. He leads the Applied AI in Services Lab (formerly at KIT) and is deeply involved in the FIM Research Institute, contributing to digital transformation in business and society. His collaborations span global institutions, and he actively promotes digital education through initiatives like Education for Refugees, which he co-founded.

• Applied Linguistics
• Second Language Acquisition
• Language Awareness
• +۷ مورد دیگر

Taina Pitkänen is a University Instructor and Doctoral Researcher in the Language Studies programme at Tampere University. Her work bridges applied linguistics and healthcare, focusing on the language use and integration of second-language-speaking medical professionals, particularly migrant doctors in Finland. Her research interests include language awareness, second language proficiency in professional contexts, reflective practice among medical practitioners, and the sociolinguistic integration of foreign-trained doctors into healthcare teams. She investigates how linguistic competence influences participation, legitimacy, and clinical effectiveness in multilingual medical environments. Her recent publications and conference presentations reveal a strong trend in using empirical and cognitive methods—such as the think-aloud method—to analyze listening comprehension and conversational interpretation in medical settings. Her work often explores interdisciplinary themes, connecting linguistics with medical education, professional identity, and social inclusion. She has been actively involved in academic service, including editing the AFinLA Yearbook, organizing symposia, and presenting at national and international conferences. Her research contributes to UN Sustainable Development Goals, particularly Quality Education (SDG 4) and Reduced Inequalities (SDG 10), by promoting equitable access and participation for migrant professionals in healthcare. Taina Pitkänen has not received any publicly listed scientific awards, but her editorial and organizational roles demonstrate leadership in the Finnish applied linguistics community. She has not advised any named students in the provided materials. Her research is supported through collaborative projects and institutional affiliations rather than individual grants. She is part of a multidisciplinary research network focused on language and culture, contributing to a plural research environment at Tampere University. Her recent doctoral thesis marks a significant milestone in her academic career, consolidating years of research on spoken language comprehension among L2-speaking doctors.

• Algorithms
• Theoretical Computer Science
• Graph Layout Problems
• +۸ مورد دیگر

Jordi Petit Silvestre is a professor in the Department of Computer Sciences at the Barcelona School of Informatics (FIB), Universitat Politècnica de Catalunya (UPC). He is a member of the ALBCOM research group, focusing on algorithms, bioinformatics, complexity, and formal methods. His work bridges theoretical computer science with practical applications in algorithm engineering, VLSI design, and computer science education. His research interests include algorithms , graph layout problems , parallel computing , data structures , and computer science education . He has made significant contributions to the design and analysis of efficient algorithms, particularly in graph layout optimization and cache-conscious data structures. His work extends to electronic design automation, with publications on macro placement, routing, and physical design for integrated circuits. The recent publications highlight a dual focus: (1) algorithmic and physical design for VLSI, involving macro placement, routing, and system-level optimization; and (2) innovations in computer science education, particularly through the Jutge.org platform, continuous assessment, MOOCs, and feedback mechanisms in online judges. This reflects a career deeply engaged in both theoretical research and educational technology. Jordi Petit has participated in numerous competitive and non-competitive R&D+i projects, often in collaboration with other leading researchers at UPC. He has contributed to educational innovation projects aimed at transforming programming education and curriculum design in computer science degrees. He is actively involved in the development and deployment of Jutge.org , an educational programming judge that supports automated assessment and learning in programming courses. His work in this area includes improving feedback, integrating formal verification, and analyzing course evolution through metrics like pass rates and workload.

