جست‌وجوی استاد و پژوهشگر

• Wonder and emotion in science education
• University-school partnerships
• Integrated STEM and sustainability
• +۳ مورد دیگر

Dr. Andrew B. Gilbert serves as Associate Professor in Elementary Education PK-6 and Associate Director of the Center for Social Equity Through Science Education at George Mason University's College of Education and Human Development. With 25+ years of global educational experience, he teaches science methods courses for elementary and secondary pre-service teachers while researching innovative approaches to science instruction. He earned his PhD from New Mexico State University and has worked across diverse international school contexts. This background informs his commitment to creating equitable science learning environments that address systemic barriers. Dr. Gilbert's research centers on wonder and emotion as tools to engage science-resistant students, examining how emotional connections can transform classroom experiences. His work on university-school partnerships develops models for effective teacher preparation, while his advocacy for integrated STEM and sustainability promotes holistic curricula. He applies critical and multicultural frameworks to challenge inequities, using qualitative methodologies to study international collaborations and teacher development. His publication record shows growing emphasis on wonder-infused pedagogy and partnership efficacy, with recent work exploring equity through science and mathematics integration. The trajectory indicates increasing focus on sustainability and international perspectives in addressing representation gaps within STEM education. No scientific awards or honors were documented in the available sources. Dr. Gilbert advises graduate students in elementary science education programs, guiding research on inquiry-based methods and equity-focused pedagogies. His extensive publication record and center leadership suggest active research support, though specific grants are not detailed in the provided information. As Associate Director of the Center for Social Equity Through Science Education, he leads initiatives that partner with schools to implement critical science education frameworks. These include international collaborations through the Center for International Education and professional development programs focused on transforming science teaching practices through wonder and emotional engagement.

• Language Learning Strategies
• Bilingualism & Multilingualism
• Applied Linguistics
• +۳ مورد دیگر

Dr. Mario Moya is a Senior Lecturer at the University of East London affiliated with the Childhood & Social Care research institute. His work focuses on multilingual education, language learning strategies, and pedagogical innovation. He has presented at international conferences and published extensively on topics like critical literacy, sociocultural theory, and positive psychology in language classrooms. Current affiliation: University of East London Academic rank: Senior Lecturer Research focus: Multilingualism, language pedagogy, teacher training Research Themes : Moya explores how multilingual learners can be empowered through transformative pedagogical approaches. His work emphasizes the use of language learning strategies (SBI) within sociocultural frameworks, critical liberating literacy practices, and the integration of positive psychology principles in EFL classrooms. He also investigates the role of the mother tongue in language acquisition and the application of cognitive apprenticeship models for teacher development. Publication Trends : Moya's recent articles (2014-2022) span applied linguistics, educational technology, and psychological well-being. They address topics like participatory assessment, linguistic diversity in education, and workplace happiness measurement. His work bridges theory and practice through case studies, conference proceedings, and pedagogical frameworks. Professional Contributions : He contributes to teacher training through research on reflective practice and structured debriefing tools. His international collaborations include presentations at conferences in Argentina, UAE, and Germany.

Christine O'Learyمشاهده پروفایل

مدرس ارشد

• Learner Autonomy
• Language Pedagogy
• Assessment Methods
• +۱ مورد دیگر

Christine O'Leary is Principal Lecturer and Subject Group Leader for Languages and Cultures at Sheffield Hallam University's Business School. With extensive experience since 1993, her research examines learner autonomy, language education pedagogy, and assessment in higher education contexts. Recent publications focus on postmodern theoretical frameworks for learner autonomy and practitioner research methodologies. Contributions include editorial leadership for human resource development journals and participation in international language education organizations.

