جست‌وجوی استاد و پژوهشگر

• Sociology of Education
• Adult Education
• Critical Pedagogy
• +۱۱ مورد دیگر

Peter Mayo is a Maltese academic currently serving as Professor in the Faculty of Education at the University of Malta , holding the UNESCO Chair in Global Adult Education. His work spans sociology of education, adult education, and critical pedagogy with a focus on global social justice. PhD in Sociology (University of Toronto) PhD in Estudios Artisticos, Literarios y de la Cultura (Universidad Autónoma de Madrid) Master's in Sociology of Education (University of Alberta) BA (Hons) in English (University of London) BA (Hons) in Education (University of Malta) Mayo's research explores critical pedagogy, neoliberalism in education, and postcolonial frameworks, informed by theorists like Paulo Freire and Antonio Gramsci. His publications emphasize community engagement, lifelong learning, and educational equity. Recent works analyze cultural hegemony, intercultural education, and sustainability through critical lenses, reflecting his commitment to democratizing education and addressing global inequalities. He has edited journals like Postcolonial Directions in Education and Convergence , and received awards including the AESA Critics Choice and Cyril Houle Award. First Class Honours in BA Education (University of Malta) AESA Critics Choice Award (2005) CIES Higher Education SIG Award (2011) Cyril Houle Award (2013) A+ Sobresaliente for PhD thesis (2023) Mayo has advised on international doctoral programs and collaborated with institutions across Europe, Canada, and Turkey. His editorial work and visiting professorships highlight his transnational contributions to critical education theory.

Yvonne Hallessonمشاهده پروفایل

دانشیار

• Subject Literacy
• Reading Development
• Writing Development
• +۴ مورد دیگر

Yvonne Hallesson is an Associate Professor and Senior Lecturer in Swedish at Uppsala University's Department of Nordic Languages, where she serves as Director of Studies for postgraduate education. Her research centers on subject literacy, focusing on students' reading and writing development through school texts across disciplines. Her academic qualifications include: Associate Professor of Swedish, Uppsala University (2021) Senior Lecturer in Swedish Language, Uppsala University (2019–present) Senior Lecturer in Didactics with focus on Swedish, Uppsala University (2016–2019) PhD in Language Didactics, Stockholm University (2015) Licentiate in Educational Science, Stockholm University (2011) Master of Education in Swedish and English, Stockholm University of Education (1999) Hallesson investigates the relationship between language and learning, particularly how students develop subject-specific literacy through text work in social sciences and other disciplines. Her research examines reading comprehension strategies, writing development, and the integration of national minority languages in educational contexts. She analyzes how text properties affect learning across different school subjects and student demographics. Her recent publications reveal consistent focus on subject literacy development, with particular attention to reading comprehension in social sciences and representation of national minority languages in textbooks. Her work demonstrates strong methodological emphasis on discourse analysis and classroom-based research, often involving collaborative teacher-researcher partnerships to bridge theory and practice. Hallesson supervises doctoral students including Jim Stefansson (main supervisor) and Linnea Wenell (assistant supervisor), and mentors numerous graduate students. She has secured significant research funding from the Swedish Research Council for projects including "Läsmetoder under lupp" (2022) and the current "Building subject knowledge in text" (2025-2027). She actively contributes to academic governance as board member of the Department of Nordic Languages and the research network SMDI, and coordinates Uppsala University's subject didactic network for Swedish and Swedish as a second language. She also represents the Swedish Teachers' Association in the Language Care Group.

Patrick Praxمشاهده پروفایل

استادیار

• Game Design
• Sustainability
• Media Literacy
• +۱۱ مورد دیگر

Patrick Prax is an Assistant Professor at the Department of Game Design, Uppsala University, specializing in participatory media and critical game studies. His research explores co-creation in digital games as alternative media, focusing on systemic sustainability, cultural heritage preservation, and social justice frameworks within gaming ecosystems. PhD in Media Studies (Uppsala University, 2016) Co-chair, Game Studies Working Group at NordMedia Board member, Cultural Heritage Incubator (Swedish National Heritage Board) Key research areas include: Political economy critiques through game mechanisms (e.g., loot boxes) Reflexive approaches to digital game preservation Esports culture and leadership dynamics Media literacy and civic engagement through gaming Recent publications examine sustainability integration in game education, systemic issues in game monetization, and community-driven adaptations of Warhammer 40k. He actively engages with public discourse through TEDx talks, national media appearances (TV4, UNT24), and policy advisory roles.

