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نمایش ۶۱-۷۵ از ۸۸۳ استاد راهنما

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

Sin-Wang Chongمشاهده پروفایل

استاد

University of St AndrewsUnited Kingdom

Professor Sin-Wang Chong is a leading academic in education and applied linguistics, currently serving as Director of Impact and Innovation and Director of Research at the International Education and Lifelong Learning Institute (IELLI), University of St Andrews. He is also the Inaugural Director of the Centre for International, Language, and Teacher Education Research (CILTER) and holds Visiting Professorships at King’s College London and the Education University of Hong Kong. His work focuses on evidence synthesis methodologies, research-practice integration, and language education, with over 70 publications and research projects valued over £3 million. Chong’s editorial roles include Founding Editor-in-Chief of Research Synthesis in Applied Linguistics and St Andrews Journal of International and Language Education , and Editor of Review of Education . He actively contributes to academic leadership, serving on councils of the British Educational Research Association (BERA), British Association for Applied Linguistics (BAAL), and International Association of Applied Linguistics (AILA). He co-founded initiatives such as TESOLgraphics and Scholarly Peers, platforms supporting teachers and early career researchers. His research emphasizes high-impact evidence syntheses, particularly in teacher education, and he leads a £2 million contract with the UK Department for Education. Awards include Senior Fellow of the Higher Education Academy (SFHEA), Fellow of the Royal Society of Arts (FRSA), and being named a Top 2% Scientist in Education (2023-2024, Elsevier-Stanford List). Professional contributions include grant assessment for major funding bodies and ethical guidelines development for BERA. He coordinates the Thesis by Publication resource platform and actively promotes open scholarship and peer-review literacy through podcasts and workshops.

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Hao-Chuan Wangمشاهده پروفایل

دانشیار

University of California, DavisUnited States

Hao-Chuan Wang is an Associate Professor in the Department of Computer Science at the University of California, Davis, with affiliations in the Electrical and Computer Engineering Graduate Program. He previously served as a faculty member at National Tsing Hua University, Taiwan, from 2012 to 2018, where he was promoted to tenured Associate Professor. He holds a Ph.D. in Information Science from Cornell University and has conducted postgraduate research at Carnegie Mellon University and Academia Sinica. His research lies at the intersection of Human-Computer Interaction (HCI), Computer-Supported Cooperative Work (CSCW), and Human-Centered AI, with a strong emphasis on collaborative systems, hybrid and remote work, video-mediated communication, and inclusive design for education and wellbeing. He employs mixed-method, human-centered approaches to design systems that support knowledge transfer, equity, and social interaction in distributed environments. His recent publications focus on AI-supported learning, fairness in group work, reflective tools, and cross-cultural interactions with large language models. These works are published in top-tier venues such as CHI, CSCW, CUI, and WWW, reflecting his impact in the HCI community. His scientific contributions have been recognized with several awards, including Best Student Paper at The Web Conference 2021, Best Demo Award at Augmented Humans 2021, Distinguished Paper Award at PACM IMWUT 2018, and multiple Honorable Mention awards at CHI and CSCW. Best Student Paper Award, The Web Conference (WWW) 2021 Best Demo Award, Augmented Humans International Conference 2021 PACM IMWUT Distinguished Paper Award, Ubicomp 2018 Honorable Mention Paper Award, CHI 2015 Honorable Mention Paper Award, CHI 2018 Honorable Mention Paper Award, CSCW 2018 Best Poster Award, ITS 2006 Wang actively contributes to the academic community through leadership roles in ACM SIGCHI, including serving as VP Finance (2024–2027), Workshop Chair for CHI 2025–2026, and Associate Editor for the Journal of Information Science and Engineering. He has advised numerous students whose research appears in major conferences, and his work bridges computer science, communication, design, and learning sciences, reflecting a deeply interdisciplinary and impactful scholarly profile.

