جستجوی استاد راهنمای دانشگاهی

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نمایش ۷۳۶-۷۵۰ از ۸۸۳ استاد راهنما

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

Cindy Brantmeierمشاهده پروفایل

استاد

Washington University in St. LouisUnited States

Cindy Brantmeier is a Professor of Applied Linguistics and Global Studies at Washington University in St. Louis, with affiliate appointments in the Department of Romance Languages and Literatures, Department of Psychological and Brain Sciences, and the Department of Education. She holds a PhD in Applied Linguistics from Indiana University and serves as Director of Applied Linguistics, overseeing the interdisciplinary PhD program and undergraduate minor. Educational Background PhD in Applied Linguistics, Indiana University Her research focuses on second language acquisition, reading comprehension across cultures, and health literacy. She leads the Language Research Laboratory, conducting experiments on variables like self-assessment, personality, and cultural factors in L2 learning, with recent work integrating health literacy for linguistically diverse patients. Recent publications emphasize remote language learning during the pandemic, cross-cultural EFL strategies, and working memory in L2 reading. Her work is funded by organizations including the US State Department and the National Strategic Language Initiative. Scientific Awards 2012 Emerson Excellence in Teaching Award Five-time recipient of graduate student mentoring awards 2019 Merle E Simmons Distinguished Alumna, Indiana University Brantmeier advises graduate students in experimental research on language acquisition and has supervised teams at WashU’s Institute for Public Health, where she examines language use in healthcare for linguistically diverse populations. She also engages in community work with St. Louis refugees and immigrants.

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Dean Bettsمشاهده پروفایل

استاد

Western UniversityCanada

Dean Betts is a Professor at the University of Western Ontario's Schulich School of Medicine & Dentistry. He holds a BSc and MSc from the University of Western Ontario's Department of Zoology, a PhD from the University of Guelph's Department of Biomedical Sciences, and completed a postdoctoral fellowship at Case Western Reserve University's Department of Genetics. His research focuses on early embryo development, pluripotent stem cells, and metabolic pathways, with a particular interest in translating canine stem cell therapies to human applications. He leads the Betts Lab, emphasizing regenerative medicine and cellular metabolism. His work explores p66Shc's role in stem cell behavior, metabolic reprogramming for pluripotency induction, and overcoming barriers in veterinary stem cell therapies. Dr. Betts' research has produced over 60 publications, including studies on fatty acid effects on embryo development, autophagy regulation, and canine iPSC generation. He mentors students, emphasizing their growth in scientific inquiry and innovation. His lab collaborates on projects addressing metabolic plasticity, microRNA expression in embryos, and educational strategies for inclusive higher education.

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Nick Andonمشاهده پروفایل

دانشگاهی

King’s College LondonUnited Kingdom

Dr Nick Andon is a Visiting Lecturer at King’s College London, affiliated with the School of Education, Communication & Society within the Faculty of Social Science & Public Policy. He has extensive experience in language education, having taught English as a foreign language across Senegal, Indonesia, London, and Oman from 1981–1993. After joining Thames Valley University in 1993, he contributed to English for academic purposes, distance learning materials, and teacher education programs. At King’s since 1999, his work includes international projects in Gabon, Bolivia, Hungary, Bulgaria, Mexico, Argentina, and Algeria. His research focuses on second language acquisition (SLA), teacher knowledge, and practices, particularly in Modern Foreign Language (MFL) education in the UK. Key interests include task-based language teaching (TBLT), teacher development, learner autonomy, and materials’ role in language learning. He supervises PhDs on language teaching methodology, teacher beliefs, curriculum policy, and learner strategies. Dr Andon is part of the Centre for Language, Discourse & Communication (LDC), a hub for descriptive linguistics and language in education research. His publications span TBLT applications, teacher education innovation, and materials development, reflecting a commitment to bridging theory and practice in language education.