Susan J. Behrensمشاهده پروفایل

استاد

• Linguistics
• Sociolinguistics
• Psycholinguistics
• +۷ مورد دیگر

Susan J. Behrens is Professor of Communication Sciences and Disorders with a joint appointment in Psychology at Marymount Manhattan College. She serves as Chair of the Department of Communication Sciences and Disorders and Director of the Center for Teaching Innovation and Excellence (C-TIE). Her academic work bridges linguistics, education, and pedagogy, with a focus on language in academic settings. B.A., Queens College of the City University of New York M.A., Brown University Ph.D., Brown University Her research centers on academic language use, metalinguistic awareness, linguistic tolerance, and the role of linguistics in teaching. She has conducted research at Memorial Sloan-Kettering Cancer Center and Cambridge University. Her work emphasizes conversational analysis in educational contexts and the integration of linguistic knowledge into pedagogy. Her recent publications span linguistics, education, and cultural commentary, with a strong focus on language in higher education, pandemic discourse, and writing assessment. She has authored influential textbooks and produced a documentary on language, The Three Rs . Review of A Women’s History of the Beatles (2022) Pandemic Language: A Battle for Control over More than the Virus (2021) Teaching Remotely in a Topsy-Turvy World (2020) Spelling counts: The educational gatekeeping role of grading rubrics (2019) Understanding Language Use in the Classroom (2018, 2014) She has received no explicitly mentioned awards, but her sustained scholarly output and leadership roles reflect significant academic contributions. She advises no named students but contributes to faculty development through C-TIE. She has been a free-lance contributor to The New York Times in Education and summer instructor at Columbia University. She leads the Center for Teaching Innovation and Excellence, promoting teaching excellence and linguistically informed pedagogy across the college. Her work continues to influence how language is understood and taught in academic environments.

Hélène Knoerrمشاهده پروفایل

استاد

• French as a Second Language
• Bilingualism and Multilingualism
• Second Language Teaching
• +۴ مورد دیگر

Hélène Knoerr is a Professor at the University of Ottawa's Official Languages and Bilingualism Institute (OLBI), where she has worked for over two decades. She specializes in postsecondary French immersion education, focusing on pronunciation teaching, multimedia language learning, and pedagogical strategies for academic listening skills. Her teaching includes courses like FLS2500 Apprendre à apprendre and FLS2581 Cours d'encadrement linguistique (immersion). Research Interests: Experiential Education, Environmental Education, Place-based Learning, Civics Education, Youth Engagement and Activism, Environmental and Social Change Education Education: Doctorate in Experimental Phonetics and Language Didactics from Université d'Aix-en-Provence Knoerr's publications primarily address French immersion programs in higher education, language policy implementation, and technology-enhanced language pedagogy. Her work explores strategic transfers between language and content courses, podcast-based learning tools, and institutional bilingualism frameworks. She has co-edited multiple volumes analyzing immersion program genesis and resource allocation. Though no specific awards are mentioned, Knoerr actively contributes to OLBI through teaching, research, and program development. She maintains office hours on Mondays and Wednesdays for student consultations.

Joseph G. Ponterottoمشاهده پروفایل

استاد

• Acculturation
• Immigration
• Multicultural counseling and education
• +۳ مورد دیگر

Joseph G. Ponterotto is a Professor in the Counseling Psychology department at Fordham University's Graduate School of Education. A licensed psychologist and mental health counselor in New York State, he coordinates the mental health counseling master's degree program and maintains an office at 113 West 60th Street, Room 1016D. His contact email is ponterotto@fordham.edu with office hours Mondays and Wednesdays 3-4 p.m. and Tuesdays by appointment. Dr. Ponterotto's research focuses on critical areas in multicultural psychology including: Acculturation and Immigration processes Multicultural counseling and education frameworks Psychobiographical analysis techniques Qualitative and Quantitative research methodologies Racism and prejudice reduction strategies His teaching emphasizes experiential learning through highly interactive, demonstration-based courses in multicultural counseling, psychological assessment, career counseling, and research methods. He actively collaborates with graduate students on research projects while maintaining a strong scholarly output. With over 100 peer-reviewed publications, Dr. Ponterotto's work demonstrates consistent leadership in multicultural counseling literature, particularly through multiple editions of the Handbook of Multicultural Counseling and groundbreaking psychobiographical studies. His publications show increasing focus on practical applications of multicultural competencies across counseling, assessment, and educational contexts. No scientific awards are listed in the provided materials. Dr. Ponterotto coordinates Fordham's mental health counseling master's program and mentors both master's and doctoral students through research collaborations. While specific grant information isn't provided, his extensive publication record indicates sustained research activity. He previously served as associate editor of the Journal of Counseling Psychology, demonstrating professional leadership in the field. Research occurs within the Counseling Psychology department framework through student collaboration teams rather than dedicated laboratories.