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Adriana Gerarda Busمشاهده پروفایل

استاد

University of StavangerNorway

Adriana Gerarda Bus is a Professor at the University of Stavanger, Faculty of Arts and Education, and a leading researcher at the National Centre for Reading Education and Research. Her work bridges early literacy, digital media, and educational intervention, with a strong focus on how digital picture books can support children's language and reading development. Her research interests include early literacy, digital literacy, multimedia learning, bilingual and multilingual reading, home literacy environments, and educational technology. She investigates how digital enhancements in e-books influence story comprehension and vocabulary acquisition, particularly among young and language-minority children. Her work often employs meta-analytic methods to synthesize evidence across studies. The most recent articles highlight a consistent trend: exploring the efficacy, design, and accessibility of digital picture books across diverse contexts. Themes include screen vs. paper reading, multilingual access, nudging strategies to promote reading, and interventions like Bookstart. Her publications appear in high-impact journals such as AERA Open , Learning and Instruction , and Review of Educational Research . Building a Stronger Case for Independent Reading at School (2024) Nudging to Stimulate Reading in Primary and Secondary Education (2023) Efficacy of digital picture book enhancements... (2023) Free access to multilingual digital books... (2023) A Comparison of Children’s Reading on Paper Versus Screen: A Meta-Analysis (2021) She has received no explicitly mentioned scientific awards in the provided text. Her advising activities are not detailed, but she frequently collaborates with PhD students and early-career researchers. She has been involved in grant-funded projects related to digital literacy, Bookstart evaluations, and cross-cultural studies of reading interventions. She is affiliated with the National Centre for Reading Education and Research, a key hub for literacy research in Norway. Her team engages in both experimental and meta-analytic studies, often in collaboration with international partners from the Netherlands, the U.S., Poland, and Zambia. Future work appears to focus on expanding digital access for multilingual families and refining digital book designs for optimal learning outcomes.

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Shelton Giwaمشاهده پروفایل

مدرس ارشد

De Montfort UniversityUnited Kingdom

Shelton Giwa is a Senior Lecturer and Subject Lead in Marketing at De Montfort University, affiliated with the Leicester Castle Business School under the Faculty of Business and Law. He holds a PhD in Digital Marketing & Consumer Culture and actively contributes to teaching, research, and academic leadership. Education: PhD in Digital Marketing & Consumer Culture, De Montfort University (2018) MSc in Strategic Marketing, De Montfort University (2013) MA in Education, De Montfort University (2018) PGCert HE, De Montfort University (2017) BA (Hons) in Marketing, De Montfort University (2012) Shelton's research lies at the intersection of digital marketing, consumer culture, and pedagogy . His work explores how mobile technologies, location-based services, and social media shape consumer behavior and educational experiences. He investigates themes such as consumer privacy, mobile learning, and the rise of ‘edusumers’—students as active consumers of education. The trend in his recent publications shows a strong focus on location-based services (LBS) and mobile-enhanced learning , using qualitative methods like netnography. His research spans marketing, consumer behavior, and educational innovation, reflecting a dual expertise in both academic disciplines. Scientific Awards and Recognitions: Best MSc Student Performance (2013) Highflyers PhD Scholarship (2014) Staff Development Scholarships for PGCert HE and MA Education Two Vice-Chancellor’s Commendation Letters for Teaching Excellence (2018) Shelton is actively involved in academic service, including supervising a DBA student researching social media impact in Nigerian SMEs. He has served as an external examiner for the University of Lincoln and Staffordshire University, and as a reviewer for the Asia Pacific Journal of Marketing and Logistics . He has led a team of 36 academics in the Marketing section, demonstrating strong leadership and administrative capability. He is a member of the Academy of Marketing, Macro Marketing Society, and Chartered Institute of Marketing (CIM), and holds SFHEA and MCIM professional certifications. His work bridges research, teaching innovation, and academic leadership.

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Oğuzhan Atabekمشاهده پروفایل

دانشیار

Akdeniz UniversityTurkey

Oğuzhan Atabek is an Associate Professor of Educational Technology at the Department of Curriculum and Instruction , Akdeniz University . With 42 publications (WoS), 16 h-index (WoS), and 520 h-index (Scholar), his research focuses on technology integration , distance education , and human-computer interaction in pedagogical contexts. Research Interests: Artificial Intelligence in Education Digital Writing and Anxiety Psychological Aspects of Technology Use Music Education Technology Teacher Training Innovations Scientific Recognition: Elsevier Outstanding Reviewer Award (2018) Current Affiliations: Member of Nilay Özaydın's Lab at Akdeniz University. Collaborates internationally on educational technology applications and psychological dimensions of digital learning.

