جست‌وجوی استاد و پژوهشگر

Alan William Doughertyمشاهده پروفایل

مدرس

• Computer Vision
• Machine Learning
• Medical Robotics
• +۳ مورد دیگر

Dr. Alan William Dougherty is a Lecturer at the School of Computing and Data Science, University of Hong Kong. He holds an MEng in Electronic Engineering from King’s College London (2013) and a PhD from Hong Kong Polytechnic University (2019), where he received the prestigious Hong Kong PhD Fellowship. His professional background includes engineering roles in compiler design for edge AI on FPGAs, autonomous robotic systems, and computer vision applications such as human emotion classification and 3D mesh generation from single images. Affiliations: School of Computing and Data Science (HKU) Research Interests: Computer Vision, Machine Learning, Medical Robotics, Edge AI, Autonomous Systems His research spans interdisciplinary areas including immersive online learning systems, human pose estimation using transformers, and computational material science for energy applications. Notable contributions include the SAILS platform for young learners and advanced catalyst discovery methodologies. He integrates practical engineering challenges with theoretical research to address real-world problems. Dr. Dougherty has been recognized for his work with awards such as the Hong Kong PhD Fellowship. His teaching philosophy emphasizes bridging theory and practice, fostering critical thinking in emerging tech fields.

• Human Factors
• Applied Cognitive Psychology
• Aviation Psychology
• +۹ مورد دیگر

Assoc Prof Vanessa Beanland is an Associate Professor in Aviation within the School of Engineering at Swinburne University of Technology. Her research lies at the intersection of human factors, applied cognitive psychology, and transportation safety, with a strong focus on aviation, road safety, and driver behavior. She is actively involved in teaching, research supervision, and securing competitive research grants. PhD, Australian National University, Canberra, Australia Her primary research interests include Human Factors, Applied Cognitive Psychology, Aviation Psychology, hazard perception, attention, sleep and fatigue, and systems-based approaches to safety in complex environments. She applies cognitive systems engineering methods such as Work Domain Analysis and Ecological Interface Design to understand and improve safety in domains like rail level crossings and road transport systems. The most recent publications reflect a consistent focus on driver behavior, attentional processes, sleep effects on performance, and system-level safety interventions. Her work frequently appears in top journals such as Transportation Research Part F , Safety Science , and Cognition, Technology & Work , utilizing methodologies including driving simulators, eye-tracking, and controlled experiments. Vanessa Beanland has received research funding from the Australian Research Council for projects including: Driving as a model for investigating and improving visual search abilities (2015–2018) Attention and hazard perception while driving: how experts see the scene (2014–2017) She is available to supervise PhD students and contributes to teaching in aviation-related programs, including the unit AVA10011 Essential Aviation Analytical Skills. She collaborates extensively with researchers across Australia and is active in disseminating findings through Google Scholar, ORCID, and LinkedIn.

• Disability Studies
• Anti-Oppressive Pedagogy
• Music Therapy
• +۵ مورد دیگر

Beth Pickard is a Senior Lecturer at the University of South Wales (USW), affiliated with the Faculty of Life Sciences and Education and the Health, Care and Wellbeing Research Group. She holds a PhD in Critical Disability Studies and has extensive experience in music therapy, curriculum development, and anti-oppressive pedagogy. Education includes a PhD (2020) from USW, an MA in Music Therapy (University of the West of England), and a BMus from the Royal Welsh College of Music and Drama. She has held roles as an External Examiner at Canterbury Christ Church University (2020–2023) and Nordoff Robbins (2022–present), and is an accredited SignAlong Tutor and Little Amber Practitioner. Her research focuses on disability inclusion in higher education and healthcare professions, music therapy ethics, and curriculum reform. Key themes include challenging deficit-based discourse, universal design for learning (UDL), and professional standards in music therapy education. She has published widely on topics such as eco-anxiety in arts therapists, cultural heritage in music therapy, and widening access to therapy training programs. Awarded a National Teaching Fellowship (2018) and multiple USW teaching awards, her work emphasizes equity and disability advocacy. She collaborates internationally on projects addressing disability rights in music therapy and inclusive arts education.

