جستجوی استاد راهنمای دانشگاهی

Edina Robin is a Habilitated Associate Professor at the Institute of Language Mediation , part of Eötvös Loránd University . She serves as the Director of the Institute and leads two departments: the Department of Translation and Interpreting and the Department of Hungarian as a Foreign Language . Her work bridges theoretical and applied translation studies, emphasizing modern challenges in language mediation. Role: Director of Institute of Language Mediation Role: Head of Department of Translation and Interpreting Role: Head of Department of Hungarian as a Foreign Language Research Interests Translation universals and revision practices Corpus-based translation analysis Human-in-the-loop machine translation systems Ethical implications of AI in translation Distance education methodologies in translation training Publication Trends reflect her interdisciplinary focus on machine translation (33%), translation teaching (25%), corpus linguistics (20%), and crisis communication (15%). Recent works explore the intersection of artificial intelligence, human agency, and ethical frameworks in language mediation. Academic Leadership includes institutional development for language mediation, curriculum design for Hungarian as a foreign language, and fostering collaboration between academic and industry translation practices.

• Translation Studies
• Corpus Linguistics
• Machine Translation
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Olga Viberg is an Associate Professor at KTH Royal Institute of Technology, specializing in Technology-Enhanced Learning within the Division of Media Technology and Interaction Design at the School of Electrical Engineering and Computer Science. With a PhD in Informatics from Örebro University (2015), she brings extensive experience from Dalarna University (2008-2016) as a lecturer in Media Technology and Learning Sciences. Current roles: Associate Professor, Docent, Course Coordinator Key research areas: AI in Education, Learning Analytics, Privacy & Ethics Leadership roles: Editor-in-Chief of International Journal of Learning Analytics , Vice-President of SoLAR Research Focus : Viberg's work bridges AI, learning analytics, and educational design through value-sensitive approaches. Her studies address: Privacy concerns in learning analytics Cultural alignment of AI systems Self-regulated learning frameworks Trust dynamics in AI adoption Responsible data practices in education Generative AI applications in assessment Scientific Contributions : Recognized through: 2024 Google Academic Research Award Multiple conference recognitions (LAK'24, LAK'23) Leadership in international initiatives like UNESCO's online education policy Educational Impact : Directly shaping academic programs through: Coordination of Bachelor's course in Media Technology Teaching PhD courses in Learning Analytics Organizing Nordic Learning Analytics Summer Institute

• Technology-Enhanced Learning
• Learning Analytics
• Artificial Intelligence in Education
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Åste Marie Mjelve Hagen is a Professor at the Department of Special Needs Education within the Faculty of Educational Sciences at the University of Oslo. Her work focuses on evidence-based interventions for language and reading development in children, particularly those with special educational needs. Her educational background includes: Ph.D in Educational Psychology, University of Oslo, 2012 M.A. in Educational Psychology, University of Oslo, 2005 B.A., University of Oslo, 2003 Professor Hagen's research centers on language acquisition trajectories, vocabulary development in preschool settings, strategic reading comprehension, and school-based psychological interventions. She investigates how early childhood education impacts language outcomes and develops assessment tools for at-risk populations. Her methodology frequently employs systematic reviews and randomized controlled trials to establish causal relationships in educational interventions. Analysis of her 15 most recent publications reveals dominant themes in vocabulary interventions for second language learners, long-term language prognosis studies, and writing support for students with intellectual disabilities. Her work consistently bridges theoretical linguistics with practical classroom applications, emphasizing measurable outcomes through standardized assessments and treatment-inherent metrics. She leads significant research initiatives including “Better equipped for school”, “Inference skills in children”, and “Preventing and Improving Special Needs Education in Children with Language Problems”. As a core member of the Literacy and Numeracy in Context (LiNCon) research group, she contributes to Norway's national framework for evidence-based special education practices.

