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نمایش ۴۶-۶۰ از ۸۸۳ استاد راهنما

اطلاعات پروفایل‌ها از صفحات عمومی دانشگاه‌ها گرفته شده و ممکن است به‌روز نباشد.

Servet Altanمشاهده پروفایل

استادیار

MEF UniversityTurkey

Dr. Servet Altan serves as Assistant Professor in the Department of Guidance and Psychological Counseling at MEF University's Faculty of Education in Istanbul, Turkey. Appointed in July 2022, he concurrently holds administrative roles as IBEC Coordinator and Vice Dean of the Faculty since September 2023. His academic foundation includes Master's and Doctorate degrees from Bilkent University, complemented by 15 years of K-12 international program implementation experience (2007-2022). Dr. Altan's research centers on students' motivation and engagement, Habits of Mind frameworks, diversity and inclusion practices, and international education systems. His scholarship appears in premier journals including the Journal of Teacher Education and Teaching and Teacher Education, reflecting his focus on practical applications in educational settings. As an International Baccalaureate Lead Educator since 2016, he actively trains teachers across national and international schools. Analysis of his 2022-2025 publications reveals three dominant research trajectories: (1) mindfulness applications for reducing test anxiety and enhancing academic achievement, (2) Habits of Mind integration in teacher development and emergency remote teaching contexts, and (3) equity-focused investigations into IB teacher preparation and student psychological needs. His work spans diverse educational environments from Turkish continuum schools to Latina/o/x community college settings, consistently addressing motivation, inclusivity, and international frameworks. Dr. Altan maintains active scholarly engagement through regular presentations at AERA and EARLI conferences. While specific student advisement details and grant information remain unreported in available sources, his leadership roles and publication record indicate significant contributions to educational psychology and international teaching practices.

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Taiga Brahmمشاهده پروفایل

استاد

University of TübingenGermany

Taiga Brahm is a Professor at the University of Tübingen , holding the Chair of Economic Education and Business Didactics since 2016. She serves as Dean of the Faculty of Business, Economics and Social Sciences (since September 2024) and has held prior administrative roles including Dean of Studies (2019-2024). Education: Business Education studies at Johannes Gutenberg University Mainz and Ghent University Doctorate (2006-2010) at the University of St. Gallen Research assistant at University of Kaiserslautern Research Focus: Learner competency development during school-to-university transitions Promoting interdisciplinary competencies in business education (financial literacy, entrepreneurial skills) Gender gap analysis in economic literacy Design of digital learning environments and instructional videos Teacher professionalism and bilingual education frameworks Technology integration in higher education Publication Trends: Her recent work examines gender disparities in economic literacy, digital media’s role in education, teacher development for instructional video creation, and factors supporting student engagement in higher education. She collaborates extensively on interdisciplinary projects analyzing learning environments. Current Affiliation: Leads the Economics Business Didactics team and contributes to faculty governance in both the Faculty of Business and Economics and broader Faculty of Economics and Social Sciences.

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Susan Creaghمشاهده پروفایل

مدرس

University of QueenslandAustralia

Dr. Susan Creagh is a Lecturer in TESOL Education at the University of Queensland's School of Education. She holds a PhD in Education from the University of Queensland, a Master's in Applied Linguistics from Darwin University, and a BA/Diploma of Education from the University of New England. Her research focuses on language policy, educational equity, and quantitative methodologies, particularly regarding students from linguistically diverse backgrounds. She has held roles such as Research Fellow at ISSR (2015–2017), collaborating with The Smith Family on a federally funded project addressing educational disadvantage. Creagh critiques national testing systems like NAPLAN, emphasizing how categorizations such as 'Language Background Other Than English' misrepresent outcomes for multilingual learners. Her work includes longitudinal studies on newly arrived migrant and refugee students' academic trajectories. She also explores teacher workload, commercialization in education, and global citizenship education. Key Awards: Ray Debus Award for Doctoral Research (AARE), Penny McKay Memorial Award (ACTA/ALAA) Grants/Projects: ARC Linkage Grant on disadvantage and educational outcomes Teaching Roles: Contributes to BEd, MEd (Secondary Teaching), and MEd (Educational Studies) programs, focusing on ESL/EAL pedagogy. Her research spans 20+ years as an ESL teacher, informing her advocacy for equitable education policies and practices.