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Kirsten Pamperienمشاهده پروفایل

مدرس

University of HamburgGermany

Dr. Kirsten Pamperien is a Lecturer in the Department of Didactics of Social Sciences and Mathematics and Natural Sciences within the Faculty of Education at the University of Hamburg. She coordinates the university project of the PriMa measure, a program supporting mathematically gifted primary school children. Her research focuses on talent identification systems, progressive problem-solving tasks, inclusion strategies for migrant students, and classroom observation frameworks. Key areas include developing diagnostic tools for mathematical giftedness and evaluating enrichment program effectiveness. With a doctorate completed in 2021 on fostering mathematically gifted children, Pamperien received the Waxmann Poster Prize (2015) and was named Mathemacherin des Monats (2014) by the German Mathematical Society. Her publications demonstrate consistent focus on improving identification and support systems for gifted learners. Since 1999, she has coordinated the PriMa project, overseeing university math circles for grades 5-8 and conducting regular teacher trainings. Previously, she taught at Grundschule Turmweg (1999-2001) and GTS Osterbrook (1991-1999), developing mathematics workshops and serving as literacy consultant. Educational background includes mathematics and biology teaching qualifications (First State Examination, 1988) and psychological research on girls' mathematical development (1988-1989).

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Katherine Lithgowمشاهده پروفایل

مدرس ارشد

University of WaterlooCanada

Katherine Lithgow is a Senior Lecturer and Senior Educational Developer at the University of Waterloo's Centre for Teaching Excellence (CTE), specializing in integrative and experiential learning. She leads initiatives to connect academic, workplace, and community learning environments, emphasizing ePortfolio pedagogy and self-directed learning. Her work spans over two decades in education, with prior roles in health science education and online course design. Education: Master's in Educational Technology, University of British Columbia Bachelor of Arts, University of Toronto Certification in Diagnostic Cytology from Michener Institute for Applied Health Sciences Research focuses on: - Designing student-centered learning frameworks like SLICCs (Student-Led Individually-Created Courses) - Enhancing skill articulation through digital portfolios - Bridging workplace and academic competencies - Assessing experiential learning outcomes Grant leadership includes major projects such as the SLICCs initiative (2020-2021) and the WatCV ePortfolio system (2016). She collaborates across disciplines including Engineering, Public Health, and Entrepreneurship, with recent presentations at international conferences like eCampusOntario and the Canadian Council for Small Business & Entrepreneurship. Key contributions: Developed assessment tools for competency-based education Authored influential publications on ePortfolio implementation Pioneered frameworks for student-led course creation

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Jill Willisمشاهده پروفایل

استاد

Queensland University of TechnologyAustralia

Professor Jill Willis is a leading academic in Education at Queensland University of Technology (QUT), holding a position in the School of Education within the Faculty of Creative Industries, Education & Social Justice. Her roles include teaching in the Masters of Teaching and Masters of Educational Leadership programs, and co-leading major ARC Linkage projects such as Accessible Assessment and Thriving in Vertical Schools. She holds a Doctor of Philosophy from QUT and is a Senior Fellow of the Higher Education Academy. Her research focuses on assessment structures, learning spaces, and teacher agency, with a strong emphasis on collaborative methodologies. Key projects include investigations into vertical school environments, student wellbeing, and inclusive assessment practices. Her work often involves international collaborations with institutions in Canada, New Zealand, and England. Jill’s awards include the prestigious ACEL Qld Miller Grassie Award for innovative teaching in the Master of Educational Leadership program. She has published extensively on assessment pedagogies, teacher reflexivity, and learning environments, with her 2024 book Learning to Assess addressing teacher education in assessment literacy. Her supervision spans 15+ PhD and professional doctorate students, focusing on topics like middle leadership, student advocacy, and vertical school design. She leads interdisciplinary teams in projects such as the Kelvin Grove Teacher Education Centre partnership and the Mentoring Beginning Teacher initiative, reflecting her commitment to bridging academic research with practical educational impact.