• Development of language and reading
• The impact of preschool and kindergarten on children’s language development
• Strategic reading and reading comprehension
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Maura Cunneen is a PartTime Lecturer in the Early Childhood Studies department at University College Cork (UCC) . With a PhD in Early Childhood Studies (2001) and a BA in the same field (1998), she has dedicated her career to researching gender socialization , educational disadvantage , and comparative early years provision . Her work bridges academic research with practical applications in early education settings. PhD in Early Childhood Studies (UCC, 2001) BA in Early Childhood Studies (UCC, 1998) Her research emphasizes gender dynamics in early education , transitions from home to school , and inclusive curricula . She has collaborated internationally, including fieldwork in New Zealand , Sweden , and Australia , and co-authored the seminal work Loris Malaguzzi and the Reggio Emilia Experience (Bloomsbury, 2010). Her peer-reviewed publications and conference contributions focus on gender perception, play environments, and educational equity. She has served as Director of the BA (Early Years and Childhood Studies) and co-developed modules like Historical Developments in Irish Education and Advanced Studies in Early Childhood Education . Scientific awards : None listed. Primary/Co-Director of BA (EYCS) program (2012-2015) External Examiner for M.Ed Thesis (2010) Member of UCC Committees (2010-2012)

• Early Years Education
• Gender Studies
• Educational Disadvantage
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Myriam Daniele Coco is an Associate Professor in French Didactics at the Department of Foreign Languages, University of Bergen. She actively contributes to research groups such as the Research Group for Digital Culture, The Caribbean: Identities and Conflicts (as leader), and Conditions and Strategies for Developing Language Competences. Her work bridges digital culture, language didactics, and Caribbean sociocultural dynamics. Research Interests : French and Spanish as second/foreign languages Creole teaching in Martinique Representations and beliefs in language learning Digital culture's role in education Her publications since 2004 emphasize the intersection of technology and pedagogy, including virtual role-plays, digital games, and ePortfolios. These works address discourse analysis, ethical challenges in qualitative research, and identity/citizenship development through language education. Notable projects include NORPART NORCAM (2019-2023), DISPRA (ongoing), and INVITIS (2001-2003). Leadership : Research Group for The Caribbean: Identities and Conflicts

• French Didactics
• Spanish Didactics
• Digital Culture in Education
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Alison Joan Murray Levine serves as Professor and Associate Dean for Faculty Affairs in the Department of French at the University of Virginia. A Charlottesville native, she earned her PhD in French studies from UVA after completing undergraduate and graduate work at Haverford and Bryn Mawr Colleges. With over two decades of academic experience including prior appointments at UNC Wilmington and Colby College, she has established herself as a leading scholar in French documentary film and cultural history. Her educational background includes: Bachelor of Arts (BA) from Haverford College (1989) Master of Arts (MA) from Bryn Mawr College (1991) Doctor of Philosophy (PhD) in French Studies from University of Virginia (1998) Levine's research focuses on twentieth and twenty-first century French cultural history through the lens of documentary film. She examines how cinematic representations engage with French national identity, particularly regarding rural spaces, colonial legacies, and postcolonial realities. Her work reveals the complex interplay between spatial representation and political discourse in French society, with recent scholarship emphasizing viewer experience in contemporary documentaries about wilderness, farms, and urban margins. Analysis of her publications shows an evolving trajectory from interwar French documentary ( Framing the Nation , 2010) to contemporary explorations of ecological citizenship and food politics. Her scholarship consistently connects documentary form with sociopolitical contexts, demonstrating how films negotiate France's relationship with its colonial past and rural present. Recent work increasingly engages with environmental concerns and sustainable food systems through cinematic representation. Her scholarly contributions have been recognized through: All-University Teaching Award (2012) NEH Distinguished Teaching Professorship (2012-2015) UVA College Fellowship (2018-2021) As Associate Dean for Faculty Affairs, Levine oversees significant academic operations while maintaining an active teaching schedule spanning graduate seminars on documentary theory and undergraduate courses like Contemporary France in Film and Media . Her pedagogical innovations include developing digital storytelling workshops and second-language film pedagogy approaches, reflecting her commitment to integrating visual literacy across French curriculum. Though not explicitly documented in her profile, her research likely involves collaboration with French film archives and cultural institutions, particularly regarding her work on colonial expeditions and contemporary rural documentaries. Her extracurricular interests in farming and photography directly inform her scholarly focus on agricultural landscapes and visual representation.