Olesya Kisselevمشاهده پروفایل

استادیار

• Corpus Linguistics
• Discourse Analysis
• Second Language Acquisition
• +۴ مورد دیگر

Dr. Olesya Kisselev is an Assistant Professor of Russian in the Department of Languages, Literatures, and Cultures at the University of South Carolina. Previously, she held positions at the University of Texas at San Antonio and the University of Pennsylvania. She serves as Co-Director of the Center for Advanced Language Proficiency Education and Research (CALPER) and Director of the STARTALK Institute for Russian Teachers. Her research focuses on corpus linguistics, heritage language development, and evidence-based pedagogy. Education: Ph.D. in Applied Linguistics, Pennsylvania State University (2018) M.A. in TESOL, Portland State University (2009) M.A. and B.A. in Linguistics, Buryat State University (2003) Research Interests: Corpus linguistics, instructed second language acquisition, heritage language pedagogy, syntactic complexity, bilingualism, and Russian as a heritage language. Publications: Over 30 peer-reviewed articles and book chapters, including edited volumes on heritage language research and pedagogy. Notable works include Advances in Research and Pedagogy of Russian as a Heritage Language (Routledge, 2024) and Rodnaya Rech' (Georgetown University Press, 2020), awarded the AATSEEL Book Prize. Awards: Includes the University Excellence Award for Research Excellence (2023), President’s Distinguished Achievement Award (2023), and the NFMLTA/NCOLCTL Dissertation Grant (2018). Advising & Grants: Supervised doctoral and master’s students in applied linguistics and second language acquisition. Secured grants totaling over $750,000, including the CALPER Language Resource Center (Title VI) and STARTALK programs. Mentorship includes peer-led initiatives and international collaborations. Labs/Teams: Leads the Middlebury College Davis School’s Russian Heritage Language initiatives and collaborates with the Heritage Language Repository project. Active in CALPER’s pedagogical innovations and corpus-driven research.

• Educational Technology
• Digital Literacy
• Reflective Practice
• +۵ مورد دیگر

Ms. Ingrid Nix is a Senior Lecturer in Professional Practice (Aviation) at Middlesex University, affiliated with the Department of Design Engineering & Mathematics within the Faculty of Science and Technology. With over 35 years of experience in tertiary education, her expertise spans learning design, adult education, and technology-enhanced learning. She currently leads the 144X90T aviation program and teaches modules like Basic Flying and Aircraft Specifics in collaboration with industry partners Helicentre and L3Harris CTC. Central to her teaching is fostering reflective practice among student pilots in work-based learning contexts. Ingrid holds an MA in Interactive Multimedia from the Royal College of Art. Her career includes roles at the Open University (2000–2017) as a Learning and Teaching Technologies Lecturer and at the University of West London (2017–2018) as an Academic Developer. She has contributed to e-learning strategies for social work programs and staff development initiatives, emphasizing digital literacy and employability skills. Her research focuses on learner experiences, reflective practice, and digital literacy, particularly in aviation and social work education. Notable publications include studies on online learning communities, digital skills development, and the integration of technology in professional training. Ingrid also explores the ethical dimensions of social media in education and the application of multimedia in language teaching. Her partnerships with aviation industry leaders reflect a commitment to bridging academic theory with practical skills. Ongoing efforts include enhancing learning designs to support work-based learners and advancing reflective practices across disciplines.

Samantha Marshallمشاهده پروفایل

استادیار

• Teacher Learning
• Professional Development
• Mathematics Education
• +۳ مورد دیگر

Dr. Samantha Marshall is an Assistant Professor in the Department of Teacher Education and Learning Sciences (TELS) at North Carolina State University. She holds a Ph.D. in Learning, Teaching & Diversity from Vanderbilt University (2020), an M.A. in Secondary Education from Columbia University (2014), and a B.S.E. in Mathematics from Oklahoma Christian University (2008). Her work focuses on designing equitable STEM learning environments and supporting teachers' adoption of justice-oriented pedagogies. Dr. Marshall’s research emphasizes teacher learning through professional development, culturally sustaining practices, and translanguaging pedagogies. She leads two NSF-funded projects: Project AWISE (examining math teacher support for multilingual learners) and a CAREER grant on leveraging students’ languages in mathematics education. Her theoretical approach integrates sociopolitical and situative learning perspectives. Her recent work explores Black mathematics teachers’ linguistic justice, intersectionality in multilingual education, and the emotional dynamics of teacher coaching. She employs qualitative methods such as design-based research and micro-analytic discourse analysis. Dr. Marshall collaborates with groups like the Culturally Relevant Pedagogies Design-Based Research team and contributes to TELS’s mission in equitable education.