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Karoliina Inhaمشاهده پروفایل

پژوهشگر

University of JyväskyläFinland

Karoliina Inha is a Doctoral Researcher at the Centre for Applied Language Studies and a Doctoral Student in the Faculty of Humanities and Social Sciences at the University of Jyväskylä. Her research focuses on language learning, learner beliefs, and trajectories, with additional interests in ethical praxis in participatory research involving children. Centre for Applied Language Studies (CALS) Faculty of Humanities and Social Sciences Her work intersects linguistics and educational sciences, emphasizing early language education, democratic values in language teaching, and longitudinal research ethics. Recent publications address learner beliefs in primary education, ethical tensions in participatory methods, and curriculum development in multilingual contexts. She contributes to open-access research and participates in follow-up groups such as Language Campus and the Centre for Multilingual Academic Communication Movi.

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Gabriella Pergeمشاهده پروفایل

استادیار

Eötvös Loránd UniversityHungary

Dr. Gabriella Perge is an Assistant Professor and Lecturer at the Institute of Germanic Studies and the Department of German Language Teaching and Vocational Didactics at Eötvös Loránd University (ELTE) in Budapest. Her academic focus lies in foreign language pedagogy, multilingualism, and German language education. She has contributed extensively to research on text analysis, reading comprehension, and multilingual teaching methodologies through publications and projects like the LEELU teacher education initiative. Academic Rank: Assistant Professor Affiliation: Institute of Germanic Studies, ELTE Department: German Language Teaching and Vocational Didactics Her research explores multilingualism in institutional language teaching, emphasizing intercomprehension , language mediation , and coherence in multilingual writing . She investigates how learners develop competence through text-based learning and experiential reading strategies. Recent work includes analyzing temporal language patterns and curriculum design for multilingual classrooms. Dr. Perge’s publications (2015–2025) center on reading pedagogy , language didactics , and teacher training . Themes include vocabulary development across languages, extensive reading programs, and the role of coherence in multilingual education. Her LEELU project highlights experiential learning and collaborative reflection in teacher education.

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Tuan Nguyenمشاهده پروفایل

دانشیار

University of Missouri , ColumbiaUnited States

Tuan Nguyen is an Associate Professor of Educational Leadership and Policy Analysis at the University of Missouri, affiliated with both the Truman School of Government and Public Affairs and the College of Arts and Science. His research focuses on teacher leadership, school improvement, teacher labor markets, and the impact of financial aid on postsecondary education outcomes. He maintains an active public engagement presence through policy briefs, media commentary, and a dedicated website analyzing U.S. teacher shortages (teachershortages.com). Nguyen's work examines systemic challenges in educator recruitment and retention, particularly in rural and high-need settings. His research integrates policy analysis with practitioner insights, addressing issues like the distribution of qualified teachers, the effects of federal initiatives (e.g., Race to the Top), and the interplay between teacher working conditions and attrition. He has contributed to national conversations on STEM teacher shortages, special educator workforce diversity, and the role of financial aid in student persistence. His media engagements include appearances on PBS, NBC Today Show, and AAAS SciLine, where he discusses teacher turnover, merit pay, and rural education challenges. Nguyen emphasizes equity-focused research, advocating for evidence-based policies to address disparities in access to high-quality educators. His teaching philosophy emphasizes diverse pedagogical approaches and has been recognized through strong student evaluations across secondary and graduate education contexts.

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Mariana Gonzalez Boludaمشاهده پروفایل

مدرس

University of ReadingUnited Kingdom

Mariana Gonzalez Boluda is a Lecturer in Spanish Language at the Department of Languages and Cultures, School of Literature and Languages, University of Reading, UK. She brings over two decades of international teaching experience from France, Jamaica, the USA, and the UK, and is actively engaged in pedagogical innovation and research in applied linguistics. Educational Background: PhD in Applied Linguistics, University of Las Palmas de Gran Canaria, Spain MEd in Open and Distance Education Learning, UNED, Spain DEA in Development of Multimedia and New Methodologies in Foreign Language Teaching, UNED, Spain BA in Hispanic Philology, University of Murcia, Spain Her research centers on enhancing language education through critical and multimodal approaches. She investigates how digital tools, film, and hybrid learning environments can develop intercultural competence, writing skills, and student autonomy. Her work emphasizes sustainability, inclusivity, and social justice in Spanish language teaching, particularly through decolonizing curricula and integrating gender-inclusive language. She actively promotes learner engagement via collaborative and project-based methods. Her recent publications and conference presentations reveal a strong thematic trend toward digital innovation, critical pedagogy, and social inclusion in language education. She frequently explores the use of blogs, wikis, social media, and virtual platforms to support language acquisition and autonomy, especially in multilingual and international contexts. Her scholarship bridges theory and practice, aiming to transform traditional language classrooms into dynamic, equitable, and socially aware learning spaces. Professional Affiliations and Networks: Member, ELE UK Member, ASELE Member, FILTA Special Interest Group (SIG) Member: SIG ELE UK on 'Decolonisation of Spanish Language Teaching' SIG AULC on 'Pedagogical Approaches to Language Variation' ReN Learner Autonomy, AILA DIM-EDU Pedagogies, Innovation y Multimedia Mariana Gonzalez Boluda is a Fellow of the Higher Education Academy, affirming her commitment to excellence in teaching. She teaches advanced Spanish language modules (SP2L3/4, SP3L3/4) and integrates her research directly into her pedagogy. She has no listed grants or advisees in the provided text, but her leadership in educational research networks and conference contributions highlights her active role in shaping contemporary language teaching practices. Labs and Teams: She contributes to collaborative academic initiatives through her involvement in international research networks and special interest groups focused on learner autonomy, multimedia pedagogy, and inclusive language teaching. These networks function as distributed research teams advancing innovation in language education across borders.

