جستجوی استاد راهنمای دانشگاهی

• Teacher education
• Aboriginal and Torres Strait Islander education
• First and second language learning for Aboriginal and Torres Strait Islander students
• +۳ مورد دیگر

Susan Poetsch is a Senior Lecturer at the University of Sydney's School of Education and Social Work. She coordinates the Master of Indigenous Languages Education (MILE) program and teaches units related to Aboriginal and Torres Strait Islander education, languages education, and the Indigenous Studies Major. Her work is deeply collaborative, conducted in partnership with Aboriginal and Torres Strait Islander communities, families, organizations, leaders, language experts, and educators. Dr. Poetsch holds a PhD from the Australian National University (ANU), an M.A. in Applied Linguistics from Sydney, a Grad Dip TEFL from Sydney, and a B.A. Dip. Ed. Primary from Macquarie University. Prior to her academic career at Sydney University, she served as a curriculum officer in the Board of Studies NSW, where she worked with Aboriginal community members, linguists, and school staff to implement the Aboriginal Languages K-10 Syllabus. Susan Poetsch's research focuses on language reclamation and maintenance for Aboriginal and Torres Strait Islander teachers, learners, and communities. Her work spans several key areas including teacher education, Aboriginal and Torres Strait Islander education, first and second language learning for Indigenous students, and linguistics for Aboriginal and Torres Strait Islander languages learning and teaching. Her recent publications demonstrate a consistent focus on Indigenous language revitalization, educational approaches for Indigenous language learners, and collaborative methodologies that center community knowledge and leadership. Dr. Poetsch has received significant recognition for her work, including: 2023 MAK Halliday Prize for Outstanding Research from the Applied Linguistics Association of Australia 2022 University of Sydney Early-Mid Career Academic Network (SEMCAN) Good Mentor Award 2018 ARC Centre of Excellence for the Dynamics of Language student mobility award 2013 Faculty of Education & Social Work Teaching Excellence Award (Koori Centre Team Award) In terms of mentorship, Susan Poetsch supervises research students including Keith LIN, who is researching "The Development of TESOL Postgraduate Students' Beliefs and Knowledge of Translanguaging through a Professional Development Program," and Iris MENZIES, who is studying "Supporting hidden multilingual Indigenous students in mainstream education: a case study in the East Kimberley." She is currently involved in significant research projects such as "Understanding Aboriginal and Torres Strait Islander language ecologies" (2021-2024), funded by the ARC Special Research Initiative, and "Teacher Education at the University of Sydney: Aboriginal and Torres Strait Islander Graduates' Pathways and Impacts" (2022-2023). Dr. Poetsch is actively engaged with numerous professional associations including the Applied Linguistics Association of Australasia, Australian Linguistics Society, Languages and Cultures Network for Australian Universities, First Languages Australia, Living Languages, Foundation for Endangered Languages, Australian Federation of Modern Languages Teachers' Associations, and ATESOLNSW. Her work demonstrates a deep commitment to collaborative research and education that centers Indigenous knowledge systems and language revitalization efforts.

• Attitudinal Learning
• Learner-Centered Education
• Educational Technology
• +۴ مورد دیگر

Sunnie Lee Watson is a Professor of Learning Design and Technology at Purdue University’s College of Education and serves as the Assistant Dean for Engagement and Global Initiatives. Her work bridges attitudinal learning, critical systems thinking, and learner-centered pedagogy. Ph.D. in Educational Leadership and Policy Studies, Indiana University (2008) Ph.D. in Instructional Systems Technology, Indiana University (2008) M.Ed. in Instructional Systems Technology, Indiana University (2005) B.A. in Educational Technology, Ewha Woman’s University (2001) Dr. Watson’s research focuses on transforming educational paradigms through attitudinal learning and mindset change in formal and informal settings. She pioneers the integration of innovative educational technologies to foster learner-centered online instruction . Her recent publications emphasize MOOCs as tools for attitudinal change, analyzing self-regulated learning and social presence in digital environments. Themes include instructional design , educational psychology , and technology's role in equity . AERA AECT CIES

• Learning as identity
• Power, agency and relationships in teaching and learning
• In and out of school literacies and identities
• +۹ مورد دیگر

