جستجوی استاد راهنمای دانشگاهی

برای مسیر پژوهشی‌تان، استاد راهنما، استاد دانشگاه و پژوهشگر مناسب را پیدا کنید و با آن‌ها ارتباط بگیرید.

نمایش ۷۲۱-۷۳۵ از ۸۸۳ استاد راهنما

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

Carol O'Byrneمشاهده پروفایل

مدرس ارشد

South East Technological UniversityIreland

Dr. Carol O'Byrne is a Senior Lecturer in the Department of Education at SETU (formerly Waterford Institute of Technology). She holds an EdD from the University of Sheffield and has expertise in professional identities, educational policy, and lifelong learning. Her work explores the intersection of structure and agency in academic contexts and the professional development of further education practitioners. Education: EdD in Education, University of Sheffield (2003–2009) MA in Applied Linguistics (French), University College Cork (1995–1996) BA (Joint Honours) in French and German, University College Cork (1990–1994) Research Interests: Professional identities in education Structure-agency dynamics in academic work Reflexivity in educational practice Lifelong learning and further education Second language acquisition Advising & Grants: Currently supervising a funded doctoral candidate researching professional identities of further education practitioners in Ireland. Has served on national committees including the Royal Irish Academy’s Modern Languages Committee and the HEI FET Forum.

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Lynnea Millsمشاهده پروفایل

دانشیار

University of California, San FranciscoUnited States

Lynnea Mills, MD is an Associate Professor in the Division of Hospital Medicine at the University of California, San Francisco (UCSF). She specializes in medical education and communication, serving as Director of the UCSF GME Competency Coaching Program and Director of Accreditation for Graduate Medical Education. Her work focuses on professional skill development for trainees, clinical skills remediation, and improving feedback/coaching systems in healthcare education. Education: B.A. from Stanford University (2004), M.D. from Columbia University (2010), currently pursuing a PhD in medical education at UCSF. Her research explores stress/emotion impacts on learning, particularly in remedial contexts, and she develops curricula for difficult conversations in healthcare. Research interests include communication strategies for learners, remediation processes, feedback mechanisms, and the intersection of emotional well-being with medical training. She leads programs like the Clinical Skills Guidance Program and the Acting Internship in Internal Medicine, emphasizing learner support and competency development. Her publications analyze SPIKES model adaptation for learners, cross-cultural remediation experiences, and emotional dynamics in medical education. She actively contributes to accreditation standards and program improvement across UCSF's 100+ residency programs. Lynnea is a faculty member in the Academy on Communication in Healthcare and participates in UCSF's Academy of Medical Educators. Her work integrates humanities perspectives with clinical practice, emphasizing compassionate communication and professional development.

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April Dawn Mannمشاهده پروفایل

مدرس ارشد

University of MiamiUnited States

April Dawn Mann is a Senior Lecturer and Director of The Writing Center at the University of Miami's College of Arts and Sciences. Her work focuses on innovative approaches to language education, writing instruction, and inclusive pedagogical practices. Research trends: Recent publications highlight interdisciplinary interests spanning educational philosophy, technology integration in language learning, and accessibility for neurodivergent students. Key themes include AI in language education (2024), historical perspectives on children's autonomy in schooling (2022), and writing support frameworks for English language learners (2019). Scientific Awards: Distinguished Senior Lecturer As Writing Center Director, she oversees academic support services while maintaining an active research agenda at the intersection of writing pedagogy, neurodiversity, and educational technology.

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Josefa Rodriguez Pulidoمشاهده پروفایل

استاد

University of Las Palmas de Gran CanariaSpain

Josefa Rodriguez Pulido is a Professor at the University of Las Palmas de Gran Canaria (ULPGC), affiliated with the Department of Education. Her research focuses on educational sciences, didactics, school organization, and inclusive education. She has advised numerous students in bachelor's, master's, and doctoral programs, contributing to the development of innovative pedagogical strategies and educational policies. Her work emphasizes competency-based learning, the integration of technology in education, and the impact of social factors on student success. In terms of academic contributions, she has published extensively in peer-reviewed journals and book chapters, addressing topics such as pandemic adaptations in education, AI-driven learning tools, and social support systems for university students. Her research also explores legal frameworks in education and the role of intangible assets in institutional governance. Educational Background: While not explicitly detailed, her role as a University Professor suggests advanced qualifications in education or related fields. Professional Affiliations: Department of Education, ULPGC; Research Groups: 'GIR Educación Inclusiva, Sociedad y Familia', 'GIR IATEXT: Didáctica, Aprendizaje y Motivación en Contextos Específicos'. Her advising spans a wide range of disciplines, including teacher training, science education, and social sciences. She has collaborated on projects involving curriculum development, educational technology, and policy analysis, reflecting her commitment to bridging theory and practice in educational systems.

