جست‌وجوی استاد و پژوهشگر

Barbara McGillivrayمشاهده پروفایل

مدرس

• Computational Linguistics
• Digital Humanities
• Semantic Change Analysis
• +۴ مورد دیگر

Dr. Barbara McGillivray is a Lecturer in Digital Humanities and Cultural Computation at King's College London, part of the Department of Digital Humanities within the Faculty of Arts & Humanities. Prior to joining King's in 2021, she was a Turing Research Fellow at the Alan Turing Institute and the University of Cambridge (2017–2021), and held roles in academic publishing at Oxford University Press and Springer Nature. She holds a PhD in Computational Linguistics from the University of Pisa (2010), alongside a Master's in Mathematics and a Bachelor's in Classics from the University of Florence. Her research focuses on computational methods applied to humanities questions, particularly semantic change analysis in ancient and contemporary texts, time-aware NLP, and open data publishing. She leads the 'Computational Humanities Research Group' and co-leads the Living with Machines project, exploring 19th-century language of technology. She is Editor-in-Chief of the Journal of Open Humanities Data and convenor of King’s MA in Digital Humanities. Research Interests : Computational models of word meaning, semantic change in ancient languages (Latin/Greek), historical texts, and contemporary data; time-aware NLP; computational lexicography; open science advocacy. Teaching : Text processing, quantitative text analysis, data visualization, Python/R programming, natural language processing, and quantitative methods in the humanities. Grants & Awards : £2M UKRI Horizon Europe funding (2025), Inter Circle U. Prize for interdisciplinary research (2022), Best Paper Award (2024) for Deep Impact: A Study on Data Papers in Humanities . Projects : COALA (Latin semantic annotation), MuseIT (multisensory cultural experiences), Living with Machines (19th-century language analysis). Collaborates internationally on semantic change, linked open data, and historical language modeling.

Sven Degenhardtمشاهده پروفایل

استاد

• Special Education
• Disability Studies
• Inclusive Education
• +۴ مورد دیگر

Prof. Dr. Sven Degenhardt is a Professor of Educational Science at the University of Hamburg’s Faculty of Education, specializing in pedagogy for individuals with visual impairments and blindness. Affiliated with the Department of Pedagogy for People with Disabilities and Disadvantages, he holds honorary professorships in China and has led numerous international projects. His research focuses on barrier-free education, low-vision rehabilitation, and inclusive design. Degenhardt has held administrative roles including Vice Dean for Research (2003–2005) and chair roles in national and international organizations like the VBS (Association for Pedagogy of the Blind and Visually Impaired). He has authored over 100 publications and received the Golden Ehrennadel (2023) for his contributions to inclusive education. Education: 1980–1984: Diploma in Mathematics/Physics Education (Humboldt University Berlin) 1987: PhD in Educational Science (Humboldt University Berlin) 1990: Diploma in Education for the Visually Impaired (Humboldt University Berlin) Research Interests: Degenhardt’s work centers on media accessibility for the visually impaired, empirical studies on educational practices, and policy development for inclusive education systems. Key themes include universal design for learning, low-vision rehabilitation technologies, and cross-cultural education projects with China, Japan, and Taiwan. Awards & Recognition: Golden Ehrennadel (VBS, 2023) DAAD-funded international collaboration projects (2014–2025) Multiple honorary professorships in China Leadership & Advocacy: Degenhardt chairs the Master’s program in Special Education, leads accessibility initiatives at Hamburg University, and advises national and international bodies on inclusive education policies. His work bridges academic research with practical implementation, emphasizing infrastructure adaptation and teacher training for inclusive settings.

Barbara Hänel-Faulhaberمشاهده پروفایل

استاد

• Deaf Education
• Sign Language Acquisition
• Educational Psychology
• +۳ مورد دیگر

Prof. Dr. Barbara Hänel-Faulhaber is a Professor of Education, specializing in sign language and audio pedagogy, and serves as Vice Dean for Research and Academic Career Paths at the University of Hamburg's Faculty of Education. Her research focuses on the acquisition and processing of German and German Sign Language (DGS), particularly among diverse learner groups, with interdisciplinary collaborations in biological psychology and neuropsychology. She leads the Deafness, Language and Learning Lab (D2L) and is affiliated with the Institute for German Sign Language and Communication of Deaf People (IDGS). Her work emphasizes bilingual approaches, inclusive education, and cognitive development in deaf and hearing-impaired populations. Education: PhD in Linguistics (2003), University of Hamburg Master's in Deaf Education (1999), LMU Munich Research Interests: Sign language acquisition and literacy Inclusive education strategies Cognitive and linguistic development in deaf children Labs/Teams: Deafness, Language and Learning Lab (D2L) Her funded projects explore visual communication in early childhood settings and the impact of sign language on learning outcomes. She has held academic positions since 2000, including professorships at the University of Cologne and the Hochschule Rhein-Waal, and has received research stipends from institutions like the Wilhelm-Stiftung.