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Christina Hendricksمشاهده پروفایل

استاد آموزشی

University of British ColumbiaCanada

Christina Hendricks is a Professor of Teaching in the Department of Philosophy at the University of British Columbia (UBC) , Vancouver. She also serves as Vice-Provost and Associate Vice-President, Teaching and Learning (pro tem) at UBC Vancouver and is the Academic Director of the Centre for Teaching, Learning, and Technology . Her roles emphasize educational leadership and innovation in higher education, particularly in open educational practices (OEP) and the Scholarship of Teaching and Learning (SoTL). Education: B.A. in Philosophy and Political Science (University of Idaho, 1991) Ph.D. in Philosophy (University of Texas at Austin, 2000), with a dissertation on Michel Foucault’s political thought. Research Interests: Open Educational Resources (OER) and open pedagogy Peer feedback mechanisms in teaching Educational leadership and policy History of philosophy, focusing on Foucault and critical theory Key Contributions: Series editor of open textbooks for introductory philosophy courses (e.g., Philosophy of Mind , Ethics ). Research on OER adoption, open pedagogy’s impact on student learning, and institutional OEP self-assessment frameworks. Awards: 2016 Killam Teaching Award (UBC Vancouver). Advising & Grants: Focuses on undergraduate teaching; does not supervise graduate students but occasionally serves on graduate committees. Lead or co-lead in projects funded by UBC and external grants to support OER and educational technology initiatives. Labs/Teams: Centre for Teaching, Learning, and Technology at UBC. Collaborations with institutions globally on OER and open pedagogy (e.g., OE Global, OER18).

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Anne McLaughlinمشاهده پروفایل

استاد

North Carolina State UniversityUnited States

Anne McLaughlin is a Professor in the Department of Psychology at North Carolina State University, affiliated with the College of Humanities and Social Sciences. She directs the LACElab (Learning, Aging, and Cognitive Ergonomics), focusing on human factors, cognitive aging, and technology usability. She holds a Ph.D. in Engineering Psychology from Georgia Tech (2007) and has been at NC State since 2007. Her education includes a B.A. in Psychology and English Literature from Trinity University (1998), an M.S. in Engineering Psychology from Georgia Tech (2003), and her Ph.D. from the same institution (2007). Her research integrates cognitive science principles with real-world applications, emphasizing aging populations and technology design. Key research interests include cognitive aid design, augmented/virtual reality applications, human-robot interaction, and medical device usability. Recent work explores diminished reality techniques for attention management, trust dynamics in autonomous systems, and veterinary patient safety culture. Her articles highlight trends in human-centered technology development, particularly addressing individual differences in attention control, automation trust, and healthcare system optimization. She advocates for inclusive design principles to enhance older adults' engagement with technology and improve medical screening accessibility. McLaughlin’s work bridges academic research and practical implementation, with collaborations in healthcare, robotics, and educational technology. Her lab’s focus on aging-related challenges underscores her commitment to improving quality of life through human-centered solutions.

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Anthony Ladenمشاهده پروفایل

استاد

University of Illinois ChicagoUnited States

Anthony Laden is a Professor of Philosophy at the University of Illinois Chicago (UIC), affiliated with the Department of Philosophy in the College of Liberal Arts and Sciences. He holds a PhD from Harvard University (1996) and serves as Associate Director of the Center for Ethics and Education, a partnership with the University of Wisconsin-Madison. His research focuses on the philosophy of education, political philosophy, and social epistemology, with particular emphasis on trust dynamics in education, democratic reasoning, and civility in public discourse. Key works include Reasoning: A Social Picture (Oxford, 2012), which explores collective reasoning mechanisms, and the 2024 monograph Networks of Trust , addressing systemic challenges in higher education. His recent scholarship examines the social costs of college, institutional trust-building, and decolonial solidarity frameworks. Laden’s contributions span theoretical analysis and applied ethics, bridging philosophical inquiry with practical educational policy. Professional service includes editorial roles and interdisciplinary collaborations. His academic profile reflects a commitment to bridging theory and practice in ethics, education, and democracy. No specific awards are listed, but his extensive publication record demonstrates sustained scholarly impact. Advising and grant details are not explicitly provided in the source texts. Laden’s affiliation with the Center for Ethics and Education highlights his engagement with applied ethical questions, emphasizing collaborative research across institutions and disciplines.