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Bee Chamcharatsriمشاهده پروفایل

دانشیار

University of New MexicoUnited States

Bee Chamcharatsri is an Associate Professor in the Department of Rhetoric and Writing at the University of New Mexico, with a joint appointment in the Bilingual/TESOL program within the College of Education. She holds a PhD from Indiana University of Pennsylvania (IUP). Her research focuses on emotions in second language writing, identity construction in multilingual contexts, and world Englishes. Dr. Chamcharatsri’s work explores how affective factors influence language learning, particularly through creative writing and translanguaging approaches. Her academic background includes studies in sociocultural theory, feedback practices in writing instruction, and the role of first language (L1) in peer review activities. She advocates for inclusive pedagogical strategies that integrate multilingual resources and promote critical language awareness. Her publications span topics such as L2 writer identity, poetry as an emotional outlet, and the impact of standardized assessments on linguistically diverse students. Dr. Chamcharatsri’s interdisciplinary approach bridges rhetoric and writing studies with TESOL, emphasizing the interplay between language, emotion, and cultural identity. She collaborates across departments to address issues in global English use, academic publishing politics, and the sociocultural dimensions of language education.

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Janice Blandمشاهده پروفایل

استاد

Nord UniversityNorway

Janice Bland is a Professor of English Education at Nord University, Norway, specializing in teacher development and children’s literature integration in language education. She previously held positions at German universities including Münster and Vechta, completing her doctorate at Jena University (2012). Her work focuses on creativity in ELT, intercultural learning, and the use of literature from picturebooks to young adult fiction. She coordinates in-service teacher training programs and leads the Nord Research Group for Children’s Literature in ELT. Her educational background includes a Ph.D. in English Education from the University of Jena. She has authored/co-edited influential books like Children’s Literature and Learner Empowerment (2013), Teaching English to Young Learners (2015), and contributed to the Routledge Handbook of Teaching English to Young Learners (2018). She co-edits the Children’s Literature in English Language Education (CLELEjournal) , fostering dialogue between ELT and children’s literature research. Research Interests Creativity and drama-based methodologies Intercultural and critical literacy Picturebooks and global issues education Teacher education program design Her publications emphasize 'deep reading' practices and the transformative potential of literature in fostering intercultural competence. She has given plenaries in 12 countries and collaborates internationally through AILA Research Networks (ELL-ReN, LiLLT-ReN). Awards While no specific prizes are listed, her editorial work and book contributions signify peer recognition in ELT literature research. Grants & Advising Develops teacher training curricula for primary/secondary educators Leads Nord University’s children’s literature research group Labs/Teams Coordinates the Nord Research Group for Children’s Literature in ELT, focusing on pedagogical applications of literature in language learning.

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Gracienne Lauwersمشاهده پروفایل

پژوهشگر

Vrije Universiteit BrusselBelgium

Gracienne Lauwers is a postdoctoral researcher at the Brussels Institute for Teacher Education and affiliated with the Faculty of Law at Vrije Universiteit Brussel (VUB). She holds a Ph.D. in Law from the Netherlands and Master's degrees in Law and Arts from Belgium. Her expertise spans European law, public international law, human rights, disability law, education law, and global education studies. She advises NGOs, governments, and individuals on legal and educational matters and co-founded the European Education and Law Alliances (EduLawEU) Foundation. **Education:** Ph.D. Law (Netherlands), Lic. Iur. (Belgium), Lic. Arts (Belgium). **Affiliations:** VUB Faculty of Law, Trento University, Vilnius University, and others. **Grants:** Jean Monnet Grant (ELAT), Erasmus+ grants (MONEUL, MELINC, EduLAw). **Projects:** Focus on inclusive education, digital learning, and rights-based education systems in Mongolia and Europe. Her research interests include the governance of online learning, legal frameworks for inclusive education, and rights of learners with disabilities. Notable publications include textbooks on EU education law and pandemic-era governance. She received the 2012 'Best Professor' award and leads projects like the MELINC initiative for SEN counseling centers in Mongolia. **Advising & Grants:** Over 80 publications and 5 major projects (2016–2026). Active in international collaborations, with recent focus on EU-Mongolia educational partnerships. Resources include open-access YouTube tutorials (EduLawEU channel) and researchgate publications.