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Mehmet Sakمشاهده پروفایل

مدرس

TED UniversityTurkey

Mehmet Sak is a Lecturer at TED University's Department of Foreign Language Education – English Language Education since February 2023. He holds a BSc (2017) and MA (2020) from Hacettepe University, and is pursuing a PhD at Middle East Technical University (since 2021), supported by TÜBİTAK. His research focuses on language learning psychology, teacher education, and online pedagogy. Key areas include directed motivational currents (DMC), teacher well-being, and emotion regulation in educational settings. Education: Bachelor of English Language Teaching, Hacettepe University, 2017 Master of English Language Teaching, Hacettepe University, 2020 PhD Candidate in Language Education, Middle East Technical University, ongoing Research Interests: Dr. Sak explores the psychological dimensions of language learning and teaching, particularly DMC theory and its implications for teacher well-being. His work bridges emotional dynamics, motivational frameworks, and digital pedagogy in higher education contexts. Recent studies investigate well-being in online language classrooms and the role of virtual exchange in teacher education. Recent Trends in Publications: His articles (e.g., in System , TESOL Quarterly ) analyze motivational fluctuations, emotional outcomes of DMC, and teacher self-reflexivity. Ongoing projects include a scoping review of DMC literature (2015–2025) and studies on language teacher educator roles. Awards: Multiple TÜBİTAK International Scientific Publications Incentive Awards (2021–2025) TED University Publication Awards (2021–2024) Teaching & Grants: Currently teaches courses like Psychology of Language Learning and Teaching and Translation . Principal Investigator for the 2023–2024 project on pre-service teacher well-being in telecollaborative exchanges. Collaborator on a 2019–2020 project funded by TED University. Labs/Teams: Engaged in interdisciplinary research teams focusing on language teacher education and digital literacy. Planned 2025 visiting researcher role at University of Edinburgh to advance studies on language educator well-being.

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Marianne Bessyمشاهده پروفایل

استاد

Furman UniversityUnited States

Marianne Bessy is the Lois Aileen Coggins Professor of Modern Languages and Literatures at Furman University, where she has served since 2008. She specializes in French Studies with a focus on contemporary migrant literature and the works of Vassilis Alexakis. Her research also bridges pedagogical innovations in second-language teaching and global competence development. She coordinates the French Language program and has received prestigious teaching awards including the Furman Award for Meritorious Teaching (2023) and recognition as an ‘Honored French Citizen’ by the French Consulate (2016). Education : Ph.D., French Studies, Louisiana State University (2008) M.A., French, University of Limerick, Ireland (2002) Maîtrise d’anglais (M.A. in English), Université Rennes 2, France (2000) Licence d’anglais (B.A. in English), Université Rennes 2, France (1999) Research Interests : Her work critically examines migrant narratives in French literature and cinema, bilingual authorship, and pedagogical approaches to language acquisition. Key themes include: Transnational identities in Alexakis’ fiction Migrant cinema and cultural representation Metacognitive strategies in language learning Cultural integration pedagogy Teaching & Awards : Bessy’s awards reflect her excellence in both scholarship and pedagogy, including: SCICU Excellence in Teaching Award (2017) Endowed professorship (2021–present) Her publications include monographs like Vassilis Alexakis: Exorciser l’exil (2011) and edited volumes on migration narratives in film and literature. She frequently publishes in journals like Foreign Language Annals and Dalhousie French Studies .

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Stephanie M. Knouseمشاهده پروفایل

استاد

Furman UniversityUnited States

Stephanie M. Knouse is a Professor of Spanish and Chair of the Linguistics Interdisciplinary Minor at Furman University. She holds a Ph.D. in Hispanic Linguistics from the University of Florida, an M.A. from Middlebury College, and a B.A. from Towson University. Her teaching spans all levels of Spanish and linguistics, emphasizing experiential and service-based learning. Dr. Knouse has co-directed four study abroad programs to Spain and integrates social justice themes into her courses. She is a dedicated mentor, supporting students' academic and personal growth through research collaborations and advising. Her research focuses on multilingualism, sociolinguistics, and pedagogical practices, with a particular interest in language variation and social justice in language education. Dr. Knouse has received prestigious awards including the 2023 Furman Teaching Award and a 2017 Research Grant from ACTFL. Her work spans over two decades, with publications in Hispania , Revista de Humanidades Sarasuati , and Foreign Language Annals , among others. She leads two longitudinal research projects: 'Spanish in the Upstate of South Carolina' and 'Language Learning Experiences' (with Dr. Marianne Bessy). Her pedagogical innovations include using digital tools like Pinterest and the Camino de Santiago as reflective practices in language learning. As an advocate for community-based learning, she designs courses that bridge academic content with real-world applications. Her teaching philosophy emphasizes fostering linguistic competence alongside critical thinking and social awareness. Professional activities include workshop facilitation on reflective practices and language pedagogy, further enriching her contributions to the field of Hispanic linguistics and foreign language education.