Meral OZKAN GURSESمشاهده پروفایل

مدرس

• Second Language Acquisition
• Language Teaching Methodology
• Reading Comprehension Strategies
• +۵ مورد دیگر

Meral OZKAN GURSES is a Contract Lecturer in the Department of Asian and North African Studies at Ca' Foscari University of Venice, where she has been teaching Turkish language and cultural dynamics since 2019. Her academic work centers on language education, particularly in second language acquisition and reading strategies. PhD in Curriculum Development and Instruction, Anadolu University, Türkiye (2011) Certificate in Teaching Turkish as a Foreign Language, TOMER, Eskisehir Osmangazi University (2019) Graduate Diploma in English Teaching, Anadolu University (2008) Bachelor’s in French Teaching, Anadolu University (2007) Her research interests include learner autonomy, reading comprehension strategies in foreign languages, and instructional methods in language teaching. She has conducted studies primarily on Turkish learners of French, exploring how cognitive and metacognitive strategies affect comprehension and learning outcomes. The trends in her publications indicate a consistent focus on applied linguistics and language pedagogy, particularly in higher education contexts. Her work often employs qualitative and mixed-methods approaches, including think-aloud protocols and student surveys, to investigate how learners process and engage with foreign language texts. She has not been listed as receiving any scientific awards or fellowships in the provided texts. Meral OZKAN GURSES has taught various courses in Turkish language and narratives at both undergraduate and graduate levels. There is no mention of grant funding or formal student advising roles in the available information. She was a Visiting Scholar at the School of Education, University of Wisconsin-Madison (2014–2015), indicating international academic engagement. No specific research labs or collaborative teams are mentioned in the provided content.

• Mathematics Education
• STEM Education
• Teacher Education
• +۳ مورد دیگر

Dr. Teruni Lamberg is a Professor of Elementary Mathematics Education and Program Coordinator for multiple graduate programs at the University of Nevada, Reno 's College of Education and Human Development. With over 20 years of experience, she specializes in mathematics education reform, focusing on classroom practices, teacher development, and systemic change. Education : Ph.D. and M.A. in Mathematics Education from Arizona State University, B.A. in Elementary Education from University of Texas at Austin, and postdoctoral training at Vanderbilt University. Research Focus : Dr. Lamberg’s work examines mathematics teaching practices, formative assessment implementation, and leadership frameworks to sustain educational innovation. Her research spans K-12 settings, emphasizing equity, cognitive development, and interdisciplinary STEM integration. Publication Trends : Recent articles address equitable teaching strategies, teacher self-reflection frameworks, mathematical reasoning, and STEM implementation. Her work combines design research methodologies with practical classroom applications. Scientific Leadership Chair of Psychology of Mathematics Education (PME) National Council Chair of AERA’s Research in Mathematics Education SIG Board member of Nevada and California Mathematics Councils Grants & Initiatives : Principal Investigator for the Nevada Mathematics Project, Northeastern Nevada Math Project, and Lemelson STEM Cohort – all aiming to enhance mathematics instruction quality and student achievement through teacher professional development.

Christopher Reid Beckerمشاهده پروفایل

دانشیار مدعو

• Interaction Design
• User Experience Design
• Human-Computer Interaction
• +۷ مورد دیگر