Katherine Julianمشاهده پروفایل

استاد

• Graduate Medical Education
• Resident Education
• Primary Care
• +۷ مورد دیگر

Dr. Katherine Julian is Professor of Medicine in the Division of General Internal Medicine at the University of California, San Francisco (UCSF) School of Medicine. She serves as Associate Dean for Graduate Medical Education and Designated Institutional Official, with prior leadership as Program Director for the UCSF Primary Care General Internal Medicine Residency Program. A member of the Haile T. Debas Academy of Medical Educators, her work is central to advancing medical education, equity, and residency training. Education: M.D., School of Medicine, University of California, San Francisco, 1996 Residency, Internal Medicine, University of California, San Francisco, 1999 Chief Residency, Internal Medicine, University of California, San Francisco, 2000 Diversity, Equity, and Inclusion Champion Training, University of California, 2017 Dr. Julian’s research focuses on graduate medical education, resident assessment, diversity, equity, and inclusion, and primary care training. Her work investigates systemic biases in clinical evaluations based on race, ethnicity, and gender, and explores innovative models for continuity clinics, team-based care, and faculty development. She has led and contributed to numerous studies on educational reform, interprofessional collaboration, and resident well-being. Her scholarship emphasizes health equity and the improvement of training environments through evidence-based educational practices. The 15 most recent publications reveal a strong trend in medical education research, particularly in the areas of gender and racial equity in resident assessment, clinical evaluation methodologies, and innovations in graduate medical education. Her work frequently employs qualitative and mixed-methods approaches, often in collaboration with the Gender Equity in Medicine (GEM) workgroup. There is also a consistent focus on curriculum development, faculty teaching skills, and systemic reform in internal medicine training. Scientific Awards: Faculty Excellence and Innovation Award in Graduate Medical Education, UCSF, 2019 Academic Senate Distinction in Teaching Award, UCSF, 2015 Robert H. Crede Award Excellence in Teaching, UCSF Division of General Internal Medicine, 2007 Haile T. Debas Academy of Medical Educators, UCSF School of Medicine, 2006 Dr. Julian has played a significant role in mentoring and advising through her leadership in residency programs and educational initiatives. She has been involved in numerous grants and institutional projects related to educational innovation, including the Educational Innovations Project Ambulatory Collaborative, which examined clinic design, resident satisfaction, and patient outcomes. Her work has influenced policy and practice in graduate medical education, particularly in promoting equity and inclusion. She is affiliated with the Division of General Internal Medicine and has collaborated extensively with colleagues on curriculum development, faculty development programs (e.g., SBIRT training), and longitudinal educational pathways. Her leadership as Designated Institutional Official and Associate Dean underscores her role in overseeing and shaping the broader GME enterprise at UCSF.

Anna Mystkowska-Wiertelakمشاهده پروفایل

استاد

• Second Language Acquisition
• Willingness to Communicate
• Learner Engagement
• +۱۲ مورد دیگر

