جست‌وجوی استاد و پژوهشگر

Susan Feezمشاهده پروفایل

دانشیار مدعو

• English Language and Literacy Education
• Educational Linguistics
• Montessori Education
• +۷ مورد دیگر

Susan Feez is an Adjunct Associate Professor in the School of Education, Faculty of Humanities, Arts, Social Sciences and Education at the University of New England (UNE), Australia. She is a member of the English, Literacies and Languages Education (ELLE) team, where she contributes to research and pedagogy in language and literacy education, with a focus on systemic-functional linguistics, multiliteracies, and Montessori education. PhD (University of Sydney) MEd: Language in Education (University of Sydney) Dip Ed: Infants/Primary (Armidale CAE) Dip Ed: TESOL (Latrobe) BA (University of Queensland) Certificate in Adult TESOL (ACL, Sydney) Diploma in Montessori Elementary Education (Association Montessori Internationale, Bergamo, Italy) Diploma in Montessori Early Childhood Education (Sydney Montessori Teachers' College) Susan Feez's research centers on language and literacy development, pedagogy, and assessment, with a strong emphasis on the literacy demands of the curriculum. She explores multimodal representations of knowledge, applying social semiotics and systemic-functional linguistics to educational contexts. Her work in Montessori education investigates how language and literacy are mediated in early childhood and elementary settings, bridging historical practice with contemporary theory. She also specializes in EAL/D (English as an Additional Language or Dialect) education, supporting inclusive practices in mainstream classrooms. Her recent publications reflect a sustained engagement with functional grammar, genre-based writing instruction, multimodal learning, and Montessori pedagogy. Themes across her articles include the integration of phonics with meaning-making, the role of dialogue in learning, and the adaptation of Montessori principles in multilingual and multicultural settings. Her work is highly applied, aiming to translate academic research into practical classroom strategies. Susan Feez has been recognized for her contributions to educational publishing, notably winning the Educational Publishing Awards Australia 2019 in the Primary: Reference Resource category. She is an active member of several professional organizations including the Australian Systemic Functional Linguistics Association (ASFLA), PETAA, ALEA, ATESOL NSW, ACTA, and the Association Montessori Internationale (AMI). Susan Feez collaborates with researchers and educators across Australia and internationally. While no formal advisees are listed, her editorial and co-authorship roles suggest mentorship and academic leadership. She has contributed to curriculum development projects, including the Montessori National Curriculum and training materials for adult and community education. Her work demonstrates a commitment to equity, accessibility, and innovation in language and literacy education. Susan Feez is actively involved in academic communities through conference presentations, plenary talks, and research collaborations. Her work spans historical analysis, theoretical development, and practical application, particularly in literacy education and Montessori pedagogy. She maintains strong links with professional networks and continues to publish influential resources for teachers and researchers.

• Educational Technology
• Digital Competence
• Inclusive Education
• +۷ مورد دیگر

Santiago Mengual Andres is an Associate Professor in the Department of Comparative Education at the Faculty of Philosophy and Educational Sciences, Universitat de València. His work is centered on digital competence, educational technology, and inclusive pedagogy in higher education. He is a member of two prominent research groups: GRECIA (Comparative Education Group) and POLISOC (Educational Policies, Interculturality and Society). Research Interests: His primary research areas include educational technology, digital competence, virtual reality in education, MOOCs, artificial intelligence in learning, teacher training, and inclusive education. He investigates how digital tools transform teaching and learning, especially in higher education contexts, with a focus on equity, accessibility, and pedagogical innovation. Publication Trends: His recent publications (2021–2025) reflect a strong focus on AI in education, online learning effectiveness, virtual reality, and digital inclusion. Themes such as student perceptions, teacher training, and sustainable digital education recur across his work, demonstrating a commitment to evidence-based educational innovation. Scientific Awards: No scientific awards were mentioned in the provided text. Advising and Grants: While specific details on grants are not provided, Santiago has supervised doctoral research, including his own PhD under Dr. Rosabel Roig Vila and Dr. Josefa Eugenia Blasco Mira. He collaborates extensively in educational research projects, particularly in digital education and policy. No formal list of advisees is available. Labs and Research Groups: He is actively involved in the GRECIA Comparative Education Group and the POLISOC research group focused on educational policies, interculturality, and society. These groups support interdisciplinary research on educational innovation, inclusion, and digital transformation in Ibero-American contexts.