André Frank Zimpelمشاهده پروفایل

استاد

• Neurodiversity
• Neuropsychology
• Anthropology
• +۵ مورد دیگر

Prof. Dr. André Frank Zimpel is a Professor of Intellectual Development and Pedagogy for People with Disabilities at the University of Hamburg's Faculty of Education. His primary affiliation is the Department of School and Primary School Pedagogy, Social Pedagogy, and Pedagogy for People with Disabilities and Disadvantages (EW 2). He holds a habilitation in Special Education and Diagnostic Psychology from the University of Bremen and has held visiting professorships at Goethe University Frankfurt and Kiel University. His research focuses on neurodiversity, neuropsychology, and the cognitive potential of individuals with intellectual disabilities such as Trisomy 21. He leads the Zentrum für Neuro-Diversitäts-Forschung (ZNDF) and has conducted large-scale studies funded by €1.1 million from institutions like the Hermann Reemtsma Stiftung. His work emphasizes the societal value of neurodivergent cognition, particularly in collaboration with artificial intelligence. Zimpel has authored numerous books and articles, including the 2025 monograph Wahnsinnig intelligent , exploring the untapped potentials of neurodivergent minds. His research bridges education, neuroscience, and social policy, advocating for inclusive systems that leverage cognitive diversity. Education: Studied Mathematics, Art, Special Education, Psychology, and Neurology in Magdeburg, Leipzig, and Berlin. Earned his Ph.D. in Psychology (1985) and habilitation (1993). Grants & Projects: Led studies involving 1,294 participants across Germany, Austria, and Switzerland. Key projects include Trisomy 21 learning improvement and neurodiversity-attention system research. Awards: Karl H. Ditze Prize (2015), First Place Inklusionspreis Niedersachsen, Cornelsen Zukunftspreis (2018), Comenius-EduMedia-Siegel (2019). Labs/Teams: Directs the ZNDF and collaborates with the Zirkus Regenbogen project promoting neurodivergent inclusion.

Stephen Petrillمشاهده پروفایل

استاد

• Developmental Psychology
• Behavioral Genetics
• Cognitive Development
• +۴ مورد دیگر

Dr. Stephen Petrill is a Professor of Developmental Psychology at The Ohio State University, leading research on genetic and environmental contributions to cognitive skills such as reading, mathematics, language, and attention. He holds a PhD from Case Western Reserve University and has held faculty positions at Wesleyan University and Pennsylvania State University. His work integrates quantitative genetics, neuroimaging, and behavioral studies to identify biomarkers for learning difficulties. Education: PhD in Psychology, Case Western Reserve University, 1995 MA in Psychology, Case Western Reserve University, 1992 BA in Psychology, University of Notre Dame, 1990 Research Interests: Dr. Petrill’s research focuses on understanding how genetic and environmental factors interact to influence developmental outcomes in learning and behavior. Key projects include the Biology of Language Study and the Western Reserve Reading and Math Projects. His methods include twin studies, molecular genetics, and neuroimaging to explore pathways for conditions like ADHD and dyslexia. Publications: His work spans over 150 articles, emphasizing the genetic basis of learning disabilities, neurocognitive correlates of reading, and the role of household chaos in child development. Recent studies apply advanced statistical methods like quantile regression to dissect genetic influences across populations. Awards: 2020 Buckeye Access All Star 2017 Association for Psychological Science Fellow 1999 International Society for the Study of Individual Differences Early Career Award Grants & Leadership: Dr. Petrill chairs NIH panels and serves as an associate editor for the Journal of Child Psychology and Psychiatry . He leads federally funded studies and collaborates internationally, including a Fulbright stint in Russia. His lab emphasizes translating genetic findings into educational interventions. Labs/Teams: Active in the Biology of Language Study and Western Reserve Reading and Math Projects , focusing on interdisciplinary approaches to learning disabilities.