Anna Mystkowska-Wiertelak is a Professor at the University of Wrocław, affiliated with the Faculty of English and the Department of Glottodidactics. Her scholarly work centers on second language acquisition, particularly the psychological and emotional dimensions of language learning. Education: Habilitation in Humanities (Linguistics), Adam Mickiewicz University in Poznań, 2018 PhD in Linguistics, Adam Mickiewicz University in Poznań, 2010 MA in English Philology, Adam Mickiewicz University in Poznań, 1990 Her research focuses on willingness to communicate (WtC) , learner engagement , emotion regulation , motivation , and learning strategies . She investigates how affective and cognitive factors influence language performance, especially in classroom speaking tasks. Her work often employs mixed-methods designs, including idiodynamic and retrodictive qualitative modeling, to capture the dynamic nature of language learning processes. The analysis of her 15 most recent publications reveals a strong trend toward studying the interplay of emotions, engagement, and self-regulation in language classrooms. Her research spans theoretical and empirical domains, with a particular emphasis on advanced learners and third age learners . She frequently collaborates with scholars such as M. Pawlak and J. Bielak, contributing to both monographs and high-impact journal articles. Scientific Contributions: Co-author of key monographs such as Willingness to Communicate in Instructed Second Language Acquisition (2017) and Production-oriented and Comprehension-based Grammar Teaching (2012) Guest editor of special issues, including Contemporary Challenges in Language Education (Anglica Wratislaviensia, 2024) Regular presenter at international conferences such as AAAL, EUROSLA, and Psychology for Language Learning She actively supervises and collaborates with researchers, though specific advisee names are not listed. She has not received specific awards mentioned in the text, but her extensive publication record and editorial roles indicate high scholarly recognition. She is involved in ongoing research projects exploring motivational dynamics, teacher strategies, and learner psychology, contributing significantly to the advancement of applied linguistics and language pedagogy.

• Early Childhood Education
• STEAM Education
• Teacher Education and Professional Development
• +۷ مورد دیگر

Dr. Andrea Ng is a Lecturer in Early Childhood Education at the School of Social Sciences, Media, Film and Education, Swinburne University of Technology. Her work bridges research, teaching, and policy in early childhood and primary education, with a strong emphasis on STEAM integration and teacher development. Her research focuses on how educators integrate STEAM (Science, Technology, Engineering, Arts, and Mathematics) into early childhood and primary curricula, particularly in Australian and Southeast Asian contexts. She investigates challenges faced by pre-service and in-service teachers and explores innovative solutions, including the use of generative artificial intelligence and the World Café methodology for participatory research. Her work supports Sustainable Development Goals 4 (Quality Education) and 10 (Reduced Inequalities). Dr. Ng's recent publications reveal a strong trend in STEAM education, teacher professional development, inclusive practices, and the use of robotics for social-emotional learning in children with autism. Her work spans qualitative, integrative, and evidence synthesis methodologies, contributing significantly to early childhood pedagogy and policy. She has secured research funding from the Victorian Department of Education for a project on robotics and child social-emotional development. Her HDR supervision includes doctoral research on teacher digital competency, ecological teaching modes, and TESOL teacher development. Dr. Ng is actively involved in developing practical strategies for teacher wellbeing and student inclusion. Her research outputs include journal articles, book chapters, conference presentations, and evidence synthesis reports, reflecting a comprehensive and impactful scholarly profile.

Velda McCuneمشاهده پروفایل

استاد

• Higher Education
• Pedagogical Development
• Academic Identity
• +۳ مورد دیگر

Professor Velda McCune is a Personal Chair of University Education at the University of Edinburgh and serves as Deputy Director of the Institute for Academic Development (IAD) and Head of the Learning and Teaching Team. Her work focuses on fostering collaborative learning environments, advancing pedagogical practices, and integrating research into educational frameworks. Role: Deputy Director, IAD Specialization: Academic and learner identities, digital learning ecologies, global challenges in education Contact: Velda.McCune@ed.ac.uk McCune’s research explores the intersection of teaching practices, faculty development, and student engagement in higher education. She has led initiatives to enhance feedback mechanisms and cultivate reflective teaching, with a particular interest in how educators and learners navigate complex, interdisciplinary challenges. Her recent publications emphasize pedagogical innovation, including approaches to teaching 'wicked problems' and fostering resilient academic identities. McCune also contributed to the development of the ASSIST inventory, measuring student study strategies and perceptions of teaching environments. The Institute for Academic Development (IAD) supports her work in advancing educational practices through collaborative projects, professional development programs, and research-led teaching strategies.