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Magdalena Szyszkaمشاهده پروفایل

استادیار

University of TurkuFinland

Magdalena Szyszka is an Assistant Professor in the Department of Applied Linguistics at the University of Opole (Poland), affiliated with the Faculty of Philology. She currently holds a postdoctoral position at the University of Turku (Finland) as part of the FDF2 project on fluency and disfluency in L2 speech. Her research focuses on affective factors in language learning, pronunciation strategies, and teacher training. Szyszka earned her PhD in Linguistics in 2016 and has taught at all academic levels since. Her academic career includes leadership roles in international projects such as FORTHEM Alliance, TOOLS, and DYSTEFL2. She has coordinated student internships and university-school collaborations. Key research areas include individual learner differences (ILDs), language anxiety, and the interplay between fluency markers and psychological factors in L2 speech production. Her publications explore themes like pronunciation learning strategies, teacher beliefs, and the impact of ethnocentrism on language accentedness. She actively contributes to applied linguistics through peer-reviewed articles in journals like Applied Linguistics Review and International Review of Applied Linguistics .

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Elizabeth Alssenمشاهده پروفایل

مدرس

Lapland UniversityFinland

Teaching English as a Foreign Language
Information and Communication Technology in Education
Content and Language Integrated Learning
+۲ مورد دیگر

Elizabeth Alssen is a Lecturer at the Faculty of Education, University of Lapland, specializing in language pedagogy and educational technology. Her research examines innovative approaches to teaching English as a foreign language, with particular focus on Content and Language Integrated Learning (CLIL) methodologies and ICT-enhanced instructional design. Her primary research domains include: Teacher-conducted research in TEFL and ICT integration English-medium instruction and CLIL frameworks Plurilingual education strategies Communicative materials development Virtual learning environments Alssen's publications demonstrate consistent focus on student-centered approaches to language acquisition, examining how technological tools and peer collaboration enhance learning outcomes. Her work bridges theoretical frameworks with practical classroom applications. She maintains active academic collaborations through conference presentations and international research visits, notably hosting scholars from institutions like Hokkaido University.

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Amy Cookمشاهده پروفایل

استاد آموزشی

Bowling Green State UniversityUnited States

Amy Cook is a Teaching Professor in the English Department at Bowling Green State University (BGSU), affiliated with both the English for Speakers of Other Languages (ESOL) program and the University Writing Program (UWP). She holds an M.A. in TESOL from the University of Arizona and a B.A. in Languages and Latin American Studies from the University of New Mexico. Her research focuses on vocabulary acquisition, genre-based writing strategies, reflective teaching practices, and the scholarship of teaching and learning (SoTL). Dr. Cook teaches a range of courses including academic writing for international students, graduate-level writing, and TESOL methodology. Recent presentations include discussions on alternative grading models in writing courses (2024), evidence-based vocabulary learning strategies (2023), and accessibility in document design (2021). Her publications emphasize practical pedagogical strategies for L2 writers and foundational concepts in teaching and learning theory. Active in professional organizations, she is a member of TESOL International and the Consortium on Graduate Communication (CGC). Her work integrates multimodal approaches to language instruction and emphasizes inclusive educational practices.

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Laurence Mettewieمشاهده پروفایل

دانشیار

University of NamurBelgium

Laurence Mettewie is an Associate Professor at the Department of Netherlandic Studies, Université catholique de Louvain (UCLouvain), affiliated with the Namur Institute of Language, Text and Transmediality. Her expertise revolves around socio-affective variables in language learning, bilingual education (CLIL, immersion), linguistic landscape analysis, and multilingualism in Belgium. She holds a PhD in Linguistics from Vrije Universiteit Brussel (2004), a Post-graduate Certificate in European Studies (ULB, 1993), and Masters in Germanic Philology and Teaching from ULB (1992). Her research examines multilingualism in Belgian linguistic communities, with comparative insights from Canada. Key themes include language policies, CLIL implementation, and language attitudes in education. She has led numerous projects, including studies on CLIL pedagogies, language politics in parliamentary discourse, and informal language learning via e-tandems. Her work addresses challenges in language education and integrates socio-affective dynamics into policy analysis. Recent publications explore longitudinal impacts of CLIL on learner motivation, informal language learning through digital platforms, and historical language ideologies in Belgium. She collaborates internationally and advises on language policies. Grants and partnerships include projects on multilingual education, language landscape analysis, and teacher training. She contributes to public discourse on language education through media engagements and academic lectures.