Dr. Alicia Curtin is a Senior Lecturer in the School of Education at University College Cork, where she has been teaching since 2012. She serves as MEd Modular Deputy Programme Director and has previously led the MEd Modular Programme (2023) and Education Gaeilge (2019-2022) as Programme Director. She teaches across multiple programs including BScEd (UG), BEDSSPE (UG), PME (PG), MEd Modular (PG) and Cohort PhD (doctoral). Dr. Curtin's research explores sociocultural perspectives on education, with particular focus on learning as identity, power and agency in teaching and learning, in and out of school literacies, alternative learning settings, and children's literature as literacy pedagogy. Her work connects academic, practitioner, professional and learner worlds to develop innovative pedagogical approaches. She has published 4 books, 3 invited chapters in international education handbooks, 6 reports of international standing, and numerous peer-reviewed journal articles. Her most recent publication, Reading and Writing Pathways through Children's and Young Adult Literature (2023), has been nominated for the UKLA Academic Book of the Year Award 2023. This work explores how teachers and learners can engage with literature and authors to develop literacy in classroom practice through collaborative approaches that connect reader and writer identities. UKLA Academic Book of the Year Award 2023 nomination Literacy Association of Ireland Award Winner 2017 (for student MEd thesis) Multiple School of Education Research Support Fund awards (2015-2023) CACSSS Research Support Fund Awards (2012-2019) Participative Research and Policy Funded CPD Award (2013) Dr. Curtin has supervised 3 PhDs, 29 MEd theses (including the Literacy Association of Ireland Award Winner 2017), and 62 Professional Research Papers to completion. She currently supervises 6 PhD students and various postgraduate research projects. She serves as Deputy Chair of the School of Education Learning and Teaching Committee and participates in multiple committees and working groups within UCC. She also acts as an External Programme Reviewer at Trinity College Dublin and External PhD Examiner at The University of the Free State, South Africa. Her research projects include "Documenting Early Career Primary and Post Primary Principals' Identity Formation" (SCOTENS funded), "A Continuum of Teaching and Learning in Ireland and the EU" (EU Jean Monnet), and "Developing Literacy Pedagogies through Children's Literature with Authors" (2019-2023). She has also contributed significantly to the European Literacy Policy Network (ELINET) as Ireland's Literacy Representative.

Sarah Carrica Ochoaمشاهده پروفایل

استاد

• Social Pedagogy
• Inclusive Education
• Development Education
• +۵ مورد دیگر

Sarah Carrica Ochoa is a Professor at the Department of Education within the Faculty of Education and Psychology at the Universidad de Navarra. She holds a Doctorate from the same university, focusing on Development Education practices in the Navarre region (2015). Her research emphasizes socio-educational support for marginalized groups, particularly youth, through inclusive approaches aiming at social justice. She has led eight competitive research projects, yielding six journal articles (including JCR/SJR-indexed), eight book chapters, and one edited volume. Her work spans international collaborations, including stays at institutions in Paraguay, Colombia, and the UK. Dr. Ochoa specializes in service-learning methodologies and has organized academic seminars and courses fostering knowledge transfer in educational inclusion. She actively mentors emerging researchers, supervising doctoral theses and leading teaching innovations that promote critical thinking and social justice in education.

Jean Wareمشاهده پروفایل

مدرس

• Special Educational Needs
• Inclusive Education
• Intellectual Disabilities
• +۳ مورد دیگر

Jean Ware is a Lecturer in Education at The North Wales School of Education, where she previously held positions as Reader in Education and Lecturer. Her research career spans over 15 years with 21 publications and 5 completed research projects, including recent outputs in 2024-2025. She actively contributes to special educational needs scholarship through national and international collaborations. Her research centers on Special Educational Needs with emphasis on inclusive education for learners with intellectual disabilities. Key areas include communication interventions for profound disabilities, policy analysis of Welsh educational frameworks, and international comparative studies of inclusion practices. Recent work examines language planning in diaspora contexts and evidence-based approaches to academic progress measurement. Publications from 2019-2025 reveal evolving focus from Wales-specific policy analysis toward global perspectives on special needs education. Her systematic reviews and empirical studies consistently bridge theoretical frameworks with practical classroom applications, particularly regarding communication development and inclusion barriers in diverse educational settings. No scientific awards were documented in available sources. Jean Ware has supervised 12 students and led 5 research projects: Rapid evidence assessment on interventions for young people (2017-2019) Evaluation of Premier League Reading Stars Cymru (2014-2017) Communication Skills project (2011) Skills development for learners with severe learning difficulties (2010) Curriculum implementation in mainstream primary schools (2009-2012) Her societal impact includes advancing assessment methodologies for learners with profound multiple learning difficulties, complemented by Continuing Professional Development outreach for schools in 2016.