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FATMA FİLİZ TILFARLIOĞLUمشاهده پروفایل

استاد

Gaziantep UniversityTurkey

FATMA FİLİZ TILFARLIOĞLU is a Professor at Gaziantep University's Faculty of Education, Department of Foreign Language Education, specializing in English Language Teaching. With a distinguished academic career spanning over three decades, she has made significant contributions to the field of foreign language education, particularly through her development and research on the Lean Educational Method. Her academic journey began with a PhD from Çukurova University (1993-1996), followed by her appointment as a Research Assistant at Gaziantep University in 1990, progressing through academic ranks to become a full Professor in 2021. Her research interests focus on innovative approaches to language teaching, including the Lean Educational Method, discourse analysis, language learning strategies, self-efficacy in language learning, and teacher education. Professor TILFARLIOĞLU has supervised 38 master's theses and has an extensive publication record with 46 articles, 5 book chapters, and 66 conference papers. Her work demonstrates a consistent focus on improving language teaching methodologies and understanding the psychological factors affecting language learning. Her recent research has centered on innovative teaching methods such as TRIZ and CDIO in language education, analysis of teacher self-efficacy in distance learning environments, and the psychological aspects of language learning including fear of success and rejection sensitivity. Professor TILFARLIOĞLU has also led projects focused on foreign language education in Turkish society, including 'Hayatta Biz de Varız Hep Beraber Elele' and 'BİK PROJESİ - Biliyor musunuz İngilizceden Korkmuyorum.' TESOL U.S.A. Convention (1999) TEFL Summer School (1996) Yurtdışı Yüksek Lisans ve Doktora Bursu from YÜKSEK SEÇİM KURULU BAŞKANLIĞI (1991) Yurtdışı Yüksek Lisans ve Doktora Bursu from MİLLİ EĞİTİM BAKANLIĞI (1990) Throughout her career, Professor TILFARLIOĞLU has held significant administrative roles including Department Head, Vice Dean, and various committee memberships at Gaziantep University. She has taught numerous courses at both undergraduate and graduate levels, focusing on English Language Teaching Methodology, Materials Evaluation, and Contextual Grammar. Her academic leadership extends to her membership in INGED (İngilizce Eğitim Derneği) since 1995.

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Julie Sykesمشاهده پروفایل

استاد

University of OregonUnited States

Julie Sykes is a Professor in the Linguistics Department at the University of Oregon's College of Arts and Sciences, where she serves as the Director of the Center for Applied Second Language Studies. She is affiliated with the Language Teaching Studies program and maintains an office in Straub Hall on the University of Oregon campus in Eugene. Dr. Sykes' research focuses on interlanguage pragmatics, second language acquisition, and the integration of digital technologies in language education. Her work particularly emphasizes game-based approaches to language learning and the development of pragmatic competence through digital simulations and virtual environments. She has made significant contributions to understanding how learners acquire pragmatic knowledge in digital contexts and how technology can be leveraged to enhance language teaching and learning. Research Focus Areas: Interlanguage pragmatics in digital contexts Game-based language learning Digital simulations for language assessment Technology-enhanced language teaching methodologies Place-based mobile language learning Pragmatic competence development Her scholarly output demonstrates consistent engagement with the evolving landscape of language education, particularly in how digital spaces and gaming environments can facilitate authentic language use and pragmatic development. Dr. Sykes has published extensively on topics including language teaching through play, digital place-based learning, and the measurement of intercultural and pragmatic competence in simulated environments. As Director of the Center for Applied Second Language Studies, Dr. Sykes plays a leadership role in advancing research and practice in language education at the University of Oregon, contributing to the preparation of language educators who work in increasingly digital and globalized contexts.

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Jacqueline Wongمشاهده پروفایل