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Marijana Marjanovikj-Apostolovskiمشاهده پروفایل

مدرس ارشد

South East European UniversityMacedonia

Marijana Marjanovikj-Apostolovski is a Senior Lecturer at the Language Center of the South East European University (SEEU) in Tetovo, Macedonia. She holds a Master of Arts in English Language Teaching from SEEU's Faculty of Languages, Cultures and Communication, focusing on fostering learner autonomy in higher education. Her work experience spans over two decades, specializing in teaching Basic Skills English (BSE), English for Specific Purposes (ESP), and Academic English courses. She is a full-time faculty member with a strong emphasis on integrating technology like ChatGPT into language education. Education: Master of Arts in English Language Teaching (2006–2010), SEEU Professor of English Language and Literature with American Studies (1995–2000), University of St. Cyril and Methodius Research Interests: Her research focuses on multilingualism, ESP curriculum design, learner autonomy, and the role of technology in language learning. She explores how tools like ChatGPT can enhance job interview skills and academic writing proficiency among students. Publications Trends: Her articles emphasize practical applications of ESP in business contexts, the benefits of multilingualism in EFL courses, and innovative teaching methods. Recent work highlights the integration of AI tools like ChatGPT into undergraduate courses. Labs/Teams: Active in the Language Center at SEEU, contributing to pedagogical innovation and multicultural education initiatives.

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Rufat Osmaniمشاهده پروفایل

مدرس ارشد

South East European UniversityMacedonia

Rufat Osmani is a Senior Lecturer at the Language Center of South East European University (SEEU) in Tetovo, North Macedonia. He holds a Master of Arts in English Language Teaching (ELT) from Gazi University (Turkey) and a Bachelor of Arts in ELT from Selcuk University (Turkey), specializing in Language Assessment. His professional engagement is full-time, with expertise in English language instruction and educational technology integration. Osmani's research focuses on innovative teaching methodologies, digital tools in education, and language learning challenges. Key areas include student engagement through platforms like Google Classroom, fostering critical thinking in business English contexts, and addressing barriers to oral communication in EFL environments. His work bridges theoretical pedagogy with practical classroom applications, emphasizing learner autonomy and technology-enhanced learning. His publications span topics like socio-political language dynamics in North Macedonia, communicative language teaching strategies, and the role of learning management systems (LMS) in skill development. He has contributed to curriculum development, assessment frameworks, and educational quality assurance at SEEU since 2002.

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Berit Hope Blåمشاهده پروفایل

استادیار

Østfold University CollegeNorway

Berit Hope Blå is an Assistant Professor at the Norwegian National Centre for English and other Foreign Languages in Education. Her work focuses on curriculum development, language teaching methodologies, and multilingual education. She holds academic qualifications in German, Norwegian, and linguistics from the University of Bergen (UiB) and has extensive teaching experience in both secondary schools and higher education institutions. Her research emphasizes innovative pedagogical approaches to deepen language learning through process-oriented and practice-based instruction. Blå is affiliated with the TOOL-Kit research group, investigating topics such as digital language provision for teacher training, national curriculum frameworks, and writing pedagogy in foreign language education. Her publications from 2019–2023 explore themes including multilingualism in online education, student motivation in language choice, and curriculum renewal strategies. Her writing-focused studies address genre-specific instruction in German and holistic approaches to teaching English writing at primary levels. Key areas of expertise include designing competency-based language curricula, leveraging technology for language learning, and fostering student engagement through active learning methodologies. She contributes to national initiatives on language education policy and teacher professional development. Her office is located at Halden G1-043.

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Louise Tranekjærمشاهده پروفایل

دانشیار

Roskilde UniversityDenmark

Louise Tranekjær is an Associate Professor at Roskilde University's Department of Communication and Arts, serving as Head of the Language Profile and Head of the Research Group Language and Learning. She holds a Ph.D. in Intercultural Studies and an MA. Her work focuses on categorization processes related to ethnicity, race, and identity, examining their role in inclusion/exclusion dynamics within labor markets and education. Using discourse and conversation analysis, she explores how identities and social relations are negotiated through interactional resources like humor. Key research areas include intercultural communication, workplace language learning, and the intersection of culture and pedagogy. She leads projects such as 'Language and Cultural Cognition' and 'Varig Tilknytning til Arbejdsmarkedet,' addressing language policies and professional integration. Her recent outputs emphasize digital tools for language learning and global citizenship education. Education: Ph.D. in Intercultural Studies, MA Key Projects: Language and Cultural Cognition (2021–present), Læring på Spil (2020–2021) Awards/Activities: Over 70 academic activities including lectures, workshops, and peer reviews. Notable media engagement includes a 2023 article on language learning through games. Her work bridges theoretical discourse analysis with practical applications in education and workplace settings, advocating for inclusive communication strategies. She collaborates internationally, contributing to edited volumes on framing analysis and intercultural understanding.

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