Christopher Reid Becker is an Adjunct Associate Professor and experienced Interaction Designer, Sr. UX Designer, and Design Researcher with over 16 years of professional experience. He serves as a Lead Curriculum Architect at Trilogy Education Services (a 2U Inc Brand) and works as a Sr. UX Design Mentor with Designlab. Becker has consulted with Bttr Agency as a Product/Sr. UX Design consultant from 2021-2023 and has authored multiple publications on human-computer interaction and UX design. Becker's educational background includes: MFA in Media Design from Art Center College of Design (2008-2010) Incomplete BFA in Graphic Design from Art Center College of Design (2007-08) BFA in Graphic Design/Painting from Colorado State University (2004) Becker specializes in Human-Computer Interaction (HCI), User Experience Design, and Interaction Design with a strong focus on human-centered methodologies. His research and practice emphasize designing systems that are useful, usable, accessible, and delightful for all users. He extends the ethos of human-centered design and empathy-based software development across various platforms including web, mobile, and physical products. Becker's work bridges the gap between theoretical design principles and practical application in business contexts. His recent publications demonstrate a clear trend toward integrating emerging technologies like AI with established UX practices while maintaining a strong human-centered focus. Becker explores how generative AI can enhance ideation and scenario planning in UX design while cautioning against technology's obsession with speed at the expense of quality and craft. His work consistently emphasizes foundational HCI principles while adapting to new technological landscapes. As an educator, Becker has received positive testimonials from students who praise his well-structured curriculum and passion for teaching. He has developed design thinking workshops and created educational materials to facilitate the design thinking process. His approach to education emphasizes student-centered principles and aims to prepare learners for real-world design challenges. Becker actively contributes to the design community through speaking engagements, including a lecture on Information Architecture at World IA Day (WAID 2025) at Art Center College of Design. His recent book "Effective UX Design Strategies," published in March 2025, provides practical guidance on human-centered design and agile UX implementation for new and aspiring professionals.

Mike Wattsمشاهده پروفایل

استاد

• Science Education
• Classroom Interactions
• Public Understanding of Science
• +۷ مورد دیگر

Professor Mike Watts is a distinguished faculty member within the Department of Education at Brunel University London, working under the College of Business, Arts and Social Sciences. With an office in Gaskell 227 and direct contact information provided, he maintains an active presence at the university. His academic career spans several decades, with progressive positions from lecturer to Principal of Froebel College at Roehampton University before joining Brunel. Professor Watts' research interests focus on multiple dimensions of science education, particularly classroom interactions, learners' questions and questioning techniques, the emotional aspects of science learning, and technology-enhanced teaching methods. His work explores science identity formation, public understanding of science, and pedagogical approaches in higher education. He has conducted significant research on first-in-their-family students at Brunel University, documenting their experiences through video interviews that highlight diverse learner biographies. His publication record demonstrates consistent scholarly output across education and science education journals. The most recent articles reveal a clear trajectory toward early years science education, teacher mentoring, and international comparative studies of science teacher training, particularly in African contexts. His work bridges theoretical frameworks with practical classroom applications, showing particular interest in questioning techniques and emotional dimensions of learning. Higher Education Academy National Teaching Fellowship for excellence in teaching (2003) Fellow of the Institute of Physics (2004) Professor Watts actively supervises doctoral students, currently guiding twelve PhD candidates through various stages of their research. His teaching spans BA Education, MA Education, and postgraduate research methods programs. He has secured research funding for projects including community needs analysis in boroughs local to Brunel and has engaged in international collaborations, notably a decade-long study with the University of Aveiro in Portugal. His editorial work includes serving as editor for the Mauritius Institute of Education's Journal of Education and as an examiner for the University of Technology Mauritius.

Junqing Jiaمشاهده پروفایل

دانشیار

• Chinese Language Pedagogy
• Language Learning Motivation
• Curriculum Development
• +۳ مورد دیگر

Junqing Jia is an Associate Professor in the Department of East Asian Languages and Literatures at Hamilton College, specializing in Chinese language pedagogy with emphasis on sustainable language learning motivation and curriculum innovation. Since joining the faculty in 2017, she has contributed to peer-reviewed publications, co-edited volumes, and developed pedagogical materials for diverse Chinese learners. Education: Ph.D. and M.A. in Chinese Language Pedagogy from The Ohio State University; M.A. and B.A. in Chinese Linguistics from Shanghai Normal University. Her research focuses on transforming language learning into lifelong self-motivated practice through classroom experiences and digital-age curriculum design. Recent publications include a 2023 advanced textbook on Chinese workplace communication and 2022 edited volume on performed culture methods. She teaches first-year to senior-level Chinese courses, including cross-cultural communication case studies.

