جستجوی استاد راهنمای دانشگاهی

Joséphine Rémonمشاهده پروفایل

مدرس

• Language Sciences
• Corpus Linguistics
• Discourse Analysis
• +۲ مورد دیگر

Joséphine Rémon is a Lecturer HDR at Lumière Lyon 2 University, affiliated with the Department of English-Speaking World Studies. She is part of the ICAR Laboratory (UMR 5191), specifically the ADIS team (Learning, discourse, interactions, knowledge). Her research interests center on language sciences, including corpus linguistics, discourse analysis, and applied linguistics. She holds a HDR, indicating advanced research qualifications. Her work is anchored in interdisciplinary approaches to language learning and interaction, leveraging corpus-based methodologies. The ICAR lab focuses on interactions, corpus analysis, and learning representations, providing a robust framework for her studies. No specific grants or awards are listed in the provided materials. She contributes to academic discourse through her role in the ADIS team, which explores learning dynamics and knowledge construction.

Tonje Amlandمشاهده پروفایل

پژوهشگر ارشد

• Developmental Psychology
• Early Cognitive Development
• Numeracy and Mathematical Learning Difficulties
• +۳ مورد دیگر

Tonje Amland is a Research Fellow at the Department of Special Needs Education, University of Oslo (UiO), affiliated with the CREATE Centre for Research on Equality in Education. Her work focuses on developmental psychology, early cognitive development, and mathematical learning difficulties. She has held roles including Postdoctoral Researcher (2023–present), University Lecturer (2022–2023), and Doctoral Research Fellow (2018–2022). Academic Background: PhD: Department of Special Needs Education, UiO (2018–2022) MSc Child Development, Institute of Education, UCL (2014–2015) BA in Languages, University of Bergen (2008–2010) Research Interests: Her research examines numeracy development, mindset in mathematics, home learning environments, and children with high learning potential. Methodological expertise includes structural equation modeling and meta-analysis. Teaching: Courses include SPED4400, SPED4010, and SNE4200. She mentors students in special needs education and developmental psychology. Labs/Groups: Active in CREATE, Literacy and Numeracy in Context (LiNCon), and the NumLit project. Her work bridges educational practice and cognitive science to address learning disparities.

Monica Melby-Lervågمشاهده پروفایل

استاد

• Language development
• Reading development
• Dyslexia
• +۵ مورد دیگر

Monica Melby-Lervåg is a Professor at the Department of Special Education, University of Oslo, affiliated with the CREATE Center for Research on Equality in Education. Her research focuses on language and reading development in children, particularly those with dyslexia or from minority language backgrounds. She has led major research initiatives like the CREATE Center and the GenEd project. Her work emphasizes meta-analytic reviews, experimental interventions, and the role of phonological awareness in reading skills. Education: PhD in Psychology (2008), Postdoc in Minority Language Research (2009). Roles: Former Deputy Head of the Department (2017-2019), Dean of Research (2013-2015). Research Interests: Quantitative methods, oral language interventions, bilingualism, and the causal factors influencing reading and math skills. Her meta-analyses on phonological skills and working memory training have shaped educational policy. Grants & Projects: Led €5M CREATE center (2022), GenEd project on familial dyslexia, and ArcEd on educational admissions. Collaborates widely with institutions like Campbell Collaboration. Labs/Teams: CREATE Center, Literacy and Numeracy in Context (LiNCon) group.

Athanasios Protopapasمشاهده پروفایل

استاد

• Reading Fluency
• Cognitive Development
• Eye-Tracking Methodology
• +۴ مورد دیگر

Athanassios Protopapas is a Professor at the Department of Special Education , University of Oslo. He holds a PhD in Cognitive Science from Brown University (1997). His research focuses on reading fluency mechanisms, cognitive development, and eye-tracking methodologies. Previously, he served as Associate Professor at the University of Athens (2010–2016), leading the Cognitive Science graduate program and directing the Language & Learning Lab . Education: PhD in Cognitive Science (Brown University, 1997), MSc in Engineering (1995), MSc in Cognitive Science (1993), BSc in Physics (University of Patras, 1991). Research Interests: Reading development, dyslexia, rapid naming tasks (RAN), cascaded processing in reading, eye-tracking analysis, and methodological innovations in behavioral research. He has contributed to the Multilingual Eye-Movement Corpus (MECO) and studies on Greek orthography and aphasia. Awards: Fellow of the Psychonomic Society (2018), Associate Editor of Journal of Experimental Psychology: Human Perception and Performance (2019–present). Grants: SSHRC Insight Grant (2016–2021), Thales Project on Cognitive Mechanisms (2012–2015), and projects on learning disabilities screening in Greece (e.g., eMaDys). Teaching: Courses on reading development, cognitive science, and statistical methods at the University of Oslo and previous institutions. Authored books on spelling, dyslexia, and Greek language processing.