Diane Ebert-Mayمشاهده پروفایل

استاد

• Undergraduate biology teaching and learning
• Climate change impacts on alpine tundra ecosystems
• Faculty professional development in STEM
• +۳ مورد دیگر

Diane Ebert-May is a University Distinguished Professor in the Department of Plant Biology at Michigan State University, affiliated with the College of Natural Science. She leads research in biology education, focusing on learner-centered pedagogy, faculty professional development, and curriculum transformation. Education: Ph.D. from the University of Colorado Her research examines how professional development programs like FIRST IV sustain learner-centered teaching in early-career faculty, impacts of reformed introductory biology curricula on student performance, and model-based pedagogy for complex biological systems. She also investigates pedagogical content knowledge (PCK) in instructors and graduate teaching assistant (TA) professional development models. Recent publications track longitudinal impacts of teaching reforms, climate change effects on alpine ecosystems, and assessment protocols for three-dimensional STEM learning. Her work emphasizes institutional alignment with faculty values and organizational structures supporting educational innovation. She teaches a seminar for postdoctoral fellows and graduate students titled Pathways to Scientific Teaching , and her lab collaborates on NSF-funded projects, including DUE 1623834 and CCLI Phase III (DUE 0817224). Current studies analyze teaching practices across diverse institution types and their effects on student learning outcomes.

Katherine Dixonمشاهده پروفایل

مدرس

• Psychology Education
• Transition from Secondary to University Education
• Higher Education
• +۶ مورد دیگر

Katherine Dixon is an Education Focused Academic in the School of Psychological Sciences (Faculty of Medicine, Nursing & Health Sciences) at Monash University . She specializes in psychology education, focusing on curriculum design, teaching methods, and the transition from secondary to tertiary education. Educational Background : Master's in Secondary Education & Teaching (Psychology specialization) from the University of Melbourne, Honours Degree in Psychology from Monash University, and Bachelor of Arts from Monash University. Her research interests include pedagogical content knowledge , student engagement , and psychological literacy , with a particular emphasis on bridging secondary and university-level education. Recent publications highlight transitions in educational psychology and innovative teaching strategies. Scientific Awards : Harold Cohen Prize (2021) CDES Award for Online and Blended Learning (2021) Leaders in Communities Award (2020) CDES Teaching Award (2020) Dean's Honours Award for Master's studies (2019) Monash Psychology Honours Scholarship (2017) Erasmus+ International Grant (2016) Katherine is actively involved in academic engagement, serving as a member of the Australian Psychology Learning and Teaching (AusPLAT) network and as a Psychology Examination Assessor for the Victorian Curriculum and Assessment Authority (VCAA). She has presented at major conferences, including the AusPLAT Conference 2023 and CDES Annual Psychology Teachers’ Conference 2025.

• Artificial Intelligence
• Machine Learning
• Computer Science
• +۶ مورد دیگر

Fredrik Heintz is a professor at Linköping University's Department of Computer and Information Science within the Faculty of Science & Engineering. His research bridges artificial intelligence, education, and healthcare, focusing on AI literacy, synthetic data generation, and autonomous systems. Key affiliations: Linköping University (Faculty of Science & Engineering, Department of Computer and Information Science) Research Interests: Heintz's work spans multiple domains: Developing frameworks for AI literacy in K-12 education Creating fair synthetic healthcare data using GANs and bias-transforming techniques Advancing autonomous 3D exploration algorithms for dynamic environments Benchmarking tools for fairness, utility, and explainability in AI models Stream reasoning for real-time data analytics and knowledge extraction Evaluating ethical implications of AI in teacher education Scientific Contributions: His publications highlight collaborations with international researchers and significant grants from the Swedish Research Council, Knut and Alice Wallenberg Foundation, and VINNOVA. Notable projects include TransFusion for time-series generation, Bt-GAN for fair healthcare data, and DAEP for dynamic exploration planning. Funded by Wallenberg AI, Autonomous Systems and Software Program (WASP) ELLIIT Excellence Center at Linköping-Lund Mistra Geopolitics research program