Elke Reichmannمشاهده پروفایل

استاد

• Early Childhood Education
• Transition from Kindergarten to Primary School
• Cooperative Learning
• +۵ مورد دیگر

Elke Reichmann is a Professor at Evangelische Hochschule Ludwigsburg , specializing in Early Childhood Education and Pedagogy . Her work focuses on transitions between kindergarten and primary school, cooperative learning models, and empirical social research in early education contexts. Current roles: Professor for Early Childhood Education and Pedagogy Research areas: Transition studies, intercultural education, curriculum design for early learners Her publications emphasize: 2020: Intercultural contexts in German schools abroad 2019: Institutional collaboration between daycare and primary education 2015: Language promotion strategies in practical settings 2014: Managing heterogeneous learning groups and spatial pedagogy 2012: Foundational elements of early education didactics 2011: Attitudinal impacts of transition programs She leads the PartiGanzStut research project on participation in all-day schools in Stuttgart.

• Comparative Education Research
• Governance Research
• Adult Education
• +۵ مورد دیگر

Alexandra Ioannidou is a Researcher at the Deutsches Institut für Erwachsenenbildung (DIE), where she serves in the Internationalization Board Department. She has held this position since 2017 and previously served as Operational Head of the Departments 'Programs and Participation' and 'Teaching, Learning and Consulting' at DIE from 2015-2016. Her career spans multiple international organizations and academic institutions, with significant leadership roles including Managing Director and Board Member of the European Society for Research on the Education of Adults (ESREA) from 2019-2023. Her educational background includes: Diploma in Philosophy, Pedagogy and Psychology from Aristotle University of Thessaloniki Postgraduate studies in adult education at Leibniz University of Hannover (Dipl. Päd.) Doctorate on 'Governance in the transnational space – International educational monitoring for lifelong learning' from Eberhard Karls University of Tübingen Dr. Ioannidou's research focuses on international comparative education, governance structures in continuing education, and the internationalization of education policy, particularly in basic education, vocational training, and lifelong learning. Her work examines institutional frameworks, participation patterns, and policy implementation across different national contexts, with special attention to how governance mechanisms shape educational opportunities and outcomes. Her recent publications reveal a strong emphasis on educational governance, policy implementation, and the political economy of adult learning systems. She investigates how different welfare regimes influence participation in adult education, the impact of automation on skills development needs, and the regulatory frameworks governing continuing education. Her research often employs comparative methodologies to identify effective policy approaches across European and international contexts. Dr. Ioannidou holds multiple leadership positions in professional organizations: Member of the Education Policy Working Group 'Europe' (since 2017) Member of the Leibniz Working Group 'Europe' (since 2018) Member of the Leibniz Working Group 'International Affairs' (since 2018) Member of the Board of Trustees of DVV International (since 2019) Member of ASEM Research Network 4 'National Strategies for Lifelong Learning' (since 2020) She has contributed significantly to research projects including CLEAR (Comparative analysis of Learning systems in Europe and Asia) and ALE-in-ISI (Adult Learning and Education in International Statistical Information). Her work bridges academic research and policy development, with particular emphasis on evidence-based approaches to strengthening adult and continuing education systems globally.

• Adult Education
• Basic Education and Literacy
• Digitalization in Education
• +۳ مورد دیگر

Beate Bowien-Jansen is a Scientific Associate at the German Institute for Adult Education – Leibniz Centre for Lifelong Learning , focusing on adult education research and practice. Her work emphasizes financial literacy , basic education , and the digitalization of learning processes , with a particular interest in integrating low-literacy individuals into educational frameworks. Education: Part-time B.A. in Educational Science (2009–2015, Fernuniversität Hagen) Part-time M.A. in Education and Media eEducation (2016–present, Fernuniversität Hagen) Bowien-Jansen's research explores digital tools for financial literacy (e.g., the MONETTO gamified learning platform) and collaborative strategies for professionalizing educators. She has contributed to understanding how augmented reality , workplace learning , and multiplier networks can enhance basic education access and effectiveness. Her publications, including anthologies and peer-reviewed articles, examine work-oriented basic education , interdisciplinary collaborations , and gamification in adult learning . She has co-edited study materials on financial literacy and participated in projects like CurVe II, linking debt counseling to broader educational transitions. Scientific Contributions: Co-development of MONETTO, a financial literacy game Analysis of augmented reality applications for low-literacy learners Framework for workplace-based basic education programs Investigation of multiplier strategies in literacy outreach Evaluation of North Rhine-Westphalia's Alphanetz coordination center Integration of financial literacy with consumer education Bowien-Jansen collaborates extensively with colleagues like Michael Tröster and Eleni Mania, contributing to both practical guides and theoretical advancements in adult education. Her work bridges academic research with actionable strategies for policymakers and practitioners.