• Documentary Film Studies
• French Cultural History
• Colonial and Postcolonial Studies
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Arnulf Deppermann is Professor of German Linguistics at the University of Mannheim and Head of the Pragmatics Department at the Leibniz Institute for German Language. He specializes in conversation analysis, multimodal interaction, and the study of spoken German. His research examines how meaning, understanding, and social action are interactively constituted through linguistic and embodied resources. Research interests focus on interactional semantics, multimodal resource coordination, and the temporal organization of social interaction. Key areas include action ascription, the relationship between grammar and interaction, and methodological advances in conversation analysis. His work spans diverse contexts from psychotherapy to theater rehearsals. Recent publications demonstrate strong emphasis on: Interactional semantics and meaning negotiation Multimodal coordination in institutional settings Therapeutic communication patterns German linguistics and conversation analytic methodology Editorial roles include founding co-editor of the online journal 'Gesprächsforschung'. He organizes major conferences including the International Conference on Conversation Analysis (ICCA).

• Conversation Analysis
• Interactional Linguistics
• Multimodal Interaction
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Associate Professor Guy Allen holds a teaching-stream appointment in the Professional Writing & Communication Program at the University of Toronto's Institute for Communication, Culture, Information and Technology (ICCIT). Specializing in expressive writing pedagogy, he pioneered narrative-based approaches to community activism through storytelling. Co-founder of Life Rattle—a radio program and press dedicated to underrepresented voices—Allen’s work bridges artistic expression with social justice. His 3M Teaching Fellowship (Canada’s top teaching honor) recognizes innovations in writing instruction, emphasizing creative nonfiction. Current projects include a Syrian immigrant storytelling initiative and a student science-writing anthology. Research focuses on narrative therapy applications in psychiatry, curriculum development emphasizing student voice, and writing as healing. He advises Mt. Sinai Hospital’s narrative therapy program and collaborates with the Syrian Canadian Foundation. Publications include *Clear, Precise, and Direct* (2015), a pedagogical manual, and *Cricket Suicides* (2019), a science communication collection. Upcoming projects include editing *The Nancy Chong Stories*, posthumously published narratives about 1960s Toronto Chinatown life. Award-winning educator with four university teaching awards, Allen also contributes to teacher training at OISE. His work integrates marginalized community narratives into academic frameworks, advocating for writing as both craft and activism.

• Expressive Writing
• Creative Nonfiction
• Narrative Therapy
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Professional Overview Kyle Ferguson is an Associate Professor (Reader) in the School of Sport at the University of Ulster’s Faculty of Life & Health Sciences. He leads the Centre for Sports Enterprise, focusing on collaborations between researchers, entrepreneurs, and elite sports entities. His roles include membership on Sport NI’s board and prior experience in sports club governance. Ferguson holds dual Fellowships: Chartered Management Institute (CMI) and the Higher Education Academy (HEA). Research Interests His research emphasizes the societal role of sport, particularly in public sector efficiency and community development. Key themes include sport policy, mental health literacy in coaching, sport innovation, and social inclusion. His work aligns with UN Sustainable Development Goals related to health, education, and community well-being. Recent Research Trends Publications span sport policy analysis (e.g., Northern Ireland’s policy frameworks), athlete mental health interventions, and tactical studies like football’s corner-kick strategies. His work bridges academic rigor with practical impact, such as evaluating coach education programs and sport management processes. Awards & Grants Recipient of the 2019 Professional Practice Innovation Award. Active in securing research grants for projects like the University Students’ Activity Study (Ireland) and policy evaluations for European physical activity guidelines. Student Supervision Oisin MacManus (PhD) Mark Montgomery (PhD) Gerard Walsh (PhD) Labs & Collaborations Directs the Centre for Sports Enterprise, fostering partnerships between academia, industry, and sports organizations. Collaborations include international projects on sport innovation and policy.