Allison Wittمشاهده پروفایل

عضو هیئت علمی

• Global Education Policy
• Teacher Preparation
• International Education
• +۳ مورد دیگر

Allison Witt is a Teaching Associate Professor in the Education Policy, Organization and Leadership department at the University of Illinois Urbana-Champaign College of Education . She serves as the Director of International Programs and focuses on internationalizing teacher education through virtual and physical global engagement. Education: PhD in Education Policy Studies (University of Illinois Urbana-Champaign) Her research examines education policy related to higher education and teacher preparation, with a specific emphasis on global citizenship education , virtual global collaboration , and the impact of study abroad programs on preservice teachers. She has developed the IGlobal virtual teacher-training laboratory centered on the UN Sustainable Development Goals , fostering cross-cultural collaboration between preservice teachers, international students, and K-12 learners across 21 countries. Recent publications analyze digital competence frameworks in teacher education, virtual exchange pedagogy , and post-pandemic adaptations in global teacher training. She has also contributed to studies on Chinese international students' perceptions of U.S. universities and policy comparisons between EU and U.S. vocational training systems. Teaching responsibilities include courses on globalization in higher education , research methodology for cross-cultural studies, and virtual collaboration in global education. She oversees the International Education Administration and Leadership program and advises on education abroad credit systems.

• Digital Literacy
• Teacher Education
• Information and Communication Technology (ICT) in Education
• +۳ مورد دیگر

Tonje Hilde Giæver is a Professor at Oslo Metropolitan University, Faculty of Education and International Studies, Department of Primary and Secondary Teacher Education. Her work focuses on digital literacy, teacher education, and the integration of information and communication technology (ICT) in educational settings. She leads projects like ENHANCE (strengthening teacher education for digital competence) and TEFF Academy (addressing teacher training amid school challenges). Her research spans wearable technologies, virtual learning environments, and ethical considerations in digital education. Giæver has co-authored numerous scientific publications, including studies on virtual collaboration, digital media in classrooms, and cyberethics. Her work emphasizes cross-disciplinary approaches and systemic strategies to address digital exclusion. Key projects include DiCTE (Developing ICT in Teacher Education) and ongoing studies on AI and digital citizenship in Norwegian schools. Her research collaborations extend to international institutions like the University of Malta and George Mason University. She contributes to academic dissemination through conferences and workshops, focusing on digitalization in education and teacher training.

Mihwa Parkمشاهده پروفایل

استادیار

• STEM Education
• Science Instruction
• Educational Technology Integration
• +۵ مورد دیگر

Mihwa Park is an Assistant Professor in the Department of Curriculum and Instruction at Texas Tech University, specializing in STEM education. With a decade of middle school science teaching experience in South Korea and dual master's degrees in physics and science education, she earned her doctorate in Science Education from the University at Buffalo. Her research focuses on integrating assessments with educational technologies to enhance conceptual understanding in science, particularly through interactive computer simulations. Education: Dual Master’s in Physics & Science Education (South Korea), Doctorate in Science Education (University at Buffalo) Current Role: Assistant Professor, Department of Curriculum and Instruction, Texas Tech University Her research explores formative assessment strategies in STEM classrooms, emphasizing data-based decision making and the application of computer models. Recent projects analyze achievement emotions in physics education, cross-disciplinary energy concepts, and the use of simulation-based assessments. Her publications demonstrate a consistent focus on leveraging technology for deeper conceptual understanding and improving teacher practices through data analytics. Key Research Areas: STEM Education, Physics Learning, Educational Technology, Formative Assessment, Cross-Disciplinary Science