Ona Bø Wieمشاهده پروفایل

استاد

• Child Language Development
• Cochlear Implants
• Speech-Language Pathology
• +۶ مورد دیگر

Ona Bø Wie is a Professor and Head of Department at the Department of Special Needs Education (ISP), University of Oslo. Her research focuses on hearing, speech-language, and literacy development in children with cochlear implants, particularly examining language development in prelingually deaf children with bilateral implants. She leads a longitudinal study tracking language outcomes from implantation through adolescence. Teaching responsibilities include courses in audiological pedagogy (SPED4100) and advanced speech therapy (SPED4200/SPED4200D), alongside PhD-level research ethics (UV9010). Collaborations include Oslo University Hospital's Rikshospitalet for clinical research. Key research areas: speech perception in cochlear implant users, psychosocial impacts of hearing loss, language intervention efficacy, and quality-of-life metrics for hearing-impaired children. Methodologies include longitudinal studies, randomized controlled trials, and systematic reviews. Her work bridges audiology, education, and psychology to improve outcomes for children with hearing impairments. Active in interdisciplinary projects like the 'Child Language and Learning' initiative and affiliated with the Communicative Processes (ComPros) research group.

• Multilingualism
• Language acquisition
• Kindergarten education
• +۴ مورد دیگر

Anna Sara Hexeberg Romøren is an Associate Professor at Oslo Metropolitan University's Department of Kindergarten Teacher Education within the Faculty of Teacher Education and International Studies. She serves as a Study Leader in area 5. Her research focuses on language development in young children, particularly in multilingual contexts, and how kindergartens can optimize linguistic and communicative resources. She leads projects like 'Talk: about language at the health center' (2025) and collaborates on international studies such as PolkaNorski and StarWords. Her teaching includes courses on language environments, language development, and multilingual education at bachelor and master levels. She contributed to developing a Udir-commissioned competence package for multilingual kindergarten environments. Key research interests span multilingualism, language acquisition, pragmatics, and prosody. She participates in research groups like 'Cultural diversity and multilingualism in a global perspective' and 'SAMBA' (Language and learning environment in kindergarten and school). Active projects include exploring family centers for immigrant families and health center language assessments for multilingual children. Her 83 dissemination activities highlight engagement with academic and practical audiences. Notable publications (17) and research reports (4) address topics like bilingual milestones, teacher training methods, and vocabulary assessment tools.

Dario Garigliottiمشاهده پروفایل

پژوهشگر ارشد

• Information Retrieval
• Natural Language Processing
• Machine Learning
• +۳ مورد دیگر

Dario Garigliotti is a Research Fellow at the Department of Informatics, University of Bergen. His work focuses on information retrieval, natural language processing, and AI applications for structured/unstructured data integration. He has contributed to systems like EquinorQA for enterprise question answering and Nordlys for entity-oriented search. His research emphasizes explainability in AI, particularly with large language models (LLMs), and addresses challenges in entity retrieval, task-based search, and climate-related document analysis. His recent work explores RAG systems for SDG evidence identification and administrative text generation. He has collaborated with institutions like the University of Stavanger and Polytechnic University of Valencia, and his funding includes a Research Council of Norway grant (2022-2026).

Åshild Søftelandمشاهده پروفایل

دانشیار

• Nordic Linguistics
• Norwegian Didactics
• Pragmatics
• +۵ مورد دیگر

Åshild Søfteland is an Associate Professor at the Department of Language, Literature and Culture, Østfold University College (HiØ), where she also leads the Norwegian Section (2016–2021) and the Language Competencies thematic area within the ELLA research program. She holds a PhD from the University of Oslo (2014) on pragmatic, semantic, and syntactic analyses of Norwegian spontaneous speech. Her research focuses on Nordic linguistics, Norwegian didactics, second language acquisition, and dialectology with an emphasis on spoken language variation and grammar pedagogy. Education: PhD in Linguistics (UiO, 2014), Postdoc in pragmatic particles (NTNU, 2014–2017) Leadership roles: National Council for Nordic Language and Literature (2018–2019), Language Didactics Focus Area (SKuL, 2017–2018) Research interests span second language development in adult refugees (ALAN project, NFR-funded), pragmatic particles in dialects, and innovative grammar teaching methods using corpus linguistics. She teaches Norwegian/Nordic language courses for teacher education programs, emphasizing dialectology, multilingualism, and grammar pedagogy. Her work bridges linguistic theory and pedagogy, particularly in leveraging spoken language corpora for education. Key contributions include studies on American Norwegian syntax, dialect variation methodologies, and multilingual grammar instruction strategies. Notable projects include leading the ALAN project (2021–2025) investigating L2 acquisition among low-educated immigrants, and contributing to the NOT project on pragmatic particles. She has published extensively on syntax, pragmatics, and pedagogical applications of dialectology.