• School Reform
• Educational Leadership
• Teacher Education
• +۵ مورد دیگر

John Fischetti is Professor of Leadership and School Transformation at the University of Newcastle's School of Education. With a distinguished career spanning over 40 years, he previously served as Pro Vice-Chancellor of the College of Human and Social Futures (2021-2024) and Dean of the School of Education. His academic credentials include a Doctor of Education from the University of Massachusetts Amherst, a Master's in Secondary Education, and a Bachelor of Arts in Economics and American Government from the University of Virginia. Fischetti's transformative research focuses on educational equity , school redesign , and teacher preparation reforms . He champions personalized learning models that position students as active co-constructors of knowledge, arguing that traditional 'assembly-line' educational approaches fail 40% of Australian students. His pioneering work includes founding the Global Learning Equity Network (GLEN) and leading Australia's Big Picture Graduation Portfolio Project, which offers university pathways beyond ATAR scores. His scholarship examines how emerging technologies like mixed-reality simulations can revolutionize teacher training, particularly through the TeachLivE™ platform. Research trends across his publications reveal consistent focus on: Systemic educational transformation for 21st-century relevance Equity-driven pedagogical frameworks for marginalized learners Leadership models that empower innovation Technology integration to personalize learning experiences Honors recognizing his contributions include: 2016 Australian College of Educators Excellence Award 2010 John Fischetti Global Achievement Award 2009 Chancellor's Teaching Excellence Award 1997 University of Louisville Distinguished Teaching Award As an advisor, Fischetti supervises 14 doctoral candidates researching educational transformation, equity initiatives, and leadership development. He has secured over $628,734 in research funding, including grants from the NSW Department of Education for culturally sensitive evaluation frameworks and studies on Indigenous education pathways. He leads the 'Yarning the Way' project examining Indigenous paraprofessionals' roles in educational transitions. Fischetti founded the Global Learning Equity Network (GLEN) to develop international frameworks for teacher education and champions the Big Picture Graduation Portfolio Project across 13 Australian universities. His leadership extends to national policy through roles as Past President of the NSW Council of Deans of Education.

• Discourse Analysis
• Second Language Acquisition
• Foreign Language Teaching Methodology
• +۲ مورد دیگر

Dr. Sinem Doğruer serves as Assistant Professor in the Department of English Language Teaching at Trakya University's Faculty of Education, where she teaches undergraduate and graduate courses including Discourse Analysis, Linguistics, and Language Teaching Skills. She concurrently holds key administrative roles as School of Foreign Languages Unit Advisory Board Member and previously served as International Relations Office Vice Manager coordinating Erasmus, Mevlana, and Farabi Exchange Programs. Her academic journey includes: Edirne Anatolian High School (2001) B.A. in English Linguistics, Hacettepe University (2005) M.A. in English Language Teaching, Trakya University (2010) Ph.D. in English Language Teaching, Çanakkale Onsekiz Mart University (2016) Dr. Doğruer's research centers on discourse analysis and second language acquisition , with growing emphasis on digital education methodologies. Her work investigates self-regulated learning strategies, teacher training frameworks, and the impact of emergency remote teaching during the pandemic. Current projects explore AI integration in language classrooms and cultural considerations in technology-mediated learning. Recent publications reveal a decisive shift toward educational technology and post-pandemic pedagogy , while maintaining core focus on language strategy development. Key thematic clusters include teacher education innovation, psychological factors in language acquisition, and ESP curriculum design for specialized fields like medical education. She has advised Master's research on emergency remote teaching for young learners and contributed to TÜBAP-funded projects on discourse analysis. University service includes Program Development Committee membership, Zero Waste Project leadership, and Bologna Process coordination. Active in academic publishing, she serves as English Language Editor for Trakya Journal of Education and referees for multiple international journals including Sage Open and IGI-Global.