Zoltán András Szabóمشاهده پروفایل

استادیار

• History of Educational Science
• Educational Discourses in Central Europe
• Content Analysis Methodology
• +۳ مورد دیگر

Zoltán András Szabó is an Assistant Professor at the Institute of Educational Sciences, Faculty of Pedagogy and Psychology, Eötvös Loránd University (ELTE). His research focuses on modern and contemporary educational discourses in Central Europe, interdisciplinary methodologies (especially content analysis), and the history of educational science from the 19th to 21st centuries. He also explores network theoretical approaches in pedagogy and educational science discourse analysis. Educational Activities: Teaching: BA in Pedagogy, MA in Educational Science and Human Resources Consulting. Doctoral Supervision: Doctoral School of Education (Educational Sciences). Professional Training: Museum Pedagogical Consultant, vocational training at Illyés Sándor Vocational College. Research Projects: Co-leader of the CENTRAL Workshops 2020 project analyzing Central European urban education in the late 19th/early 20th centuries. Deputy leader of the NKFIH-funded study on Hungarian educational science's development (1970–2017). Publications: Recent works emphasize content analysis methodology, historical educational reforms, and comparative studies. Key themes include Klebelsberg's school reforms, interwar pedagogical discourses, and network theory applications in education. Professional Activities: Editorial roles: Pedagogical Quarterly , Pedagógiai Szemle . Reviewer for international and Hungarian educational journals. Member of the Hungarian Reform Pedagogy Association and MTA (Hungarian Academy of Sciences, corresponding member since 2021). Labs/Teams: Research Group on Historical, Theoretical, and Comparative Pedagogy at ELTE.

• Computer-Supported Collaborative Learning (CSCL)
• Artificial Intelligence in Education
• Human-Computer Interaction
• +۳ مورد دیگر

Nikol Rummel is a Professor at Ruhr-Universität Bochum , specializing in Computer-Supported Collaborative Learning (CSCL) , Artificial Intelligence in Education , and Human-Computer Interaction . Her work bridges educational technology with hardware reverse engineering , focusing on AI-orchestrated learning environments and adaptive tools for collaboration. Her research spans AI-orchestration tools ( Pair-Up , Co-Designing Orchestration Support ), collaborative problem-solving ( Learning Alone or Together ), and hardware reverse engineering education ( Promoting Skill Acquisition ). She investigates how multimodal data and adaptive feedback enhance learning outcomes, teacher practices, and emotional regulation. Her publications highlight trends in generative AI for academic writing , collaboration scripts , and cognitive obfuscation in cybersecurity education. Collaborations with researchers like Vincent Aleven, Christof Paar, and Steffen Becker underscore her interdisciplinary approach. Nikol Rummel’s work emphasizes teacher dashboards ( What Information Should CSCL Dashboards Provide? ), dynamic student pairing ( Combining Dialog Acts and Skill Modeling ), and emotional engagement in learning ( How to Enjoy Writing Papers ).

Nicholas Andonمشاهده پروفایل

پژوهشگر

• Language Teacher Knowledge
• Teacher Education
• Task-Based Language Teaching (TBLT)
• +۳ مورد دیگر

Nicholas Andon is a researcher specializing in language education and pedagogical innovation. His work focuses on language teacher expertise, task-based language teaching (TBLT), and the integration of digital tools in language learning environments. He holds a PhD investigating the relationship between second language acquisition theory and classroom practices, particularly in the uptake of task-based approaches. Research Interests: Teacher Education & Development Task-Based Language Teaching (TBLT) Learner Autonomy Strategies ICT in Language Pedagogy Language Materials Design Key Contributions: His 2023 systematic review on teacher education innovation and 2018 study on academic discourse development via online forums highlight his focus on bridging theory and practice in language education. Recent work also addresses challenges in secondary school language teaching and optimal conditions for TBLT in commercial adult education contexts. Professional Engagement: Co-authored 17 peer-reviewed publications Presenter at 19 international conferences Editorial contributor to ELT Journal Member of professional organizations like BAAL and MATSDA Supervised 6 academic works, fostering next-generation language educators through mentorship in research methodologies and pedagogical design.