• Norwegian as a Second Language
• Multilingualism Pedagogy
• Grammar Didactics
• +۵ مورد دیگر

Linda Evenstad Emilsen is a Lecturer at the Department of Teacher Education, University College of Southeast Norway (HiØ). Her academic background includes a Master's in Nordic Languages (NTNU, 2014) and a PhD focusing on Norwegian as a Second Language (HiØ, completed 2021). She specializes in multilingualism pedagogy, second language acquisition, and morphosyntactic analysis of spontaneous speech. Her research emphasizes linguistic variation, heritage languages, and the challenges faced by learners with limited schooling backgrounds. Teaching Responsibilities: She teaches linguistic topics in Primary School Teacher Training programs (grades 1–7 and 5–10) and the Master's in Norwegian at School. Key subjects include Norwegian as a Second Language, Grammar Didactics, and Dialectology. Research Projects: Leads the ALAN project (Adult Acquisition of Norwegian as a Second Language), analyzing language development in learners with limited schooling. Collaborates on studies like 'Multilingual Upbringing and Education,' exploring pedagogical methodologies in multilingual contexts. Publications: Authored/co-authored over 30 peer-reviewed articles and books, including works on SLA methodology, heritage language attrition, and textbook development. Recent publications focus on ethical research practices in second language acquisition and dialectal influences on language learning. Professional Service: Served as PhD student representative in HiØ's central R&D committee (2016–2020). Engages in interdisciplinary collaborations with institutions like the Swedish University of Agricultural Sciences and international scholars in linguistics and education. Labs/Teams: Active in the Language in the Individual and Society research group, contributing to corpus-based analyses of spontaneous speech and multilingual education policy initiatives.

Else Berit Moldeمشاهده پروفایل

استادیار

• Second Language Acquisition
• Language Policy in Academia
• Norwegian as a Second Language
• +۳ مورد دیگر

Else Berit Molde is an Assistant Professor at the University of Bergen's Department of Linguistic, Literary and Aesthetic Studies. Her research focuses on second language acquisition, Norwegian language education, and language policies in academic settings. She has led projects like NINjA (Norwegian in Academia), investigating language use among international researchers and educators. Key areas include attitudes toward language variation, pedagogical strategies for Norwegian as a second language, and the interplay between institutional policies and individual language choices. Her work spans qualitative studies on language attitudes, collaborative projects analyzing language proficiency needs in academia, and textbook development for Norwegian language learners. Notable publications include analyses of language choices in universities and the role of grammar in second language teaching. Molde frequently collaborates with institutions like Swansea University and the University of Tartu, presenting at international conferences on sociolinguistics and language pedagogy. Her contributions emphasize bridging theoretical frameworks with practical applications, particularly in multilingual academic environments.

Jena Habegger-Contiمشاهده پروفایل

استاد

• Critical Multimodal Literacy
• Ethical Awareness in Education
• Intercultural Learning
• +۳ مورد دیگر

Dr. Jena Habegger-Conti is a Professor of English literature and culture at the Western Norway University of Applied Sciences in Bergen, Norway. She leads the Researching Teacher Education, Language and Literature (RETELL) research group and serves as Director of the Norwegian Study Centre at the University of York (2023-2025). Her work focuses on critical multimodal literacy, emphasizing ethical awareness and intercultural learning through multimodal texts like graphic novels, picturebooks, and films. Her research explores how visual, spatial, and sensory elements in texts foster intercultural understanding and ethical engagement. Key themes include refugee narratives, cultural imaginaries, and the role of aesthetic perception in education. She advocates for pedagogical approaches that integrate multimodal analysis to enhance intercultural dialogue and critical thinking. Recent publications include collaborative work on intercultural learning through photographs and analyses of refugee representation in graphic narratives. She is an editorial board member of the journal Children’s Literature in English Language Education , promoting accessible scholarly communication through diamond open access.