Monerah Al-Dubayanمشاهده پروفایل

مدرس

• Autism Spectrum Disorder
• Applied Behavior Analysis
• Special Education
• +۳ مورد دیگر

Monerah Al-Dubayan is a Lecturer and doctoral candidate in Special Education at the University of Maryland. She holds a Master of Science in Special Education from Johns Hopkins University (2020) and a Bachelor’s degree in Special and Elementary Education from Purdue University. Her research focuses on autism spectrum disorder, communication development, and culturally adapted interventions. She emphasizes family involvement in interventions to enhance communication and support children with disabilities. Key areas include applied behavior analysis, parent-implemented strategies, and bilingualism effects in autistic children. Her recent work explores virtual instruction methods for autistic students, leveraging video modeling and digital tools. Earlier studies evaluated preference assessment techniques using electronic and video-based formats. A 2015 study examined bilingualism’s impact on neurodevelopment in autism. She is affiliated with the Technology, Interventions, and Inclusion in Autism (TIIA) Lab, focusing on integrating technology into special education. No awards or grants are explicitly listed in the provided materials.

Chelsea Uggentiمشاهده پروفایل

استادیار

• Statistical Education
• Wildland Fire Science
• Multi-State Modeling
• +۳ مورد دیگر

Chelsea Uggenti is an Assistant Professor (Teaching Stream) in the Department of Statistics and Actuarial Science at the University of Waterloo, and currently serves as Director of the SAS Teaching Assistant (TA) Program. She holds a BA in Mathematics from Wilfrid Laurier University (2016), MSc (2017) and PhD in Statistics (2022) from the University of Western Ontario, with a collaborative specialization in Environment and Sustainability. She received her A.Stat. designation from the Statistical Society of Canada in 2023. Her research focuses on statistical education, wildland fire modeling, and multi-state/joint frailty modeling. She emphasizes active learning, universal design for learning (UDL), and communication skills development in her teaching. Her doctoral work investigated graduate TA training in mathematical and statistical sciences, and she advocates for discipline-specific TA development pathways. Chelsea has presented at conferences such as the Statistical Society of Canada (SSC), Canadian Mathematical Society (CMS), and International Environmetrics Society, sharing insights on pedagogy, TA training, and wildland fire analysis. Her work highlights interdisciplinary collaboration and equitable educational practices. Awards: A.Stat. designation (2023) Her professional contributions include developing the University of Waterloo’s SAS TA Program and fostering student feedback mechanisms to enhance learning experiences.

• Early Childhood Education
• Cultural Inclusion
• Indigenous Education
• +۳ مورد دیگر

Melinda Miller is an academic researcher at Queensland University of Technology (QUT), specializing in early childhood education with a focus on cultural inclusion, Indigenous perspectives, and sustainability. She holds a PhD in Education from QUT (2013), titled Action for change? Embedding Aboriginal and Torres Strait Islander perspectives in early childhood education curricula . Her work emphasizes action research methodologies and culturally responsive pedagogy. Key research areas include: cultural security in schools, reconciliation practices, STEM education for young children, and decolonizing early childhood curricula. Over 36 publications since 2007 showcase her contributions to understanding Indigenous education, cross-cultural challenges, and sustainability initiatives. Her articles highlight innovative practices such as teacher-as-researcher models and community-based action research projects. Miller collaborates with institutions like Rous Water and the University of Pennsylvania, addressing systemic issues in early childhood education through interdisciplinary approaches.

Kyriakos Demetriouمشاهده پروفایل

استادیار

• Inclusive Education
• Special Educational Needs
• Assistive Technologies
• +۴ مورد دیگر