Andrea Horbachمشاهده پروفایل

استاد

• Educational Data Science
• Natural Language Processing in Education
• Machine Learning for Learning Analytics
• +۳ مورد دیگر

Andrea Horbach serves as Full Professor for Teaching and Learning in the Digital World with a Focus on Machine Learning and Learning Analytics at the Leibniz Institute for Science and Mathematics Education (IPN) and the University of Kiel since 2024. Her interdisciplinary work bridges educational research and data science within Germany's premier science education institute. Her academic foundation includes: PhD in Computational Linguistics from Saarland University (2018) Diploma in Computational Linguistics from Saarland University (2008) Advanced studies supported by the German National Merit Foundation scholarship (2003-2007) Her research pioneers Educational Natural Language Processing applications, developing machine learning systems for automated assessment and language learning support. Specializing in argument mining, error detection, and hierarchical scoring models, she transforms educational measurement through data-driven methodologies that enhance both formative and summative evaluations in digital learning environments. Her 2025 publications reveal a concentrated focus on solving critical challenges in educational NLP: optimizing argument mining for incomplete student writing, implementing cascading scoring architectures for large-scale assessments, and creating specialized error detection tools for Germanic language learners. These works collectively advance the integration of robust machine learning techniques into authentic educational contexts where data quality and learner diversity present significant challenges. Her recognition includes: German National Merit Foundation scholarship (2003-2007) Her leadership trajectory—from Junior Research Group Leader at FernUniversität in Hagen to her current professorship—demonstrates sustained research impact in educational technology. While specific grant details aren't provided, her position directing methodological research at IPN indicates substantial involvement in nationally funded educational data science initiatives and graduate student mentorship in computational education. She leads the Educational Measurement and Data Science department at IPN, driving innovation in the institute's 'Methodological Research and Machine Learning' research line. Her team develops cutting-edge assessment tools that interface with IPN's broader mission in domain-specific learning and teacher professional development, creating synergies between theoretical educational research and practical AI applications.

Elizabeth A. Harwoodمشاهده پروفایل

استادیار

• Teaching Psychology
• Addiction and Substance Use Disorders
• Clinical Psychology
• +۳ مورد دیگر

Dr. Elizabeth A. Harwood serves as Assistant Professor and Undergraduate Psychology Program Coordinator in the Department of Counseling and Psychology at Rivier University, where she has applied Carl Rogers' core therapeutic conditions to student interactions since joining in 2009. Her nationally recognized teaching excellence drives curriculum innovation and community-focused addiction research. Her academic credentials include: Ph.D. in Clinical Psychology from the University of Montana M.A. in Clinical Psychology from the University of Montana B.A. in Literary Studies from Middlebury College Dr. Harwood's research integrates Teaching Psychology , Addiction Studies , and Clinical Assessment , with signature contributions in reducing addiction stigma through education and developing scaffolding techniques for millennial learners. Her work consistently bridges classroom pedagogy with real-world applications, particularly in New Hampshire's opioid crisis response. Analysis of her 2016-2024 publications reveals three dominant trajectories: neurobiological investigations of addiction (2023-2024), clinical applications of early maladaptive schemas (2021-2022), and evidence-based teaching methodologies (2016-2020). This triad demonstrates her unique fusion of educational innovation, clinical insight, and community engagement. Her scientific recognition includes: NH Excellence in Education award for Outstanding Teaching in Post-secondary Education (2016) As Program Coordinator, Dr. Harwood mentors undergraduate researchers while leading departmental initiatives like the Mental Health and Addiction Studies track. Her externally funded projects include the Davis Educational Grant (2022-2023) for technology-enhanced student engagement workshops. Community partnerships feature speaking engagements at Head Start programs and high schools to translate research into public health action. She actively shapes national discourse through the Society for the Teaching of Psychology (APA Division 2) while directing Rivier's response to regional addiction challenges through curriculum development and community coalitions.