Cristina Mioمشاهده پروفایل

مدرس ارشد

• Mathematics Education
• Higher Education Pedagogy
• Engineering Education
• +۳ مورد دیگر

Dr Cristina Mio is a Senior Lecturer in Mathematics Education at the University of Glasgow's School of Education, where she has been since 2019. She holds a PhD and Master’s in Chemical Engineering from the University of Padova, Italy. Prior to her current role, she worked in chemical engineering research at institutions such as UC Berkeley and the University of Strathclyde, and taught mathematics in various educational settings including Loreto Sixth Form College and the Open University. Her teaching spans secondary and higher education, focusing on mathematics pedagogy and teacher education. Mio is currently the joint programme leader for the Post-Graduate Diploma in Education (PGDE) and course leader for "Curriculum, Pedagogies and Practice in the Primary and Secondary" course. Education: PhD and Master’s in Chemical Engineering, University of Padova, Italy PGCE in Secondary Mathematics, University of Manchester Research Interests: Approaches to learning in Mathematics and Engineering Student autonomy in group projects Peer-assessment methodologies Teacher attitudes and pedagogical knowledge Teacher Educator Identity Her work emphasizes socially just pedagogies and curriculum design, integrating interdisciplinary approaches like STEM and Indigenous knowledge systems into mathematics education. Grants and awards include leadership in projects funded by University of Glasgow and Falkirk Council, focusing on enhancing mathematics education through collaborative and innovative methods. Notably, she received the 2022-23 Teaching Excellence Award (Team Award) for PGDE Maths Team. She supervises doctoral students in mathematics education, including topics like early years mathematics in Chinese contexts and computer-based assessment. Teaching responsibilities include Primary and Secondary Mathematics Education courses for PGDE programs and MEduc students. She also contributes to professional development through roles like External Examiner at Durham University and membership in organizations such as the British Society for Research into Learning Mathematics. Active in networks like the Teaching Maths for Social Justice Network and the Mathematical Association, she collaborates on initiatives to improve mathematics teaching practices and curriculum alignment.

• Early Childhood Education
• Digital Play
• Technology in Education
• +۳ مورد دیگر

Susan Elizabeth Edwards is a Research Professor at the Institute for Learning Sciences and Teacher Education (ILSTE) within the Faculty of Education and Arts at Australian Catholic University. Her work focuses on early childhood education, digital play, and technology integration in learning environments. She is renowned for her research on play-based pedagogies, the role of digital technologies in early childhood, and environmental education. Edwards' research interests include digital play frameworks, the sociocultural dimensions of play, and sustainable curriculum design. She has extensively studied topics such as teacher-child interaction in digital contexts, community playgroups, and the ethical implications of technology use among young children. Her work bridges theory and practice, emphasizing evidence-based approaches to early childhood education. Her publications span journals like Journal of Early Childhood Research and International Journal of Child Computer Interaction , with a focus on systematic reviews and empirical studies. Key themes include the integration of digital tools in play, the impact of playgroups on caregiver-child relationships, and the development of curricula that foster sustainability awareness. Edwards collaborates with institutions and researchers globally, contributing to policy frameworks and educational guidelines. Her work highlights the importance of context-sensitive pedagogies and ethical considerations in technology use for young learners.