• Foreign Language Didactics
• Literature Didactics
• Film Didactics
• +۶ مورد دیگر

Prof. Dr. Carola Surkamp serves as Professor and Chair of Foreign Language Didactics specializing in English at the University of Regensburg's Institute of English and American Studies within the Faculty of Languages, Literature and Cultural Studies since April 2023. Previously, she held W2 and W3 professorships in English Didactics at the University of Göttingen from 2006-2023, where she served as Speaker of the Central Scientific Institution for Teacher Education (ZEWIL) and received the 2014 Teaching Prize for Outstanding Teaching. Education: Studied English, French, and Spanish for high school teaching at Universities of Cologne and Nantes Foreign language assistant in France and Scotland PhD in English Literary Studies, University of Giessen under Prof. Dr. Ansgar Nünning Her research centers on foreign language didactics with emphases on literature and film education, drama pedagogy, and cultural/global/digital learning through virtual exchanges. She pioneers teacher professionalization frameworks and sustainable development education, exploring how multilingualism and digital tools transform language instruction. Her work bridges theoretical rigor with classroom applicability across K-12 and higher education contexts. Recent publications (2022-2025) reveal three converging trajectories: sustainable development education through solarpunk literature and hope-oriented pedagogy; arts integration via drama, film, and music; and critical examinations of democracy education and nonverbal communication. These strands collectively advance her vision of language teaching as a catalyst for global citizenship and ecological awareness, particularly through the Regensburg chair's focus on multilingual sustainability education. Scientific Awards: Teaching Prize for Outstanding Teaching in Subject Didactics (University of Göttingen, 2014) digita Educational Media Award 2011 Special Prize for Close-Up: Exploring the Language of Film Advising and Grants: Supervision: Mentored numerous doctoral candidates through LiKuS book series publications and Klett Academy initiatives Projects: Founded YLAB humanities student laboratory and GENiUS2 teacher education network; led ZEWIL and Regensburg's new multilingual didactics chair Grants: Secured funding for virtual exchange programs, sustainable development curricula, and digital teacher training platforms Prof. Surkamp directs the Klett Academy for Foreign Language Didactics (English section) and edits Der fremdsprachliche Unterricht Englisch journal. Her YLAB laboratory and GENiUS2 network create vital bridges between university research, teacher training seminars, and schools, while her current Regensburg work establishes frameworks for multilingual sustainability education across English and Romance languages.

• Teacher Education
• Curriculum Integration
• Social-Emotional Learning
• +۵ مورد دیگر

Rachel Turner is an Assistant Professor in the School of Teacher Education & Leadership at Utah State University's Emma Eccles Jones College of Education and Human Services. Her research focuses on interdisciplinary teaching methods, social-emotional learning in early literacy, and curriculum integration strategies for elementary education. Key research themes include fostering civic engagement through children's literature, developing classroom management skills via Habits of Mind frameworks, and bridging language arts with social studies standards to address controversial issues. Her recent work explores municipal nature education centers' role in place-based learning and culturally responsive teaching models. Publications highlight trends in curriculum design, teacher training, and educational technology. While she emphasizes practical applications in pre-service teacher education, none of the available data lists specific scientific awards, student advisees, or institutional affiliations beyond her primary appointment.