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Anders Jönssonمشاهده پروفایل

استاد

Kristianstad UniversitySweden

Anders Jönsson is a Professor of Didactics with specialization in natural science didactics at the Faculty of Education. He holds roles including Director of Studies for postgraduate education in pedagogical work and is affiliated with the Learning in Science and Mathematics (LISMA) group. His research focuses on educational assessment, teacher training, self-regulated learning, and the integration of technology in education. He has led multiple projects, including the REMATH research school and initiatives on developing educators' relational competence through virtual simulations. His work contributes to UN Sustainable Development Goals related to quality education. Research interests span rubric-based assessment, formative feedback, and innovative pedagogical methods. Notable projects include exploring virtual avatar simulations for special educators and analyzing the impact of ChatGPT in medical education research. He actively supervises doctoral students like Miranda Rampe and Brommesson. With an h-index of 16 and 2868 citations, his work emphasizes equitable assessment practices and the role of criteria transparency in education. Recent activities include invited talks on didactics and assessment, serving on examination committees, and leading workshops. Media contributions highlight critiques of traditional pedagogical approaches in Swedish education. His research spans over 15 years, with publications addressing sustainable development teaching, self-assessment efficacy, and curriculum design in science education.

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Ilona Laakkonenمشاهده پروفایل

مدرس

Jyvaskyla University of Applied SciencesFinland

Ilona Laakkonen is a Lecturer at JAMK University of Applied Sciences, affiliated with the College of Professional Teacher Education. Her work focuses on digital education, teacher training, and pedagogical innovation in higher education contexts. Specializes in Blended Learning and Personal Learning Environments Active in 3D Virtual Learning and Gender Studies in Education Research explores future-oriented educational designs and technologies Email: ilona.laakkonen@jamk.fi Research Trends Her publications reflect a sustained interest in technology-enhanced learning, particularly through: Blended learning frameworks 3D immersive educational environments Gender representation in curricula Personalized learning systems Student wellbeing and engagement Evolving educational cultures

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Dominik Wolffمشاهده پروفایل

دانشیار

West Chester University of PennsylvaniaUnited States

Dominik Wolff is an Associate Professor in the Department of Languages and Cultures at West Chester University. He holds a Ph.D. from Michigan State University, an M.A. from Syracuse University, and a B.A. from Gerhard Mercator University. His research focuses on teacher identity, corrective feedback in instructed SLA, and technology's role in language education. He teaches courses including LIN 501 and LAN 583, emphasizing qualitative and mixed-methods research. His recent work explores post-pandemic ESL teaching perceptions, feedback-seeking behaviors in learners, and the impact of teacher-student relationships. Key themes include virtual learning equity, motivational factors in corrective feedback, and teacher emotion labor. Wolff has presented at conferences such as the American Association of Applied Linguistics and the Linguistic Association of Pakistan. His studies often bridge theoretical frameworks with practical classroom applications, addressing both K-12 and higher education contexts.