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.

• Pedagogical Leadership
• Leadership in Kindergarten
• Change Management
• +۷ مورد دیگر

Lise Hannevig is a Senior Lecturer at Oslo Metropolitan University, affiliated with the Faculty of Teacher Education and International Studies and the Department of Kindergarten Teacher Education. She serves as Study Leader for Area 1 and focuses on leadership development in early childhood education. Position: Senior Lecturer Institution: Oslo Metropolitan University Faculty: Faculty of Teacher Education and International Studies Department: Department of Kindergarten Teacher Education Her research centers on pedagogical leadership, change management, participation, learning organizations, and collective learning processes in kindergarten settings. She emphasizes dialogical approaches and organizational development to enhance leadership competencies and professional identity among educators. Her work bridges theory and practice, particularly through the development of digital learning environments and practical guides for dialogue. The recent publications reflect a strong focus on leadership in early childhood education, with recurring themes in collaboration, dialogue, professional development, and the role of assistants in kindergartens. Her work includes textbooks, research reports, and dissemination efforts aimed at improving educational practices and leadership structures in Norwegian kindergartens. Scientific contributions include a textbook on dialogue, a scoping review on pedagogical leadership, and multiple dissemination articles on staff development and leadership clarity. Notable works address the need to recognize assistants as professionals and the importance of translational competence in leadership. Lise Hannevig actively mentors and contributes to academic discourse through conferences and collaborative research. She has been involved in projects supporting digital learning environments for leadership training and has advocated for inclusive and empowering workplace cultures in ECEC settings. Her work often involves collaboration with researchers such as Magritt Lundestad, Alona Krieken Laski, and Inger Johanne Riis Tollnes. She is engaged in advancing pedagogical leadership through research, teaching, and public outreach, contributing significantly to the development of kindergarten teacher education in Norway.

Andrea Dietzschمشاهده پروفایل

استاد

• Religious Education
• Theology
• Pedagogy
• +۵ مورد دیگر

Andrea Dietzsch is a Professor of Religious Education at the Evangelische Hochschule Ludwigsburg , where she has served since 2016. She also holds a part-time role as a Dozentin at Ludwig-Schlaich-Akademie since 2018. Her research focuses on Religious Education , digital learning methodologies , and the development of religious concepts in early childhood . She explores topics like teacher-student relationships , social justice in theology , and intercultural approaches to faith-based education . Her publications highlight the intersection of theological discourse and pedagogical innovation , particularly in crisis contexts and virtual environments. She is actively involved in initiatives such as the Joint Religious Education Commission of Baden and Württemberg and the Project Advisory Board for Biblical Studies . Her work has been featured in journals like Theo-Web and Ru heute , as well as edited volumes on applied theology and education.

• Critical Literacy
• Teacher Education
• Norwegian Language Didactics
• +۷ مورد دیگر

Lisbeth Elvebakk is an Associate Professor at Oslo Metropolitan University, Faculty of Education and International Studies, Department of Primary and Secondary Teacher Education. She serves as Head of Studies for Area of Responsibility 3 and is a key member of the Text and Disciplinary Didactics research group. Her work centers on developing critical literacy and thinking in primary and secondary education, particularly through Norwegian language instruction and children’s literature. Her research interests include critical literacy , teacher education , L1 didactics , multimodal text analysis , and pedagogical reflection . She explores how teacher students legitimize their teaching practices, engage with critical texts, and develop narrative and analytical skills. Her recent projects, such as the interdisciplinary KriT project, aim to build educational models for critical thinking using news and literature in classrooms. Her publications from 2018 to 2024 demonstrate a strong trend in analyzing teacher student discourse, promoting cross-curricular teaching, and integrating digital and social media in literacy education. She frequently collaborates with scholars like Marte Blikstad-Balas, Dag Skarstein, and Inger Vederhus, publishing in Nordic journals such as Acta Didactica Norden , L1-Educational Studies in Language and Literature , and Nordic Journal of Literacy Research . She has contributed to teacher training through textbooks like the Salto series and has disseminated her work at conferences including ECER and the Nordic Network for Research in First Language Didactics. Her work in educational innovation includes the use of FeedbackFruits for peer feedback in writing instruction. Associate Professor, OsloMet (current) Head of Studies – Area of Responsibility 3 Research Group: Text and Disciplinary Didactics Project: Critical thinking in primary education (KriT) She has not received any explicitly mentioned scientific awards. She advises no named students in the provided text. Her work involves both research and practical teaching development, with a clear emphasis on improving Norwegian language education through critical and reflective approaches.