استادیار

Utrecht UniversityNetherlands

Dr. Jacqueline Wong is an Assistant Professor in the Department of Education and Pedagogy at the Faculty of Social and Behavioural Sciences, Utrecht University. Her academic work focuses on enhancing educational practices through evidence-based research in self-regulated learning and learning analytics, with particular applications in higher education contexts. Dr. Wong earned her Ph.D. (cum laude) from Erasmus University Rotterdam with a thesis entitled "Enhancing Self-Regulated Learning Through Instructional Supports and Learning Analytics in Online Higher Education," which received the Best Thesis Award 2021 from the Erasmus Graduate School of Social Sciences and the Humanities. She completed her Master's degree (cum laude) in Educational Psychology, where she examined the use of movements to support text comprehension. Prior to joining Utrecht University, she was a postdoctoral researcher at Delft University of Technology (2020-2022) working with the Program of Innovation in Mathematics Education (PRIME). Dr. Wong's research program spans several interconnected areas: the application of learning analytics to support self-regulated learning, the design of instructional interventions that promote metacognitive awareness, and the investigation of how emerging technologies like generative AI can enhance educational experiences. Her work frequently examines how technology can be leveraged to support students' metacognitive processes and goal-setting behaviors in both traditional and online educational settings. She has made significant contributions to understanding how conversational agents and learning analytics can provide personalized support for students' self-regulated learning processes. Analysis of her recent publications reveals a clear trajectory toward integrating emerging technologies with established educational theories. Her 2024-2025 work increasingly focuses on the intersection of artificial intelligence and educational psychology, particularly examining how generative AI tools can enhance academic text accessibility and provide adaptive support for learning. She also continues to investigate cognitive aspects of learning in educational games and augmented reality environments, with implications for both educational practice and learning theory development. Among her notable achievements, Dr. Wong received the Best Thesis Award 2021 from the Erasmus Graduate School of Social Sciences and the Humanities. This recognition highlights the significant contribution her doctoral work has made to the field of educational psychology and learning sciences. Her systematic reviews, including examinations of student engagement in mathematics education and gamification in MOOCs, have provided valuable syntheses of research in growing areas of educational technology. Dr. Wong has been an active research member of the Leiden-Delft-Erasmus Centre for Learning and Education (LDE-CEL) and the network for Self-Regulated Learning in Digitalised Schools (SeReLeDiS). Her collaborative approach to research is evident in her extensive co-authorship network across multiple institutions. Before joining Utrecht University, she worked with lecturers to promote student motivation and self-regulated learning in blended service mathematics courses and examined the effectiveness of technology tools for learning mathematics. Dr. Wong's work bridges theoretical frameworks with practical implementations, often involving close partnerships with educators to ensure research relevance to real-world classroom challenges. Her current research appears to be moving toward deeper integration of AI technologies with educational theory, particularly examining how generative AI can support metacognitive processes and self-regulated learning across diverse educational contexts.

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Stewart Riddleمشاهده پروفایل

استاد

University of ManitobaCanada

Stewart Riddle is a Professor in the School of Education at the University of Southern Queensland . His research focuses on the democratisation of schooling systems , increasing access and equity in education , and schooling’s response to critical social issues in complex contemporary times. Research Interests include: Sociology of Education Democratic Education Social Justice and Equity Alternative Schooling Research Methodology English Curriculum and Pedagogy Publications from 2025–2024 examine education policy aporia , relational pedagogy , democratic curriculum design , and critical literacy , with a focus on Australia and Thailand. Key keywords span Education Policy , Relational Teaching , Youth Identity , and Curricular Justice . Teaching : Courses include EDX3270 English Curriculum and Pedagogy in Upper Primary , EDS2210 Junior Secondary English Curriculum and Pedagogy , and EDS4110 Senior Secondary English Curriculum and Pedagogy . He supervises doctoral research on topics like teacher autonomy , student engagement , and alternative education frameworks . Affiliations : Member of the Australian Association for Research in Education and English Teachers' Association of Queensland ; affiliated with the Centre for Heritage and Culture at UniSQ.

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Robert Godwin-Jonesمشاهده پروفایل