Judith Krauseمشاهده پروفایل

استاد

• Early Childhood Education
• Organizational Leadership
• Anti-Bias Education
• +۷ مورد دیگر

Judith Krause is the Executive Director of Early Childhood Education Programs and Program Director for the Doctor of Education (Ed.D.) in Early Childhood Education at Pacific Oaks College, affiliated with the School of Education and the Academic Affairs department. She has been a leader in higher education since 1989, pioneering the nation's first Ed.D. program specifically in Early Childhood Education. Her work integrates academic leadership, curriculum innovation, and advocacy for equity in early learning. Ed.D. in Organizational Leadership, University of La Verne M.A. in Elementary Education (Emphasis: Early Childhood), California State University, Long Beach B.A. in Human Development (Specialization: Child Development), California State University, Long Beach Her research and professional focus centers on developmentally and culturally appropriate pedagogy, anti-bias education, and leadership in educational settings. She emphasizes collaboration, connectivism, and inclusive practices. Dr. Krause is a frequent presenter at national, state, and local conferences, delivering interactive workshops on topics such as literacy, play-based learning, and equity in early childhood classrooms. The publications and presentations she has contributed to over the years reflect a strong commitment to social justice, environmental stewardship, parental engagement, and school readiness. Her work spans both academic and public domains, including peer-reviewed conference papers, digital magazine interviews, and video podcasts. The recurring themes include anti-bias education, cultural responsiveness, leadership development, and innovative teaching strategies for young learners. She is actively involved in several professional organizations and advisory boards: California Association for the Education of Young Children (CAAEYC) National Association for the Education of Young Children (NAEYC) Riverside County Consortium for Early Learning Services (Board of Directors) Riverside County Local Child Care and Development Council (2009–2025) Volunteers of America, Los Angeles (Board of Directors, 2019–2024) Child Development Advisory Committees at Cerritos and Saddleback Colleges Dr. Krause has advised on workforce development through the QCC Workforce Pathways Stipend Program and contributed to international micro-credential development in partnership with Indonesian school leaders. While no formal lab or research team is mentioned, her leadership in program design and curriculum development demonstrates a collaborative, team-oriented approach. Her influence extends beyond the classroom into policy, community engagement, and public discourse on early education.

Jamie Valenzuela-Mumauمشاهده پروفایل

دانشگاهی

• Educational Leadership
• Adult Learning
• Curriculum and Program Development
• +۱۲ مورد دیگر

Jamie Valenzuela-Mumau is an Adjunct Faculty member in the Department of General Education at Pacific Oaks College, with campuses in Pasadena and online. He brings extensive experience from K–12 educational leadership, having served as a teacher, administrator, and Superintendent of Schools at district and county levels. His educational background includes: EdD in Educational Leadership, Argosy University Online (2015) MA in Educational Leadership, University of Texas at Arlington (2002) BS in Elementary Education, Oklahoma City University (1977) Jamie's research and teaching interests center on transformative, learner-centered education. He developed The Human Learning System (HLS), a framework emphasizing learner agency, self-regulation, metacognition, and trauma-informed practices. His work promotes inclusive, equitable, and evidence-based strategies in both K–12 and adult education settings, with strong emphasis on social justice, diversity, and empowerment of marginalized learners. His professional expertise includes curriculum design, bilingual and special education, leadership development, and active learning for adults. Though no publications are listed, his influence extends through professional consulting and community engagement. Notable community involvements include: Volunteer, Rotary Club Volunteer, K12 Innovate Volunteer, National Lab for Ed Transformation Volunteer, First 5 Monterey Jamie is a dedicated mentor, learning facilitator, and educational innovator. His teaching philosophy centers on co-developing learning environments that honor learner dignity, promote intrinsic motivation, and connect content to lived experiences through project-based learning, service learning, and reflective practice. He emphasizes authentic assessment and autonomy-supportive instruction to meet psychosocial needs and foster resilience. He remains actively engaged in higher education and educational consultancy, supporting professional growth for teachers and administrators.

• Language Learning
• Learner Autonomy
• Intercultural Communication
• +۳ مورد دیگر