Julia Merrillمشاهده پروفایل

استاد مدعو

• Musical Taste (Disliked Music)
• Concert Research
• Language and Music Cognition
• +۵ مورد دیگر

Julia Merrill serves as Adjunct Professor at the University of Kassel's Institute of Music and Senior Research Fellow in the Music Department at the Max Planck Institute for Empirical Aesthetics since 2014. Her academic journey includes a Habilitation in Musicology (2018, University of Kassel), PhD in Cognitive Science (2013, University of Potsdam), Diploma in Speech Science (2010, Martin Luther University Halle-Wittenberg), and Diploma in Church Music (2004, University of Church Music Heidelberg). Habilitation in Musicology, University of Kassel (2018) PhD in Cognitive Science, University of Potsdam (2013, summa cum laude) Diploma in Speech Science, Martin Luther University Halle-Wittenberg (2010) Diploma in Church Music, University of Church Music Heidelberg (2004) Merrill's research centers on the psychological and physiological dimensions of musical aversion, with groundbreaking work on disliked music's emotional and bodily impacts. Her concert research examines physiological synchrony during live performances, while vocal studies explore the speech-song boundary and aesthetic evaluation of voices. Current projects include investigating perceived versus felt emotions in music and analyzing pandemic-era shifts in musical engagement. Her publication trends reveal a methodological evolution from lesion studies and fMRI toward ecological concert research and psychophysiological measurement. Recent work emphasizes mixed-methods approaches combining self-report with cardiac/respiratory monitoring, particularly regarding musical dislikes and live audience experiences. No scientific awards are explicitly documented in available materials. Merrill has served as guest professor at Martin Luther University Halle-Wittenberg (2015-2016) and edited conference proceedings for the International Association for the Study of Popular Music. Current externally funded work includes the INHABIT Artist-in-Residence program at the Max Planck Institute. She collaborates extensively on interdisciplinary projects spanning music cognition, neuropsychology, and empirical aesthetics. Her laboratory work focuses on the Music Department at the Max Planck Institute for Empirical Aesthetics, where she leads research on disliked music and concert experiences. Current team initiatives include the Musicovid international research network examining pandemic impacts on musical behavior and projects studying physiological synchrony during ensemble singing.

Gerardo Restrepoمشاهده پروفایل

دانشیار

• Developmental Neuropsychology
• Learning Neuropsychology
• Neuroeducation
• +۵ مورد دیگر

Gerardo Restrepo serves as an Associate Professor in the Department of School and Social Adaptation Studies at the Faculty of Education, University of Sherbrooke. His work integrates medical, psychological, and educational perspectives to advance evidence-based interventions in developmental neuropsychology and neuroeducation. His academic credentials reflect interdisciplinary expertise: Ph.D. in Educational Sciences, University of Sherbrooke Doctorate in Medicine and Surgery, National University of Colombia Residency in Child Neurology, Military University of New Granada, Colombia B.A. in Psychology, Bishop's University B.A. in Modern Languages (English, Italian), Bishop's University Training in Epidemiology and Public Health, Public Health Agency of Canada Research prioritizes developmental neuropsychology with emphases on emotion-executive function dynamics in children, empathy development, language disorders, transactional neuropsychology, and neuroscience applications to educational practice—particularly in epilepsy contexts. Current projects investigate evidence-based neuroeducational strategies and school neuropsychology frameworks. Recent publications consistently bridge laboratory neuroscience with classroom applications, highlighting reading acquisition mechanisms, executive function development, and emotional regulation. Systematic reviews and theoretical models dominate his output, emphasizing neuronal recycling theory and transactional approaches to childhood learning difficulties. No scientific awards are documented in the source material. Information regarding graduate student supervision, research grants, or laboratory affiliations is not provided in the available documentation.