استاد

Virginia Commonwealth UniversityUnited States

Robert Godwin-Jones is a Professor in the Department of Foreign Language at Virginia Commonwealth University's College of Humanities and Sciences, where he has served since 1979. He holds the position of Foreign Language Liaison and maintains active scholarly contributions through his "German Stories" digital repository and "Communicating Across Cultures" blog, focusing on technology-enhanced language pedagogy and intercultural communication. His educational background includes: B.A. in French and German from Franklin and Marshall College (1971) M.A. in Comparative Literature (German, French, and English) (1973) Ph.D. in Comparative Literature from the University of Illinois Urbana-Champaign (1977) Dr. Godwin-Jones specializes in Computer-Assisted Language Learning (CALL), with research spanning artificial intelligence applications, virtual reality environments, and digital literacies for language learners. His work examines how emerging technologies transform second language acquisition through ecological semiotics, distributed agency models, and multimodal communication frameworks. He investigates pedagogical translanguaging strategies for less commonly taught languages and analyzes authenticity in AI-mediated language interactions, particularly in pragmatics and writing development. Analysis of his 2021-2025 publications reveals three dominant trajectories: (1) generative AI integration in language instruction with emphasis on ethical implementation and threat mitigation; (2) extended reality applications creating immersive language spaces in the metaverse; and (3) ecological approaches connecting smart devices, ambient intelligence, and situated learning contexts. His scholarship consistently bridges theoretical frameworks with practical classroom applications across 19th-century German literature studies and contemporary language education. He maintains active professional engagement through memberships in: Delta Phi Alpha German Honorary Society Phi Kappa Phi Honorary Society Modern Language Association American Association of Teachers of German American Association of Teachers of French Foreign Language Association of Virginia As director of the "German Stories" project since 1994, he has curated verified editions of 19th-century German narratives with English translations under Creative Commons licensing, creating what has become a foundational resource for literary study and language acquisition. His blog extends this work through contemporary analyses of intercultural communication challenges, while his scholarly leadership in organizations like CALICO shapes national discourse on technology in language education. His laboratory functions as the "German Stories" digital ecosystem, which has evolved into a comprehensive platform hosting annotated texts, pedagogical resources, and research archives. This environment supports both formal classroom instruction and informal learning communities, demonstrating his commitment to porous classroom models that integrate physical and digital learning spaces.

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Thomas Farmerمشاهده پروفایل

استاد

Virginia Commonwealth UniversityUnited States

Thomas Farmer serves as Professor and Chair of the Department of Foundations of Education at Virginia Commonwealth University School of Education, where he integrates educational psychology, developmental science, and special education to create responsive classroom environments for diverse learners within their socio-cultural contexts. His academic journey includes a B.A. in Philosophy from the College of William & Mary, followed by M.A. and Ph.D. degrees in Special Education from the University of North Carolina at Chapel Hill. Farmer's research centers on social inclusion of diverse learners, teacher management of classroom social dynamics, and research-practice partnerships. Key frameworks include the BASE (Behavioral, Academic, and Social Engagement) model and SEALS (Supporting Early Adolescent Learning and Social Strengths) intervention, emphasizing rural education contexts , adaptive evidence-based practices , and developmental responsiveness . His work prioritizes teacher attunement to students' dynamic needs within multi-level ecological systems. Analysis of his 2022-2025 publications reveals three dominant trends: (1) addressing teacher burnout through social network analysis and classroom dynamics management; (2) advancing targeted universalism to address systemic oppression for youth of color; and (3) developing tiered adaptive support systems that prioritize contextual implementation over rigid fidelity, particularly in rural schools. Farmer directed the National Research Center on Rural Education Support (NRCRES, 2004-2011) and co-edits the Journal of Emotional and Behavioral Disorders (2012-present). He completed the presidential line of the Council for Exceptional Children's Division for Research (2018-2022), demonstrating sustained leadership in special education scholarship. His grant portfolio includes NRCRES and development of the BASE/SEALS models, implemented through research-practice partnerships with rural school districts. Farmer's laboratory focuses on classroom social network analysis, utilizing tools like the 'scouting report' process to help teachers understand peer dynamics and adapt interventions in real-time, ultimately enhancing student engagement and social inclusion.