• Social Sciences
• Education
• Turkish Language Education
• +۳ مورد دیگر

Associate Professor Ahmet Zeki Güven serves at Akdeniz University's Faculty of Education, Department of Turkish Language Education, where he has held academic positions since 2011. His educational background includes undergraduate, postgraduate, and doctoral studies at Dokuz Eylul University in Turkish Education and related fields. His professional trajectory includes significant leadership roles such as Director of the Turkish Language Teaching Research and Application Center (2017-2020) and Head of the Turkish Language Department (2016-2017). Current Position: Associate Professor (2015-Present) Previous Academic Position: Assistant Professor (2011-2015) Professional Experience: Turkish Teacher, Ministry of National Education (2003-2011) Dr. Güven's research focuses on Turkish language education with emphasis on teaching methodologies, curriculum development, and the integration of technology in language instruction. His work spans educational psychology, cultural elements in language teaching, and assessment practices. Recent publications demonstrate growing interest in digital literacy, psychological aspects of language learning, and Turkish as a foreign language education for diverse populations including refugees. His scholarly output shows a clear trend toward examining the intersection of technology and language education, with numerous studies on digital writing, online learning readiness, and technology integration in Turkish language classrooms. He also investigates psychological dimensions of education, exploring connections between optimism, reading habits, and well-being among students and teachers. Documentation of the Dialects of Akseki District of Antalya Province (2019-2022) Comparison of Textbooks Used in Mother Tongue Education in Türkiye and Europe (2019-2020) Project to Develop Curriculum for the Specially Gifted (2018-2019) Dr. Güven has authored multiple books including 'Türkçe Ders Kitabı inceleme Kılavuzu' (2024) and 'Yabancılara Türkçe Öğretiminde Dinleme Eğitimi' (2023), contributing significantly to Turkish language education literature. His practical teaching experience prior to academia provides valuable context for his research on effective language instruction methodologies.

• Turkish Language Education
• Teaching Turkish as a Foreign Language
• Educational Technology
• +۳ مورد دیگر

Ahmet Zeki Güven serves as Associate Professor in the Department of Turkish Education within the Faculty of Education at Akdeniz University. He previously held the position of Assistant Professor at the same institution since 2011 and was promoted to Associate Professor in 2015. His academic leadership includes serving as Director of the Turkish Language Teaching Research and Application Center (Akdeniz TÖMER) from 2017-2020 and Head of the Turkish Language Department from 2016-2017. Prior to his university career, he worked as a Turkish Teacher in the Ministry of National Education from 2003-2011. His educational background includes a Doctorate (2006-2010), Postgraduate degree (2003-2006), and Undergraduate degree (1999-2003), all from Dokuz Eylul University in related fields of Turkish Education and Turkish Language and Literature. Professor Güven's research focuses on Turkish language education, teaching Turkish as a foreign language, educational technology, and teacher training. His work demonstrates particular interest in digital literacy, curriculum development, and cross-cultural language education, with numerous publications examining Turkish teaching materials, language acquisition challenges, and pedagogical approaches for both native and foreign language learners. His research extends to positive psychology applications in language education and the cultural dimensions of Turkish teaching. His extensive publication record shows a clear progression from foundational work on Turkish language education materials to more contemporary research on digital learning, psychological factors in language acquisition, and specialized teaching for refugee populations. His recent work increasingly integrates technology with language teaching while maintaining focus on cultural elements of Turkish language instruction. He has participated in numerous funded research projects including documentation of Antalya Province dialects (2019-2022), comparison of mother tongue education textbooks in Turkey and Europe (2019-2020), and curriculum development for specially gifted students (2018-2019). Professor Güven has presented his research at various national and international conferences focusing on Turkish language education, foreign language teaching methodologies, and educational technology applications. His work demonstrates consistent engagement with both theoretical frameworks and practical applications in Turkish language pedagogy.