• Educational Technology
• Teacher Education
• ICT in Education
• +۳ مورد دیگر

Geoffrey Ian Romeo is a former academic researcher affiliated with the Australian Catholic University (ACU), focusing on educational technology and teacher education. His work emphasizes integrating technology into teacher training programs, particularly in remote and rural settings. Key contributions include studies on TPACK (Technological Pedagogical Content Knowledge), web conferencing for pre-service teacher practicum, and the use of video technology for classroom observation and supervision. Research interests revolve around ICT applications in education, teacher professional development, and technology-mediated learning environments. Notable projects include the Teaching Teachers for the Future (TTF) initiative, exploring how technology enhances teacher education. Publications span journals like the Asia-Pacific Education Researcher and Australian Educational Computing , alongside conference proceedings and book chapters addressing challenges and innovations in educational technology. Romeo's articles highlight trends in leveraging technology to bridge geographic gaps in teacher training, evaluating interactive tools like web conferencing and video analysis, and rethinking educational practices through ICT integration. Despite no listed awards or grants, his work underscores practical and theoretical advancements in preparing educators for technology-rich classrooms.

Scott McCrickardمشاهده پروفایل

دانشیار

• Human-Computer Interaction
• Outdoor Technology Use
• Mobile Application Development
• +۳ مورد دیگر

Scott McCrickard is an Associate Professor at the Department of Computer Science within the College of Engineering at Virginia Tech . He serves as the Co-director of Virginia Tech's Human-Centered Design Program , integrating interdisciplinary approaches into his research and teaching. Ph.D. , Computer Science, Georgia Tech (2000) M.S. , Computer Science, Georgia Tech (1995) B.S. , Mathematical Sciences (Computer Science emphasis), University of North Carolina at Chapel Hill (1992) McCrickard’s research focuses on Human-Computer Interaction (HCI) , particularly in outdoor environments. His work explores how technology can enhance experiences in nature, including the use of smartwatches for group fitness interventions, AR mobile games for social bonding, and diary studies as pedagogical tools. He also investigates mobile application development for low-literacy populations and social media integration in design processes. Recent publications highlight trends in HCI education , outdoor technology adoption, and social gaming dynamics . Key themes include leveraging diary methods for learning, designing context-aware notification systems , and analyzing indigenous knowledge preservation through self-organized online communities. As part of his leadership in the Human-Centered Design Program, he bridges computer science with design theory , emphasizing usability and social impact in technological solutions.

Delia D. Steversonمشاهده پروفایل

دانشیار

• 19th and 20th Century African American Literature
• Critical Disability Studies
• Southern Studies
• +۵ مورد دیگر

Delia D. Steverson is an Associate Professor of English at the University of Alabama, specializing in 19th and 20th century African American Literature, Critical Disability Studies, and Southern Studies. Her work examines intersections of race, disability, and state-sanctioned violence in literature and culture. She holds a PhD, MA, and BA in English from the University of Alabama and Agnes Scott College, respectively. Education: PhD (2017), MA (2012), BA (2009) Her research includes Stumbling Blocks and Other Unfinished Work (2023), which recontextualizes the legacy of Delores Phillips, and Making Black Selves , exploring alternative Black subjectivity. She has held prestigious fellowships like the Mellon Career Enhancement Fellowship and has published widely in journals such as Journal of Literary and Cultural Disability Studies . Her articles span themes like disability in Toni Morrison’s Sula and racial perception in Melville’s Benito Cereno . Awards include the Humanities Scholarship Enhancement Award (2020) and NEH funding (2018). Grants: NEH Summer Institute (2018), Course Development Grant (2018) She collaborates on curriculum development and mentors pre-college students through non-profits like the one where she served as Assistant Director of Programs. Her work bridges academia and public engagement, emphasizing marginalized voices in literature.