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Carolyn Stottمشاهده پروفایل

مدرس ارشد

University of SydneyAustralia

Dr. Carolyn Stott is a Senior Lecturer in French Studies at the University of Sydney, affiliated with the School of Languages and Cultures. She holds academic roles including Chair of the Department of French and Francophone Studies and former Associate Dean, Student Life (2017-2021). Her academic background includes a B.A. (Hons) and Ph.D. from the University of Adelaide, alongside teaching qualifications from the South Australian College of Advanced Education. Her research focuses on French language pedagogy, student experience in higher education, and cultural representations of Parisian suburbs like Belleville. Notable projects include exploring generative AI in language teaching and academic integrity challenges in multilingual contexts. She has taught over 15 French language and literature courses, including foundational and advanced modules. Dr. Stott’s publications span detective fiction analysis, Parisian urban studies, and language transition pedagogies. Her work bridges literary criticism with practical educational strategies, evidenced by grants like the 2024 Strategic Education Grant for AI in language teaching. She has received prestigious awards including the Vice-Chancellor’s Award for Outstanding Teaching (2015) and FASS Teaching Leadership Award (2023). Her professional contributions include organizing language education conferences and serving in academic societies like the Australian Society for French Studies. She actively promotes international student support through collaborative initiatives and has been featured in media discussions about French language education in Australia.

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Jill Duncanمشاهده پروفایل

دانشیار

University of Newcastle Australia (UON)Australia

Associate Professor Jill Duncan serves as the University Chair for Equity, Diversity, and Inclusion (EDI) at the University of Newcastle's School of Education. With a career spanning academia, public service, and non-profit leadership, she champions inclusive education and social capital development for deaf/hard-of-hearing (DHH) individuals. Qualifications: PhD (University of Western Australia), Master of Educational Management (UWA), Master of Education (University of Cincinnati), Bachelor of Science (University of Cincinnati). Jill's research focuses on equity, diversity, and inclusion in education, social capital for DHH adolescents, and inclusive education for students with disabilities. Her work bridges policy and practice, emphasizing family engagement, teacher training, and technology integration. Recent publications analyze curriculum effectiveness for students with severe intellectual disabilities, UDL in higher education, and deaf role models' impact. Articles highlight trends in deaf education , communication assessment , and technology-enabled inclusion . Scientific Awards : Medal of the Order of Australia (2025), University of Newcastle Excellence Awards (2020), International Professional of the Year in Deaf Education (1998). Jill supervises PhD students on topics like deaf role models, curriculum inclusion, and AAC systems. She has secured $296,872 in grants, including projects on school autonomy, social capital, and teacher training. Her collaborations span Australia, UK, Canada, and Taiwan.

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Yujeong Choiمشاهده پروفایل

دانشیار

University of TorontoCanada

Yujeong Choi is an Associate Professor in the Teaching Stream at the Department of East Asian Studies, University of Toronto. She specializes in Korean language pedagogy and technology integration in second language acquisition. PhD in Second Language Acquisition (University of Texas at Arlington) MA in Linguistics (University of South Carolina) MA in English Literature (Sungkyunkwan University) BS in Chemistry (Dongguk University) Her research focuses on language pedagogy , project-based learning , and educational technology . She emphasizes technology-driven approaches to enhance language acquisition and comprehension. Recent publications examine: Project-based learning using book trailers (2018) Business communication training via Dragon's Den simulations (2018) Lexical priming effects in Korean language processing (2013-2015) Task-based interaction dynamics (2014) Technology integration in Korean language education (2017-2020) These works span linguistics , educational technology , and curriculum design . Contact: yujeong.choi@utoronto.ca