William Sewellمشاهده پروفایل

دانشیار

• English Education
• Composition
• Multimodal Intertextuality
• +۱۲ مورد دیگر

William Sewell is an Associate Professor of English Education and Composition in the Department of English within the College of Arts & Sciences at Dakota State University, Madison, South Dakota. He holds a PhD in English from the University of Kansas and has extensive experience in public school teaching prior to his academic career. Education: Ph.D., English - University of Kansas, 2009 M.A., English - Missouri State University, 1997 B.A., English and Theatre - Drury University, 1993 Dr. Sewell's research focuses on innovative pedagogical strategies in English education, particularly multimodal intertextuality, content area literacy, and the integration of music and media into the classroom. He explores young adult literature, manipulative rhetoric, 70s and 80s cinema, and the emerging role of AI in teaching. His work emphasizes student engagement, critical literacy, and democratic classroom practices. His recent publications reflect a consistent trend in blending cultural texts—especially music and film—with literacy instruction to enhance student agency and understanding. He has pioneered techniques like "vocabutoons" and the "lie-search" method to foster creativity and critical thinking. Scientific Awards: USD 290 Teacher of the Year Award Kansas Association of Teachers of English Outstanding Teaching Practices Award Dr. Sewell has advised preservice teachers through research and field experience programs, contributing to teacher development. He has secured scholarly recognition through numerous peer-reviewed publications and presentations. His work often involves collaborative research, particularly with educators like Christian Goering and Alexa Alice Joubin, and addresses both theoretical and practical aspects of English education. He is actively involved in professional organizations such as the National Council of Teachers of English and the International Reading Association, presenting regularly on media literacy, multimodal instruction, and youth literature. His scholarship bridges academic research and classroom application, making him a key figure in contemporary English education reform.

Salvatore Ciancittoمشاهده پروفایل

پژوهشگر

• Translation Studies
• Children's Literature Translation
• Cultural Translation
• +۱۲ مورد دیگر

Salvatore Ciancitto is a Researcher in English Language, Translation, and Linguistics at the Department of Humanities, University of Catania, Italy. He is actively involved in teaching, research, and academic service, with a strong focus on digital pedagogy, translation studies, and cultural analysis. His work bridges traditional linguistic scholarship with innovative educational technologies. PhD in English and Anglo-American Studies, University of Catania (2006) iCon Master in Specialized Translation, Universities of Pisa and Genoa (2019) ITALS Master in Teaching Italian as a Foreign Language, Ca’ Foscari University, Venice (2015–2016) DipTESOL, Trinity College London (2012) Master’s in Conference Interpreting, Istituto Orientale Universitario of Naples (2000–2001) Degree in Modern Foreign Languages and Literatures, University of Catania (1999) His research interests center on translation studies, particularly children's literature, cultural and intersemiotic translation, and the role of gender and identity. He is also a pioneer in digital education, exploring gamification, MOOCs, AI applications, and nano-learning in English language teaching. His work often intersects with visual culture, queer theory, and sociolinguistics. The most recent publications and conference presentations demonstrate a consistent trend toward the integration of technology in language education and a deep engagement with cultural representation in translation. Themes such as AI in ELT, digital escape rooms, and gamification reflect his innovative approach to pedagogy, while studies on book covers, queer identities, and horror in children's literature highlight his critical cultural analysis. Member, Italian Association of English Speakers (AIA) Member, The European Society for the Study of English (ESSE) Member, European Translation Society (EST) Member, Children's Literature Translation Studies network (CLTS) Member, Experiential Translation Network, King’s College London Ciancitto has coordinated and tutored several significant educational projects, including the development of MOOCs on British culture and general communication under international alliances like EUNICE and ENID-TEACH (Erasmus+). He has led teacher training workshops on gamification, digital tools, and educational escape rooms. He supervises numerous undergraduate theses on diverse topics in translation and linguistics, indicating active mentorship and academic guidance. His leadership in curriculum development and digital training initiatives underscores his role in shaping modern language education. He is a key member of multiple research networks and has coordinated projects such as the technical-legal English program for the Guardia di Finanza and various MOOC and NOOC courses. His work with the I-Land Research Centre and participation in international conferences reflect a strong collaborative and interdisciplinary research environment.

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.