Tessa Consoliمشاهده پروفایل

پژوهشگر ارشد

• Digital Transformation in Secondary Education
• Technology Integration
• Teaching Quality in Technology-Supported Learning
• +۳ مورد دیگر

Tessa Consoli serves as a Research Fellow at the Institute of Educational Science, University of Zurich, within the Chair of General Didactics and Media Didactics. Her work focuses on the intersection of digital technologies and educational practices in upper secondary contexts. Her research program centers on: Digital transformation processes in Swiss upper secondary education Technology integration quality and its measurable impact on student outcomes Digital citizenship education frameworks Generative AI's role in learning environments Teacher profiles and professional development needs Recent publications reveal strong methodological diversity including large-scale comparative studies, qualitative case analyses, and policy evaluations. Her work consistently examines both technical implementation and human factors affecting educational technology adoption. Current projects investigate BYOD (Bring Your Own Device) implementations, media literacy instruction patterns, and transformational leadership approaches for technology integration. Professional trajectory shows progressive research engagement since 2020 through multiple funded projects including DigiTraSII and SCATT, complemented by practical teaching experience in Italian language education. Her scholarly contributions primarily appear in high-impact educational technology journals with significant Swiss policy relevance.

• Educational Psychology
• Critical Literacy
• Teaching Methodology
• +۵ مورد دیگر

Daniela Andonovska-Trajkovska is a Professor at the Faculty of Education, St. Kliment Ohridski University (Bitola, Macedonia). Her work bridges educational psychology , critical literacy , and pedagogical methodology , with a focus on primary education and student motivation. She has published extensively on topics like poetry analysis, textbook content, and inclusive education. Doctoral thesis on critical literacy development (2010) Co-organized international conferences on multicultural classrooms and educational reforms Research Trends : Recent work examines student well-being during the pandemic (2021), poetic translation dilemmas (2021), and chronotopes in Macedonian poetry (2019). Her studies often integrate social identity theory , literary analysis , and digital learning tools like WebQuests. 2023: Analyzed Claudie Piccinno’s poetry 2021: Multi-country study on pandemic-era education 2018: Student mobility impacts Scientific Awards : Recipient of the 2021 International Aco Karamanov Poetry Prize for her critique of Claudie Piccinno’s work. Advising & Grants : Collaborated with researchers across Macedonia, Turkey, and Serbia on projects spanning creative writing , inclusive practices , and teacher training . Secured funding for studies on Bloom’s taxonomy and educational technology.

Virginia Jean Lockhart-Pedersenمشاهده پروفایل

مدرس ارشد

• English didactics
• Teacher education
• Interdisciplinary teaching
• +۶ مورد دیگر

Virginia Jean Lockhart-Pedersen is a Senior Lecturer at Østfold University College, working within the National Centre for English and Foreign Languages in Education. Based in Halden, she contributes significantly to teacher education programs for primary and secondary education (grades 1-10), with a focus on English language teaching and interdisciplinary approaches to education. Her research expertise spans several key areas of educational innovation: English didactics and teacher education Interdisciplinary teaching and learning methodologies Universal Design for Learning for inclusive language education Performative pedagogy and Storyline approaches Multisensory and multimodal approaches to language learning Digital integration in educational contexts Lockhart-Pedersen's scholarly output reveals a strong focus on the Storyline methodology, with her recent work exploring digital applications like escape rooms for inclusive practice, future-oriented education incorporating AI concepts, and sustainability-focused curriculum development. Her research consistently connects theory with practical classroom applications across various educational levels from early childhood through secondary education. She actively participates in multiple research initiatives including Cross-curricular teaching for 21st century skills, Creativity and innovation in education research group, and RIDE (Research in Digital Education). Her work has been supported through programs like ERASMUS+ for projects focused on education for resilience and sustainability, and she has contributed significantly to the DEKOMP (Decentralized scheme for competence development in schools) initiative. With a background including a Master in Special Education from the University of Stavanger focusing on reading and writing difficulties in English as a foreign language, and a BA in English from Oregon State University, her practical experience in multicultural pedagogy, physical education, and Spanish further enriches her interdisciplinary approach to language education and teacher development.