Kyriakos Demetriou is an Assistant Professor and Academic Advisor in the Department of Education at the University of Nicosia. He holds a PhD in Inclusive Education from the University of Leeds, alongside a Master’s in Special Educational Needs, a dual Bachelor’s degree in Educational Sciences and Psychology from the University of Cyprus, and a Postgraduate Certificate in Learning and Teaching in Higher Education from Liverpool Hope University. He previously served as a Lecturer (2016–2019) and Postdoctoral Teaching Fellow (2015–2016) at Liverpool Hope University, focusing on Early Childhood Studies and Inclusive Education. His research interests center on special educational needs, inclusive policy and practice, assistive technologies, and cultural representations of disability. Notable projects include leading the DRONE project on digital literacy and combating disinformation, and co-leading the NBS initiative integrating nature-based solutions into teacher education. He is a Fellow of the Higher Education Academy (2016) and actively contributes to the InSSTER Research Centre. Dr. Demetriou’s work spans international collaborations, including the Children’s Worlds survey on child well-being and the UNITY project on disability inclusion in labor markets. His publications explore topics like Cypriot children’s well-being dynamics, disability stigma, and the role of friendship in resilience among children with disabilities. Education: PhD in Inclusive Education, University of Leeds (2015) MA Special Educational Needs, University of Leeds (2009) Bachelor of Educational Sciences & Psychology, University of Cyprus (2008) PGCert Learning and Teaching in Higher Education, Liverpool Hope University (2016) Awards: Fellow of the Higher Education Academy (UK, 2016) Key Projects: DRONE: Teacher training for digital literacy and disinformation resistance SciLMI: Meta-scientific literacies in the information age Children’s Worlds: International child well-being survey His research bridges theoretical frameworks with practical applications, advocating for systemic changes in education and labor markets to enhance inclusion and equity.

• Didactics
• Educational Technology
• School Pedagogy
• +۶ مورد دیگر

Prof. Dr. Vera Stojanovska is a Full Professor at the Institute of Pedagogy, Faculty of Philosophy, University St. Cyril and Methodius in Skopje. She holds a Doctorate in Pedagogical Sciences and has served as Head of Postgraduate Studies in Pedagogy (2009–2013). Her academic roles include teaching in first, second, and third-cycle studies, covering courses like Didactics, Curriculum Development, and ICT in Education. Education: She completed her Bachelor's (1989), Master's (1996), and PhD (2002) at the University St. Cyril and Methodius's Faculty of Philosophy. She has been an academic since 1988, advancing through ranks: Junior Assistant (1988), Assistant Professor (2003), Associate Professor (2007), and Full Professor (2012). Research focuses on didactics, educational technology, pedagogical communication, and curriculum design. She has published extensively in journals like International Journal of Cognitive Research in Science, Engineering and Education and contributed to international conferences. Her work addresses ICT integration, multicultural education, and teacher ethics. Teaching spans multiple departments: Faculty of Natural Sciences and Mathematics, Medical Faculty, and Philology. She has advised training programs for educators and served on national education strategy teams. She speaks English, Serbian, and Croatian, and is involved in editorial boards of international journals. Key achievements include over 50 publications, international collaborations (Austria, Netherlands), and leadership in professional commissions. Personal interests include theater, film, art, and music.

Hugo Hesserمشاهده پروفایل

استاد

• Clinical Psychology
• Health Psychology
• Cognitive Behavioral Therapy (CBT)
• +۹ مورد دیگر

Hugo Hesser is a Professor of Psychology at Örebro University and directs the Center for Health and Medical Psychology (CHAMP). His research bridges health and clinical psychology, focusing on psychological mechanisms underlying mental and physical illnesses to improve treatments like cognitive behavioral therapy (CBT) and internet-based interventions. He has developed therapies for conditions such as tinnitus, irritable bowel syndrome (IBS), chronic pain, depression, and anger-related disorders. His work emphasizes emotion regulation, cross-cutting mechanisms, and accessibility of evidence-based treatments. Education and Career: Born in 1982, Hesser earned a PhD in Disability Science (2013) and a Docent in Psychology (2014) from Linköping University. He held an Associate Professorship in Clinical Psychology (2017) before becoming a Professor at Örebro University in 2019. Research Interests: Core areas include CBT adaptation, internet-delivered therapies, and emotion regulation. He explores how psychological processes like anger and avoidance contribute to health issues. Current projects address obesity, diabetes, and interdisciplinary pain rehabilitation. Teaching and Mentorship: Teaches in Örebro's psychology program, supervising four doctoral students. Extensive experience in quantitative methods, including postgraduate education. Collaborations: National and international collaborations, including roles as statistical advisor for Internet Interventions and editorial board member of Behaviour Research and Therapy . Focuses on advancing statistical methods in clinical psychology. Labs/Teams: Leads CHAMP, fostering interdisciplinary research in health and medical psychology. Active in multidisciplinary pain rehabilitation and digital therapy development.