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Leah Katherine Saalمشاهده پروفایل

دانشیار

Loyola University MarylandUnited States

Leah Katherine Saal is an Associate Professor in the Department of Literacy and Language at Loyola University Maryland’s School of Education. She specializes in graduate-level literacy education and educational research, emphasizing service-learning as a transformative pedagogical approach for urban education. Saal’s work bridges academic inquiry with community engagement, informed by her extensive experience teaching adults and families in diverse settings. Educational Background: Ph.D., 2013, Curriculum and Instruction: Literacy, Louisiana State University M.A., 2013, Educational Leadership, Research, & Counseling: Applied Educational Research Methodology & Evaluation, Louisiana State University Ed.S., 2010, Curriculum and Instruction: Literacy and Special Education, Loyola University Maryland M.S., 2007, Human Resource Education: Adult Education, Louisiana State University B.A., 2005, English (Major), Political Science (Minor), Loyola University New Orleans Her research focuses on the intersection of literacy and social justice, with two strands: (1) adult and older student literacies in educational and community contexts and (2) preparing literacy leaders for equity-driven practice. She contributes to editorial boards and committees, including the Loyola Engaged Scholarship Committee and Clinical Centers Research Committee. Scientific Awards: Exemplary Paper Award (2021, AERA) Early Career Engaged Scholar Award (2019, Campus Compact Mid-Atlantic) National Finalist, Ernest A. Lynton Award (2019) Early Career Scholar Award (2018, AERA) Latin America SIG Highlighted Research (2013, CIES) J. Michael Parker Award (2012, Literacy Research Association) She has secured multiple grants, including a $99,912 Ethan Saylor Alliance Grant (2019) for training self-advocate educators and $10,000 PIAAC Research Funding (2020) for studying adult information processing skills. Her work often involves collaborations with community partners, such as EMS agencies and disability advocates.

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Eleni Prokouمشاهده پروفایل

استاد

Panteion UniversityGreece

Eleni Prokou is a Professor of Educational Policy at the Department of Social Policy, Panteion University of Social and Political Sciences in Athens, Greece. She coordinates doctoral/postdoctoral studies in her department and teaches at the Hellenic Open University. Her research focuses on higher education and adult education policies, emphasizing their intersection with social policy. Key areas include comparative education, EU policy influences, and lifelong learning frameworks. She has held visiting roles at the University of Modena and Reggio Emilia and was an Honorary Senior Research Fellow at University College London's Institute of Education. Education: PhD in Comparative Educational Policy (Institute of Education, University of London) Affiliations: Member of multiple academic societies including the European Society for Comparative Education Award: 2003 European Society for Comparative Education Women's Network Award Her work critiques EU-driven education policies, such as the European Qualifications Framework, highlighting shifts toward marketization and individual responsibility. Recent studies address student retention in higher education, immigrant access to adult education, and Greece's semi-peripheral position in European educational reforms. Prokou emphasizes equity concerns amid policy trends prioritizing efficiency and employability. Publications span books on lifelong learning policies, comparative education analyses, and peer-reviewed articles in journals like Comparative Education and European Education . Her research bridges policy analysis with social justice, examining how educational systems reflect broader societal inequities.

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Anatole Bloomfieldمشاهده پروفایل

مدرس

The American University of ParisFrance

Anatole Bloomfield is a Lecturer in the Department of French Studies and Modern Languages at The American University of Paris (AUP), where he has been affiliated since 2000. He specializes in teaching French as a professional foreign language for business, diplomacy, and public administration, emphasizing cultural competency and practical communication skills. Bloomfield holds a Maîtrise des Lettres Classiques from the University of Rouen and a DEA in Didactology of Languages and Cultures from Paris III – Sorbonne Nouvelle. His research focuses on cultural identity dynamics in advanced French learners, particularly foreign students at Sciences Po Paris, and the application of urban environments like Paris for immersive language education. He has authored/co-authored multiple French language textbooks, including DELF B1 and DELF B2 preparation guides, and Affaires à suivre for professional contexts. His ongoing doctoral thesis explores cultural identity challenges in FLE learners through an anthropological lens. Bloomfield’s professional experience includes a two-year appointment at the French Cultural Institute in Edinburgh (1994–1995) with the French Ministry of Foreign Affairs. His pedagogical innovations prioritize real-world language use, leveraging Paris’s cultural and professional landscapes to enhance student engagement. He has developed instructional materials aligned with business and administrative domains, supported by partnerships like the Paris Chamber of Commerce and Industry.

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