Andrew McKendryمشاهده پروفایل

دانشیار

• Literary and Cultural Studies in English
• British Literature (1650–1850)
• Disability Studies
• +۹ مورد دیگر

Dr. Andrew McKendry is an Associate Professor of English Literature at Nord University, leading the Humanities, Education & Culture Research Group. He holds a PhD from Queen’s University (Canada) and completed postdoctoral fellowships at Yale and McMaster Universities. His research focuses on 17th- and 18th-century British literature, particularly disability studies, religious dissent, and the conceptual history of justice. He teaches courses on environmental catastrophe, literary theory, and British literature. Key publications include Disavowing Disability (Cambridge, 2021) and numerous articles in journals like Eighteenth-Century Studies and Studies in Romanticism . Awards include the Maximillian E. Novak Prize and Canada Banting Fellowship. He supervises graduate students in English literature and teacher education programs. Education : PhD (Queen’s University, 2013), MA & BA (Western University, 2008/2007) Research : Examines Protestant dissent, disability in early modern thought, and environmental humanities. Leads research groups and chairs international conferences. Teaching : Courses include Literature and Environmental Catastrophe , Research and Writing , and British/American studies for teacher education. Grants : Recipient of SEA-EU and SSHRC grants for projects on energy transition and toleration narratives. Outreach : Co-founded the Bodø Literature Club for middle-school pupils and organizes public seminars on literature and crisis. His interdisciplinary work bridges literary analysis with pedagogy and public engagement, emphasizing slow reading and critical disability studies. Ongoing projects explore meritocracy’s origins and climate change’s representation in early modern texts.

Maja Henriette Jensvollمشاهده پروفایل

پژوهشگر

• Educational Leadership
• Teacher Education
• Educational Policy
• +۳ مورد دیگر

Maja Henriette Jensvoll is a Researcher affiliated with Nord University, focusing on educational leadership, teacher training policies, and systemic challenges in Norwegian education. Her work critically examines institutional reforms, mergers in higher education, and the interplay between creativity, criticality, and pedagogical practice. Her research explores topics such as aesthetic learning processes in teacher education, the sociopolitical implications of educational policy reforms, and the professional development of educators through collaborative frameworks. She has contributed to international handbooks and peer-reviewed journals, addressing themes like adaptive education systems, humanities integration in curricula, and institutional mergers from teacher educators' perspectives. Jensvoll’s publications reflect a commitment to analyzing the human dimension of educational systems—balancing policy critiques with practical pedagogical innovations. While no formal awards are listed, her active engagement in public discourse (e.g., op-eds in Dagsavisen and Khrono ) underscores her role as a critical voice in Norwegian educational debates. Her advisory and grant activities remain unspecified in the provided texts, though her focus on cooperative learning and tacit knowledge transfer suggests involvement in professional development initiatives. No lab affiliations or team collaborations are explicitly mentioned.

• Artificial Intelligence
• Explainable AI
• Machine Learning
• +۵ مورد دیگر

Inga Strumke is an Associate Professor at the Department of Computer Technology and Informatics, Faculty of Information Technology and Electrical Engineering, Norwegian University of Science and Technology (NTNU). Her work focuses on Artificial Intelligence , particularly in Explainable AI and Human-AI Collaboration , with applications in Healthcare and Ethics . She has published extensively on topics like algorithmic transparency, model interpretability, and societal impacts of AI. University: Norwegian University of Science and Technology Faculty: Faculty of Information Technology and Electrical Engineering Email: contact-ailab@ntnu.no Her research spans Machine Learning , Deep Learning , and Data Privacy , often addressing Algorithmic Ethics and Technological Governance . Recent publications focus on explainable methods for medical diagnostics, ethical AI deployment, and societal implications of automation. She actively engages in public discourse through op-eds in major outlets like Aftenposten, advocating for responsible AI development and education. Her work includes collaborations with interdisciplinary teams in Biomedical Engineering and Policy Analysis .

Andreas Brandsæterمشاهده پروفایل

دانشیار

• Statistical Modeling
• Regression Analysis
• Programming in Mathematics Education
• +۳ مورد دیگر

Andreas Brandsæter is an Associate Professor at the Department of ICT and Natural Sciences, Norwegian University of Science and Technology (NTNU), and holds a part-time position at Volda University College. His research bridges artificial intelligence , maritime technology , and mathematics education . Key interests include statistical modeling , explainable AI (XAI) , and integrating programming into mathematical learning . He explores how clusters in training data affect AI predictions and develops simulator-based frameworks for testing autonomous ship navigation. His recent work highlights trends in maritime autonomous systems and pedagogical strategies for enhancing mathematical competencies through coding. Though no scientific awards are listed, his PhD in Statistics and Data Science (University of Oslo, 2020) and Master’s in Mathematics Education (University of Oslo, 2011) underpin his interdisciplinary approach. Brandsæter actively engages the public through NKR media appearances on topics like AI ethics and education, advocating for critical understanding of language models' data dependencies. His projects, such as Programming for developing mathematical competencies , aim to align digital tools with curriculum goals.