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Nick Sorensenمشاهده پروفایل

استاد

Bath Spa UniversityUnited Kingdom

Nick Sorensen is Professor of Improvisation at Bath Spa University, where he currently serves as Interim Head of the School of Writing, Publishing and the Humanities. He joined Bath Spa in 2008 after extensive experience working in secondary schools, including six years as a headteacher, and as an educational consultant. His academic journey includes a BA (Hons) in English and Drama from the University of Exeter, a PGCE from Goldsmiths College, London, an MA in Education from the University of Sussex, and a PhD from Bath Spa University. Sorensen's research centers around teacher education and professional development with a particular focus on improvisation as a fundamental element of teacher expertise. His book The Improvising Teacher: reconceptualising pedagogy, expertise and professionalism (2023) offers a radical reconceptualization of improvisation as core to teaching expertise. His research explores how expert teachers navigate complex classroom situations through improvisational thinking and action. His recent publications reveal a consistent focus on the intersection of improvisation, expertise, and professional practice in education. The articles demonstrate his theoretical development of the 'improvising teacher' concept and its application across various educational contexts, from music education to teacher training systems. His work increasingly bridges educational theory with practical applications for teacher development. Senior Fellow HEA AHRC Peer Review College (2016-2023) Sorensen has contributed to the development of the Paper Nations creative writing project and was a member of its Governance Group. He previously served as Assistant Dean of the Institute for Education at Bath Spa University. His educational consultancy company, The Improvising School, supports musicians, teachers, leaders and writers in developing their creativity. As a musician, Sorensen is a skilled saxophonist who has performed internationally with the transcultural music project Kusanganisa and has collaborated with notable jazz musicians including Pee Wee Ellis and Fred Wesley. His performance background deeply informs his educational research on improvisation.

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Amy J. Koمشاهده پروفایل

استاد

University of WashingtonUnited States

Amy J. Ko is a Professor and Associate Dean for Academics at the Paul G. Allen School of Computer Science & Engineering and The Information School at the University of Washington, Seattle . She serves as Editor-in-Chief of ACM TOCE , co-directs Reciprocal Reviews and CS for All Washington , and leads the CENSOR Research Lab . Her work prioritizes equitable, liberatory computing education , bridging human-computer interaction and social justice . Research Focus: Equity in CS education, AI literacy, inclusive design, developer productivity, and ethical technology use Awards: Best Paper Award (2024, 2022) Diversity + Inclusion Award (2024) Most Influential Paper Honorable Mention (2014) Honorable Mention (2024, 2023) Publications: Over 184 works spanning program comprehension, assessment design, ethical pedagogy, and democratizing computing education Books: Foundations of Information , Critically Conscious Computing , and Teaching Accessible Computing Her Google Scholar profile reflects citations under her deadname, which she advocates to correct. She emphasizes student agency and community collaboration , particularly with marginalized groups in computing spaces.

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Mátyás Anikóمشاهده پروفایل

مدرس

University of MiskolcHungary

Mátyás Anikó serves as an Assistant Lecturer at the Department of English Linguistics and Literature, Faculty of Humanities and Social Sciences, University of Miskolc. Office: A/6, room 3 Email: aniko.matyas@uni-miskolc.hu Phone: 06-46/565-111/22-46 Office hours: Tuesdays by appointment only Dr. Mátyás holds a Teacher of English MA and Translator in Social Sciences and Economics degrees from the University of Miskolc, and is pursuing a PhD in Language Pedagogy at Eötvös Loránd University. Her research spans multiple dimensions of language education with particular emphasis on contemporary teaching methodologies and learner engagement. Her work investigates the intersection of traditional language instruction with modern educational approaches, focusing on how teacher personality influences classroom dynamics, innovative writing instruction techniques for the digital age, and the complex relationship between teacher and student motivation. She examines language testing frameworks alongside differentiation strategies that accommodate diverse learning needs in multilingual environments. Dr. Mátyás' scholarship extends to neurolinguistics, exploring how language processing in the brain informs pedagogical approaches, while her interest in gamification represents engagement with cutting-edge instructional technologies. Her comprehensive research portfolio demonstrates both theoretical depth and practical application in language education.

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