Catherine Arnott Smithمشاهده پروفایل

استاد

• Consumer Health Informatics
• Medical Informatics
• Health Information Management
• +۶ مورد دیگر

Catherine Arnott Smith is a Professor at the University of Wisconsin–Madison’s School of Computer, Data & Information Sciences (Information School). Her expertise spans consumer health informatics, medical informatics, and health information management. She holds advanced degrees from the University of Michigan (AMLS, M.A. 1992) and University of Pittsburgh (MS 2000; PhD 2002). Research focuses on patient-facing health technologies, including clinical note accessibility, health literacy, and public library roles in health information provision. Key areas include pediatric open notes, wearable device terminology, and disability-related health management. She teaches courses such as Digital Health (LIS 517) and Information Organization (LIS 602). Publications emphasize healthcare transparency, misinformation mitigation, and stakeholder engagement. Recent work explores cognitive/cultural factors influencing vaccination attitudes and parent perspectives on pediatric clinical notes. She advocates for inclusive design of health IT systems, leveraging qualitative methods like interviews and content analysis. No scientific awards are explicitly listed, but her extensive grant-funded research addresses topics like health information equity and consumer engagement. She collaborates with interdisciplinary teams in medical, library, and educational sectors. Her work bridges clinical documentation practices with public health needs, particularly for vulnerable populations such as disabled youth and low-literacy caregivers.

Justin D. Garwoodمشاهده پروفایل

استاد

• Emotional and Behavioral Disorders
• Special Education
• Classroom Management
• +۳ مورد دیگر

Justin D. Garwood is a Professor and Program Coordinator of the PhD in Social, Emotional and Behavioral Health and Inclusive Education (SHIE) at the University of Vermont's College of Education and Social Services (CESS), Department of Education. He holds a Ph.D. in Education from the University of North Carolina at Chapel Hill, with additional degrees from Vanderbilt University and SUNY Brockport. His research focuses on emotional and behavioral disorders (EBD), pre-service teacher preparation, academic interventions, and classroom management. Dr. Garwood leads two U.S. Department of Education-funded grants: Project Burn and Turn (2020-2025, $500,000) examining special education teacher burnout, and Project Resiliency (2022-2027, $1,250,000) preparing leaders in EBD. He authored the 2021 book *Reclaim Your Challenging Classroom: Relationship-based Behavior Management* and has over 55 peer-reviewed articles in special education. His awards include the Martin J. Kaufman Distinguished Early Career Research Award (2025) and the Joseph A. Abruscato Award for Excellence in Research (2022). He serves on editorial boards for *Behavioral Disorders* and *Journal of Emotional and Behavioral Disorders* and is licensed in English and Special Education (K-12). Education: Ph.D., UNC Chapel Hill; M.Ed., Vanderbilt; B.S., SUNY Brockport. Research: Teacher wellbeing, EBD interventions, relationship-based pedagogy. Grants: Over $1.75M in federal funding for teacher support and leadership development.

• Child and Adolescent Development
• Social Inequalities
• Digital Technology Impact
• +۳ مورد دیگر

Candice Odgers is a Professor of Psychological Science and Informatics at the University of California Irvine, and Co-Director of the Child & Brain Development Program at the Canadian Institute for Advanced Research (CIFAR). Her work focuses on how early life experiences, social inequalities, and digital technologies shape child and adolescent development. She has held prestigious roles such as William T. Grant Scholar and has received multiple early-career awards from organizations including the American Psychological Association and the Royal Society of Canada. Dr. Odgers earned her Ph.D. in Developmental and Quantitative Psychology from the University of Virginia. Her research integrates longitudinal studies and innovative methodologies to address critical societal issues like the impact of socioeconomic disadvantage, gentrification, and digital technology on mental health and educational outcomes. She has pioneered studies on smartphone use, social media dynamics, and intergenerational effects of family interventions. Her scientific contributions include groundbreaking analyses of the 'Great Rewiring' of childhood, linking technological shifts to rising mental health challenges among youth. She advocates for evidence-based policies, open science practices, and ethical considerations in AI and educational technology. Key themes in her work include loneliness, family cash transfers, and the epidemiological study of adolescent mental health. Dr. Odgers has published extensively on topics ranging from air pollution's psychopathological effects to the role of home environments in child outcomes. Her work bridges academic research with practical interventions, emphasizing equitable solutions for marginalized communities. She has been a leader in global research networks, emphasizing collaboration between academia and industry to improve youth mental health outcomes.