Sandro John Amendolara serves as a University Instructor at the Language Centre of the University of Helsinki. His academic profile shows extensive involvement in language education research with particular emphasis on learner autonomy and intercultural communication. He maintains an active research presence with publications spanning from 2013 to 2023 and has participated in numerous international conferences throughout this period. Amendolara's research interests center around language learning methodologies, with special focus on autonomous language learning modules (ALMS), metacognitive and meta-emotional processes in language acquisition, and intercultural communicative competences. His work demonstrates a consistent exploration of how learners develop autonomy in language acquisition contexts and how educational institutions can support this process through structured frameworks and counseling approaches. His publication trends reveal a strong commitment to practical applications of language education theory, particularly in university settings. The research consistently addresses how language centers can structure their offerings to promote learner autonomy while maintaining academic standards. His recent work shows increasing focus on intercultural communication competences within Nordic collaborative frameworks. Amendolara has been actively involved in the International Association of Teachers of English as a Foreign Language (IATEFL), particularly through its Learner Autonomy Special Interest Group (LASIG), where he has participated in numerous conferences and pre-conference events. He has also been instrumental in Nordic collaborative projects, participating in multiple workshops and conferences across Nordic countries. His professional activities include significant project leadership, particularly in the areas of autonomous language learning and intercultural communication course development. He has served as project manager for several research initiatives at the University of Helsinki Language Centre, demonstrating both research and administrative capabilities within the academic environment.

• Educational Sciences
• Mathematics Didactics
• Teacher Education
• +۵ مورد دیگر

Heidi Krzywacki is a University Lecturer in the Department of Educational Sciences at the University of Helsinki, where she also serves as a Supervisor in the Doctoral Program in School, Education, Society and Culture. Her work spans multiple dimensions of teacher education, with a particular focus on mathematics didactics, STEAM education, and teacher identity formation. She maintains an active research profile with over 75 research outputs and involvement in 21 projects throughout her career. Dr. Krzywacki's research interests center on educational sciences with specific expertise in mathematics didactics, teacher education across cultural contexts, and the development of teacher identity. Her work explores how teachers navigate professional challenges, develop agency in using curriculum materials, and envision educational futures. She has made significant contributions to understanding strategy flexibility in mathematical problem-solving and the integration of maker culture in STEAM teacher education. Her recent publications reveal a consistent focus on teacher identity formation, cross-cultural educational practices, and futures consciousness in education. The trend shows increasing international collaboration, particularly in projects focused on teacher education development in diverse contexts including Somalia. Her work bridges theoretical educational research with practical applications for teacher training programs. Dr. Krzywacki leads several significant projects including the MIDA-FINNSOM III Project for Somali teacher education development, the European Commission-funded 'Teacher education across Europe: Innovative Mobility Opportunities,' and the INSET Training of trainer trainers project. She is actively involved in doctoral supervision and has hosted numerous international academic visitors to the University of Helsinki. Her departmental work includes coordinating the Maker@STEAM Teacher initiative and contributing to the development of future-oriented teacher education programs. She frequently organizes academic events and conferences, with upcoming activities scheduled through 2025 including 'Teacher Education in international perspective: Education in a Digital World.'

Kirsten Stevensمشاهده پروفایل

مدرس ارشد

• Human Resource Management
• Flexible working practices
• Remote and online learning
• +۴ مورد دیگر

Dr. Kirsten Stevens is a Senior Lecturer in Human Resource Management at Coventry Business School's School of Marketing and Management, part of the Faculty of Business and Law at Coventry University. She holds key academic leadership roles including Course Director for the MA in International HRM program delivered at Emirates Aviation University in Dubai and serves as Link Tutor for third-party CPD contracts. Her professional background includes extensive HR practitioner experience across public and private sectors. Qualifications: Senior Fellow of the Higher Education Academy (2016) Doctorate in Social Sciences (2009) Chartered Fellow of the Chartered Institute of Personnel and Development (2009) Her research focuses on the implications of geographically dispersed workforces, examining innovative work arrangements and their organizational impact. Primary research domains include: Remote and flexible working methodologies Virtual/multinational team dynamics Work-life integration challenges Online pedagogical approaches for adult learners Cross-cultural HR practices She also undertakes HR consultancy for non-profit organizations. Her scholarly publications demonstrate consistent focus on evolving work paradigms, particularly examining remote supervision challenges, international education models, and organizational development frameworks. Research frequently intersects HR strategy, behavioral psychology, and technology-enabled work environments. Awards and Recognition: Senior Fellow status at Higher Education Academy Chartered Fellowship in Personnel and Development Dr. Stevens supervises postgraduate researchers and teaches in the International Human Resource Management MSc and International Business MSc programs. She additionally leads multiple postgraduate modules and contributes to institutional governance through the Faculty Safety Sub Group.