• Physical Activity
• Public Sector Management
• Sport Policy
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Adam John Privitera is a Research Fellow at Nanyang Technological University (Singapore) in the Centre for Research and Development in Learning (CRADLE). He holds a PhD in cognitive science from the University of Hong Kong's Faculty of Education. His research focuses on bilingualism's cognitive impacts, particularly language experience on decision-making and executive function, and applies neuroscience findings to education policy. He has authored publications in top journals like Higher Education and Bilingualism: Language and Cognition, and serves on editorial boards for Trends in Neuroscience and Education and Frontiers in Psychology. Previously, he served as a Medical Sergeant in the U.S. Army (2002–2012), Psychology Instructor/Program Chair (2011–2016), AP Psychology Teacher (2016–2021), and Assistant Professor of Psychology in China (2021–2023). Research interests include: 1) Translating cognitive/neural science into educational practices; 2) Language experience effects on cognitive control; 3) Neuroeducational markers for learning. His work bridges experimental psychology with real-world educational challenges, emphasizing bilingualism's role in cognitive reserve and academic integrity. Recent articles highlight systematic reviews on generative AI in education assessment, bilingualism's holistic cognitive effects, and neural mechanisms of learning. His research methodologies include ERP studies, eye-tracking, and neuroimaging. Privitera also explores AI's ethical implications in aphasia therapy and mental health monitoring among university students. His career spans military service, teaching, and academic research, reflecting a multidisciplinary approach to education and cognition.

• Cognitive Science
• Educational Policy
• Bilingualism and Cognition
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Professor Jennifer Howell is Pro Vice-Chancellor (Global Engagement) at the University of Western Australia (UWA), overseeing internationalisation strategy and global partnerships. She holds a PhD from Queensland University of Technology and is a Harvard Graduate School of Education alumna. Her research focuses on digital pedagogy, online learning technologies, and the operationalisation of international collaborations. Key interests include digital badging for learning pathways and immersive virtual/augmented learning tools. With 21+ years in higher education leadership, her career spans roles as Associate Deputy Vice-Chancellor (Learning & Teaching) at Curtin University and Dean of Learning & Teaching in the Faculty of Humanities. She has pioneered strategic initiatives like micro-credentials, learning platforms, and offshore campus redevelopments. Howell actively contributes to education policy through roles on national committees including the Australian Council of Deans in Education and the Council for the Humanities, Arts and Social Sciences. Her $1.6M externally funded research explores STEM education through robotics, digital pedagogy frameworks, and accessibility in e-learning. Notable projects include usability studies for adaptive exercise apps and collaborative learning tools for students with disabilities. Howell advocates for embedding technology innovations into operational educational practices to ensure effective transformation. Education: PhD (Queensland University of Technology), Harvard Graduate School of Education Key Roles: Pro Vice-Chancellor (Global Engagement), UWA; Formerly Deputy VC (Learning & Teaching), Curtin Committees: Australian Technology Network (ATN) Universities Australia DVCA Group TEQSA (Tertiary Education Quality and Standards Agency) Grants: $1.6M in external research funding across international collaborations Her advisory work includes school boards (e.g., Lesmurdie Senior High School) and curriculum bodies like the School Curriculum and Standards Authority (SCASA). Howell’s publications emphasize bridging theory-practice gaps in digital learning and leveraging technology for inclusive education.

• Online Learning
• Educational Technologies
• Digital Pedagogy
• +۴ مورد دیگر

Dr. Leigh Disney is a Senior Lecturer in the School of Educational Psychology & Counselling at Monash University, specializing in early years education with a focus on mathematics learning, digital technologies, and play-based pedagogy. He holds an adjunct position at the Coordinated Innovation Centre for Basic Education Reform and Development since 2015. His research explores young children’s mathematical development, particularly during the transition to primary school, and the role of dynamic leadership in enhancing educational outcomes. Disney has conducted cross-cultural studies in China on play-based learning and teacher practices, contributing to global early childhood education discourse. Expertise: Early Childhood Education, Digital Technologies, Play Pedagogy, Mathematics Learning, Teacher Education Collaborations: Projects in China, Victorian Curriculum development, and leadership in early years education Publications: Over 40 articles, books, and reports on topics ranging from digital play to pandemic impacts on educators Disney’s research emphasizes the integration of play and technology to improve learning outcomes. He has led or co-investigated six projects since 2018, including initiatives funded by the Victorian Curriculum Authority and the Department of Education. His work aligns with UN Sustainable Development Goals related to quality education and reducing inequalities. His contributions extend to policy advocacy, such as submissions to parliamentary committees on classroom disruption and teacher well-being. Disney’s interdisciplinary approach bridges early childhood education with developmental psychology and technology integration, shaping both academic and practical frameworks in the field.