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Diana Denhamمشاهده پروفایل

استادیار

University of OklahomaUnited States

Diana Denham is an Assistant Professor in the Department of Geography and Environmental Sustainability at the University of Oklahoma. Her research focuses on how Indigenous and subaltern communities assert autonomy through struggles over environmental and cultural resources, with particular attention to how environmental sustainability initiatives manifest within contexts of settler colonialism and global capitalism. Dr. Denham received her PhD in Urban Studies from Portland State University in 2020, along with master's degrees in Latin American Studies and Urban Planning from UCLA. She completed her undergraduate studies at Brown University with a BA in Development Studies and Latin American Studies, graduating magna cum laude and as a Phi Beta Kappa. Her research trajectory is defined by more than a decade of collective knowledge production with communities on the frontlines of struggles against inequality. She has worked extensively in Mexico, Brazil, and with Indigenous communities, documenting social movements and producing documentary films on migration and grassroots mobilization. Her current book project, The Struggle for Food Sovereignty in Urban Mexico , examines precolonial Mesoamerican urban markets known as tianguis and their role in contemporary urban struggles for self-determination. She has coordinated participatory action research with Chinantec youth researchers in Mexico's cloud forest on food sovereignty initiatives. Dr. Denham's scholarly work demonstrates a consistent focus on food sovereignty, Indigenous markets, environmental justice, and the intersection of urban development with cultural preservation. Her publications span interdisciplinary journals in geography, environmental studies, and Latin American studies, reflecting her commitment to transdisciplinary approaches to complex socio-environmental issues. She has developed innovative methodologies that blend participatory action research with critical pedagogy, examining how Indigenous markets persist amid corporate food systems and urban modernization. Her scientific achievements have been recognized with numerous awards including the ACSP/Lincoln Institute of Land Policy Curriculum Innovation Award (2020), the P.E.O. International Scholars Award (2020), and the Mabel M. Otis Endowed Scholar Award (2019), among many others. Dr. Denham has secured significant research funding from organizations including the National Science Foundation, Inter-American Foundation, and Wenner-Gren Foundation. Her teaching philosophy is inspired by Freirean critical pedagogy, emphasizing learner-centered environments that position students as agents of change. She teaches courses on qualitative methods, community development, and environmental sustainability, often incorporating community-engaged learning approaches. She recently co-designed a transdisciplinary undergraduate class on urban sustainability that won the Curriculum Innovation Award from the Association of Collegiate Schools of Planning and the Lincoln Land Institute. She has coordinated participatory action research with Chinantec youth researchers in Mexico, trained community researchers, and facilitated international exchanges focused on urban sustainability and food systems. Her professional development includes specialized training in Decolonial Methods in Social and Solidarity Economies through El Cambalache in Chiapas, Mexico.

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Didem Erdelمشاهده پروفایل

استادیار

Igdir UniversityTurkey

Asst. Prof. Dr. Didem Erdel is an academic at Iğdır Üniversitesi's Faculty of Science and Letters, Department of English Language and Literature. She has served as the Department Head from 2019-2020 and currently maintains active roles in teaching and research. Her educational background includes a PhD (2018) from Atatürk Üniversitesi in Educational Sciences focusing on leadership in language classrooms, an M.Ed. (2011) on student perceptions of EFL courses, and a B.Ed. (2008) in English Language Teaching from Gazi Üniversitesi. Research interests center on educational leadership in language teaching, learner autonomy, EFL classroom dynamics, and the integration of technology in education. Notable works include studies on transformational leadership effects, self-regulated online learning post-pandemic, and metacognitive awareness in reading strategies. She has contributed chapters to edited volumes on teacher leadership and technological pedagogical content knowledge. Teaching responsibilities span foundational and advanced English courses such as Reading Skills, Writing Skills, and Advanced English Grammar. Professional affiliations include memberships in BAAL, IATEFL, and INGED. Though no formal awards are listed, her prolific publication record (over 15 peer-reviewed articles and two book chapters) underscores her scholarly contributions to applied linguistics and language education. No directed theses or grants are explicitly noted, but her administrative experience and extensive teaching portfolio reflect her institutional commitment. Her work bridges theoretical frameworks with practical classroom applications, particularly in optimizing instructional leadership and digital pedagogy in Turkish EFL contexts.

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Zhuomin Huangمشاهده پروفایل

مدرس ارشد

The University of ManchesterUnited Kingdom

Zhuomin Huang is a Senior Lecturer in Intercultural Education at the University of Manchester's Manchester Institute of Education (MIE). She holds a PhD in Education (2019) alongside an MBA and teaching qualifications. Her research focuses on intercultural education, creative research methods, and epistemic justice in knowledge production. She leads the MA International Education program's EDUC70621 course unit on intercultural communication and co-designs creative methods training for university staff. Key research areas include intercultural mindfulness, student belonging, and the ethical dimensions of intercultural research. She actively contributes to global networks like the International Association for Languages and Intercultural Communication and Cultnet. Huang supervises PhD candidates exploring themes like international student narratives and intercultural identities. Her work addresses UN Sustainable Development Goal 4 (Quality Education) through advocating inclusive pedagogies and linguistic diversity. Recent research explores musicking as intercultural practice, linguistic resourcefulness, and methodologies that disrupt epistemic hierarchies. She has co-organized impactful workshops like 'Simulating International Students' Experience' to enhance staff awareness of student needs. Huang's creative methods emphasize visual arts, narrative portraits, and participatory approaches. She co-edits journals like Language and Intercultural Communication and serves as a PhD examiner for Leeds University. Her 28+ publications span intercultural education, arts-based research, and multilingual praxis, with emphasis on 2023-2025 outputs.

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