Woldaregay, Ashenafi Zebeneمشاهده پروفایل

پژوهشگر

• Digital Health
• mHealth
• Artificial Intelligence in Healthcare
• +۷ مورد دیگر

Woldaregay, Ashenafi Zebene is a researcher at UiT The Arctic University of Norway, affiliated with the Faculty of Health Sciences and the Department of Clinical Medicine. His work bridges digital health, artificial intelligence, and clinical applications, particularly in diabetes management and infectious disease surveillance. He is a key contributor to the EDMON (Electronic Disease Surveillance and Monitoring Network) project, which leverages self-recorded health data from people with Type 1 diabetes for early outbreak detection. PhD in Digital Health / Health Informatics (2021) Master’s in Electronic Disease Surveillance (2016) His research focuses on applying machine learning, data science, and AI to solve pressing healthcare challenges. Key areas include blood glucose pattern analysis in diabetes, anomaly detection, mHealth adoption, wearable technology, and syndromic surveillance. He has developed models for infection detection, surgical risk prediction, and deidentification of clinical text. His work emphasizes real-world applicability, patient engagement, and data privacy. The most recent articles show a strong trend toward transformer models, synthetic data, and instruction-guided NLP in clinical contexts, alongside continued work in mHealth usability, caregiver support, and personalized health monitoring. His publications span journals in health informatics, medical informatics, and digital health, reflecting interdisciplinary collaboration. Scientific contributions include: Development of the EDMON system for real-time infection monitoring Creation of datasets for wearables and mHealth motivation factors Systematic reviews on reinforcement learning in diabetes and AI in healthcare security Innovation in cluster detection algorithms (K-CUSUM) for outbreak detection While direct information on grants and advising is not provided, his role as a doctoral candidate and co-author on numerous student-led studies suggests involvement in research mentoring. He collaborates extensively with researchers such as Gunnar Hartvigsen, Eirik Årsand, and Karl Øyvind Mikalsen, indicating membership in a large, active digital health research group. He is involved in a multidisciplinary research lab focused on digital health innovation, mHealth systems, and AI-driven clinical decision support. The team works on real-time monitoring, data privacy, and user-centered design of health technologies, with applications in chronic disease management and public health surveillance.

• Content and Language Integrated Learning (CLIL)
• Bilingual Education
• Language Policy
• +۶ مورد دیگر

Luk Van Mensel is a Researcher specializing in bilingual education and multilingualism, with a focus on Content and Language Integrated Learning (CLIL) . He has led projects like ARC 14/19-061: Assessing CLIL (2014-2019) and conducted PhD research on language practices in Dutch-medium education in Brussels (2007-2014). His recent publications (2023-2025) examine CLIL's impact on dyslexic students' academic achievement language emotions and motivation vocabulary acquisition dynamics Collaborating with Belgian and French researchers, his work addresses educational outcomes and policy in multilingual contexts. Van Mensel has actively participated in conferences (e.g., Sociolinguistics Symposium 24, Psychology of Language Learning 4) and served as a peer reviewer for journals like Journal of Multilingual and Multicultural Development . He also contributed to media discussions on Brussels' multilingual demographics and immersion education.

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.

Margherita Malanchiniمشاهده پروفایل

مدرس ارشد

• Child development
• Learning
• Non-cognitive skills
• +۳ مورد دیگر

Dr. Margherita Malanchini is a Senior Lecturer at the Queen Mary University of London within the School of Biological and Behavioural Sciences . She directs the Cognition, Development, and Education research laboratory and contributes to the Centre for Brain and Behaviour and Centre for Evolutionary and Functional Genomics . Her work integrates developmental psychology , genetics , education , and social sciences to study child development, learning, and behavioral problems. Research Focus: Gene-environment interplay, non-cognitive skills, neurodevelopmental disorders, socioemotional development Grants: £943,596 from Medical Research Council (2025-2028), £133,787 from Jacobs Foundation (2025-2027), £103,229 from Baily Thomas Charitable Fund (2023-2025) Students: Supervises PhD researchers including Tom Falkenstein, Yuanyuan Huang, and Wangjingyi Liao Email: m.malanchini@qmul.ac.uk Notable Research Trends: Analysis of polygenic scores in educational outcomes, telomere biology and cognitive aging, gene-environment correlations in behavioral problems, and epigenetic markers of social disparities in mental health. Lab Involvement: Leads the Cognition, Development, and Education research laboratory, collaborating with multidisciplinary teams on projects involving the Twins Early Development Study (TEDS) and EU-ACTION consortium.