• Early Childhood Education
• Digital Technologies in Education
• Early Years Mathematics Learning
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Yota Dimitriadi is a Professor at the University of Reading's Institute of Education, specializing in Technology-Enhanced Learning (TEL) and Inclusive Education. She holds multiple roles including Early Career Teaching Fellow (2010), PGCE Primary Module Leader, and PhD Supervisor. Her research focuses on digital literacy, special educational needs, gender studies, and participatory research with children. She has led projects such as the KTP collaboration with World Association of Girl Guides and Girl Scouts, and organized events like the ESRC Festival of Social Sciences. Education background includes extensive work in ICT integration in education, with a PhD in educational technology (not explicitly stated but inferred from career trajectory). Research interests span robotics in education, online learning, and disability studies. She supervises PhD students on topics like mobile learning in Oman and autism education in Saudi Arabia. Publications emphasize TEL applications in diverse contexts, including mobile learning challenges in Oman and social stories for autistic students. She is a Fellow of the Chartered Institute of Educational Assessors and serves on editorial boards of journals like the International Journal of University Teaching and Faculty Development. Advisory roles include External Examiner for PGCE courses at Swansea Metropolitan University and Southampton University. She leads initiatives like the Widening Participation Fund project addressing Computer Science teacher attrition rates. Her work with Equity, Inclusion and Improvement Research Group highlights commitment to inclusive education policies. Collaborations with institutions like the School of Systems Engineering reflect interdisciplinary research approaches.

• Technology Enhanced Learning (TEL)
• Online Learning
• Special Educational Needs and Disability Studies
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Shengyu Fan is a Senior Lecturer at the School of Culture, History & Language, Australian National University (ANU). Their research focuses on Classical Chinese Literature, particularly Hongloumeng (The Story of the Stone), and explores English translations of this seminal work. They hold a B.A. (1997) and M.A. (2000) from Fujian Normal University's College of Foreign Languages, and a Ph.D. (2003) from Beijing Normal University's Chinese Department. Key research interests include literary translation studies, textual criticism, and cross-cultural literary analysis. Their recent projects include a multi-media ePub edition of The Story of the Stone and studies on David Hawkes' translation methodologies. Over 20+ publications span journal articles, book reviews, and monographs analyzing translation practices and cultural adaptation. Current active research projects (2019–2024) investigate cross-cultural understanding through literary translation and the historical journey of Hongloumeng 's English translations. Teaching focuses on integrating translation theory with practice in Chinese literary studies.

• Classical Chinese Literature
• Hongloumeng (The Story of the Stone)
• English Translation Studies
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Jennifer Randall is the Dunn Family Endowed Professor of Psychometrics and Test Development at the Marsal Family School of Education, University of Michigan. She also serves as the founding President of the Center for Measurement Justice, advocating for antiracist and justice-oriented assessment practices. Her career began as a secondary history teacher in public schools, where she recognized systemic harms of traditional assessments on marginalized students, particularly Black, Brown, and Indigenous communities. She holds a bachelor’s (1996) and master’s (1999) from Duke University and a doctoral degree from Emory University (2007). Dr. Randall’s education includes: Bachelor’s degree, Duke University (1996) Master’s degree, Duke University (1999) Doctoral degree, Emory University (2007) Her research interests are centered on disrupting white supremacist structures in assessment and fostering justice-oriented, antiracist practices. She focuses on redefining constructs in educational measurement to explicitly value sociocultural identities, particularly of Black, Brown, and Indigenous students. Key areas include equitable assessment design, dismantling anti-Black practices in literacy testing, and ensuring marginalized communities are prioritized in all stages of assessment development—from construct articulation to score administration. She also investigates the intersection of education policy, fairness in testing, and strategies to increase diversity in educational measurement programs. Her recent articles emphasize antiracist frameworks in assessment, recruitment of underrepresented students, and classical test theory critiques. They highlight her advocacy for inclusive testing practices and systemic change in educational measurements. Dr. Randall has not listed any scientific awards in the provided information. She is actively involved in grants such as the National Assessment of Educational Progress (NAEP) Technical Support Award (Jun 2024–Feb 2025) and Increasing Access in the Educational Measurement Field (Sep 2023–Aug 2025), which focus on equitable recruitment and institutional reform. She collaborates with students, parents, and teachers to translate their needs into culturally affirming assessment experiences. She leads the Center for Measurement Justice, a key lab/organization, and engages in state/national committees promoting antiracist assessment policies.

• Educational Measurement
• Psychometrics
• Assessment Design
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