• Educational Technology
• Active Learning
• Blended Learning
• +۷ مورد دیگر

Dr. Vicki Dale is a Senior Lecturer in Academic and Digital Development at the University of Glasgow, with over two decades of experience in educational research and academic development. Her work spans multiple disciplines, with a particular focus on enhancing teaching and learning through innovative pedagogical approaches and digital technologies. Dr. Dale's research interests center on active learning, blended and digital learning environments, educational technology implementation, and academic development. She has made significant contributions to understanding how creative pedagogies can transform student engagement and learning outcomes across various disciplines. Her recent work explores metaphorical learning spaces, education for sustainable development, and innovative methods for gathering learner experience data beyond traditional research approaches. Her extensive publication record, spanning from 1999 to 2025, demonstrates a consistent trajectory from early work in veterinary education to broader applications in higher education. The trend in her research shows an evolution from technology-focused studies to more holistic approaches examining the intersection of pedagogy, space, and learner experience. Her recent work particularly emphasizes creative pedagogies, education for sustainable development, and innovative approaches to active learning that transcend disciplinary boundaries. As a leader in academic development at the University of Glasgow, Dr. Dale has been instrumental in staff development initiatives, particularly through projects like BOLD (Blended and Online Learning Development). She has collaborated extensively with colleagues across the university and internationally, contributing to the scholarly conversation on teaching and learning in higher education through numerous conference presentations and publications in leading journals such as the Journal of Perspectives in Applied Academic Practice and Research in Learning Technology.

• Reproductive Health
• Contraceptive Care
• Adolescent Gynecology
• +۵ مورد دیگر

Dr. Julie Chor, MD, MPH is an Associate Professor in the Department of Obstetrics and Gynecology-Family Planning at the University of Chicago's Pritzker School of Medicine. She specializes in patient-centered gynecologic and reproductive healthcare for adolescents and young adult women, with a focus on making first gynecologic visits educational and non-intimidating experiences. Dr. Chor completed her medical education at the University of Chicago, Pritzker School of Medicine, followed by residency in Obstetrics and Gynecology at the University of Illinois at Chicago. She furthered her training with an MPH in Maternal and Child Health from the University of Illinois at Chicago and a Fellowship in Clinical Medical Ethics from the University of Chicago. Her undergraduate degree in History and Biology is from Oberlin College. Her research focuses on contraceptive care for adolescents and young women with complex medical conditions, menstrual irregularities, and sexually transmitted infection screening and counseling. A significant portion of her work examines the impact of doulas on pregnancy outcomes and abortion care experiences. She has published extensively on reproductive health experiences of women with cardiovascular disease and other medical conditions, as well as on the experiences of sexual and gender minority patients in gynecological settings. Analysis of Dr. Chor's recent publications (2021-2025) reveals a strong emphasis on reproductive justice, with particular attention to vulnerable populations including trauma survivors, LGBTQ+ individuals, and adolescents. Her work spans clinical practice, medical ethics, health policy, and public health perspectives, often addressing the intersection of law and reproductive healthcare. Notably, her research has increasingly focused on the impact of restrictive abortion policies and the importance of patient autonomy in reproductive decision-making. Dr. Chor serves as Principal Investigator on multiple NIH-funded research projects, including 'Designing an Adolescent Centered Cards on the Table Toolkit' (R41HD104324, 2021-2022) and 'An Intervention to Improve Women's Reproductive Health' (K23HD084753, 2015-2019). Her collaborative approach is evident in her work with colleagues across pediatric and internal medicine specialties to develop programs helping adolescents with complex medical diseases transition their reproductive healthcare into adulthood. Her research team focuses on improving reproductive healthcare access and quality, particularly for underserved populations. Dr. Chor's work with doulas in abortion care settings represents an innovative approach to enhancing patient experiences during sensitive medical procedures. She maintains strong collaborations with researchers specializing in medical ethics, public health, and women's health policy.