• Educational Technology
• Early Childhood Education
• Primary Education
• +۵ مورد دیگر

Grace Oakley is an Associate Professor at The University of Western Australia's Graduate School of Education, specializing in language and literacy education across Early Childhood and Primary years, with a strong focus on integrating ICTs and innovative teaching practices. She holds a BA(Hons), GradDipEd, MEd, and PhD from Edith Cowan University. Her research interests include mobile technologies for literacy learning, blended learning, and the application of augmented/virtual reality (XR) in education. She has led numerous grants and projects, including initiatives in Cambodia, Japan, and China, focusing on technology-enhanced teacher professional development and cross-cultural educational exchanges. Key roles include Deputy Dean of the Graduate School of Education (2020–present), Course Coordinator for Master of Teaching Primary (2009–2020), and leadership in curriculum committees and academic governance. She has received multiple awards for teaching excellence, including the AAUT Citation (2025) and ALEA Special Services Award (2024). Her work aligns with UN Sustainable Development Goals, particularly in quality education (SDG 4) and partnerships for the goals (SDG 17). She actively engages in international collaborations, keynote presentations, and policy advising to advance educational innovation globally.

• Gerontology
• Public Health
• Social Policy
• +۴ مورد دیگر

Prof. Dr. Ansgar Thiel is a Professor in the Department of Social Sciences at Eberhard Karls University Tuebingen. His work focuses on gerontology, public health, and sociological aspects of aging. He leads research in the HELP (Helping the Elderly to enjoy Long Complete lives) group, addressing stereotypes of elderly populations, physical activity promotion, and health behavior in aging societies. His interdisciplinary projects include the BaSAlt study on physical activity in nursing homes and studies on elite athletes’ health challenges. He collaborates with the Institute of Political Science and Policy Analysis, exploring social conflicts and institutional dynamics. Key research areas include: 1) Aging populations and social policies, 2) Physical activity interventions for elderly and marginalized groups, 3) Mental health in high-performance domains (sports, music), and 4) Sociological analysis of e-sports and digital culture. His work emphasizes participatory approaches and transdisciplinary collaboration with healthcare institutions and long-term care facilities. Publications span topics from analgesic use in elite sports to pandemic impacts on older adults’ social networks. He co-developed the GEKOS educational program to enhance youth health literacy and contributed to guidelines for occupational health management (BGM). His research bridges social sciences with practical health promotion strategies in diverse settings.

Andrea L. Rupparمشاهده پروفایل

دانشیار

• Special Education
• Disability Studies
• Inclusive Education
• +۳ مورد دیگر

Andrea L. Ruppar is an Associate Professor of Special Education at the University of Wisconsin–Madison's School of Education, within the Department of Rehabilitation Psychology and Special Education. Her work focuses on decision-making processes among special education professionals, particularly regarding students with significant disabilities. She emphasizes expertise development, curriculum access in inclusive settings, and Individualized Education Program (IEP) formulation. Dr. Ruppar holds a PhD in Special Education from the University of Illinois at Urbana-Champaign (2011), an M.Ed. from the University of Washington (2004), and a BS in Music and Sociology from Indiana University–Bloomington (2000). Her research bridges theory and practice, collaborating with school districts to enhance literacy outcomes and inclusive practices. Key themes include teacher preparedness, equitable IEPs, and systemic barriers to inclusion. Recent work addresses rural special education challenges and international inclusive education frameworks. Her publications analyze supplementary aids, LRE compliance, and parent involvement in IEPs. She has received prestigious awards for her contributions, including the TASH Early Career Research Award (2019) and the CEC Teacher Education Division's Early Career Publication Award (2017).