Steven Greensteinمشاهده پروفایل

دانشیار

• Mathematical Thinking
• Mathematics Education
• Educational Technology
• +۳ مورد دیگر

Steven Greenstein is an Associate Professor of Mathematics at Montclair State University, part of the College of Science and Mathematics. His research focuses on democratizing access to authentic mathematical activity, emphasizing diversity in learners’ thinking, intellectual agency, and self-directed inquiry. He holds degrees from Georgia State University, Texas State University, and The University of Texas at Austin. Education: B.S., Georgia State University M.S., Texas State University, San Marcos Ph.D., The University of Texas, Austin Research Interests: Greenstein explores mathematical experience, enactive phenomenology, and the role of physical tools in learning mathematics. His projects include the Stretchy Minds initiative for STEM creativity, the Making for Mathematical Learning program for pre-service teachers, and the Configure dynamic geometry environment for topology education. He also investigates social justice in education and culturally responsive pedagogy. Grants & Projects: NSF-funded 'Prospective Elementary Teachers Making for Mathematical Learning' (2018–2020) 'Preparing the Effective Elementary Mathematics Teacher' (2017–2025), focusing on high-needs schools 'Noyce Capacity Building Project: STEM Teach VI' (2011–2015) Labs & Teams: He leads the Configure project, a dynamic geometry tool for exploring topological equivalence, and curates the Mathematics Education Collection in the Educational CAD Model Library. His work aims to bridge theory and practice in teacher preparation and inclusive education.

• Special Education
• Transition Services
• Self-Determination
• +۴ مورد دیگر

Kendra Williams Diehm, Ph.D., is a Professor in the Department of Educational Psychology at the University of Oklahoma, specializing in Special Education. She also serves as Executive Director of the Zarrow Institute on Transition & Self-Determination. Her work focuses on transition services for students with disabilities, emphasizing self-determination, post-secondary outcomes, and cultural impact on education. She holds a leadership role in advancing inclusive practices and teacher preparation programs. Research Interests: Comprehensive transition services for students with intellectual/developmental disabilities Role of culture and family in educational outcomes Teacher preparation in special education Transition assessment tools (e.g., TAGG, TAGG-A) Her recent publications (2020–2025) highlight advancements in transition planning methodologies, self-determination interventions, and culturally responsive teaching strategies. Key themes include evidence-based practices for employment readiness, assessment tool development, and overcoming systemic biases in special education. Dr. Diehm’s professional contributions include directing the Zarrow Institute, which promotes self-determination and transition success through research and advocacy. She previously worked at the University of Kansas’s Beach Center on Disability.

Christoph Weberمشاهده پروفایل

استاد

• Educational Research
• Educational Inequalities
• Teacher Training Research
• +۳ مورد دیگر

Dr. Christoph Weber is a University Professor for Empirical Educational Research at the Upper Austrian University of Education (PH OÖ), focusing on research methods, evaluation, and educational inequalities. Since 2021, he has led the Coordination and Service Center for Research at PH OÖ and contributes to the Linz Research Center for Educational Research and Evaluation (zB). Academic appointment: Professor since 2021 Key affiliations: PH OÖ, JKU Linz Methodological expertise: Quantitative approaches (multilevel analysis, panel data, structural equation modeling) His research spans educational disparities, teacher training, and pandemic-related educational challenges. Recent projects analyze test mode effects in vocabulary assessment, app-based diagnostic tools for spelling deficits, and social communication in deaf populations . Google Scholar articles highlight studies on sign language assessment, arithmetic development, and teacher collaboration dynamics. Publications since 2021 emphasize compensating pandemic learning gaps impact of school closures methodological innovations in teacher training language screening for preschoolers peer effects in educational settings He also contributes to policy evaluations like Austria's New Middle School (NMS) reforms.

Genesis Arizmendiمشاهده پروفایل

استادیار

• Bilingual Language Acquisition
• Cognitive Development
• Educational Equity
• +۳ مورد دیگر

Dr. Genesis Arizmendi is an Assistant Professor in the Department of Speech, Language & Hearing Sciences at the University of Arizona and director of the Bilinguistics And the Brain in Education and Language (BABEL) Lab. Her research bridges speech-language pathology, cognitive science, education, psychology, and social policy to explore bilingual language acquisition, cognitive development, educational equity, and culturally responsive assessment practices. Research Interests: Bilingual language acquisition in children Working memory and cognitive development Culturally responsive educational interventions Language brokering in borderland communities Equity in assessment for emergent bilinguals Scientific Awards: Mellon-Fronteridades Faculty Fellow Dr. Arizmendi's work examines how bilingualism shapes communication, cognition, and academic outcomes, particularly in Spanish-English learners. Her lab emphasizes interdisciplinary collaboration to address complex questions at the intersection of language, learning, and social justice.