استاد راهنما، استاد دانشگاه یا پژوهشگر مناسب برای مسیر پژوهشیتان را پیدا کنید و با او ارتباط بگیرید.
نمایش ۳۱-۴۵ از ۱٬۱۱۰ استاد راهنما
اطلاعات این پروفایلها از صفحات عمومی دانشگاهها جمعآوری شده و ممکن است بهروز نباشد.
استادیار
Soumia Bardhan is an Assistant Professor in the Department of Communication at the University of Colorado Denver, specializing in intercultural communication, Islamic studies, and digital media analysis. Her research explores Muslim diasporic identities, counterpublic rhetoric, and communication strategies in authoritarian contexts.
Evangelos Albanidis is a Professor at Democritus University of Thrace (Department of Physical Education and Sport Science). He specializes in the History of Physical Education and Sports, with a focus on ancient Greek athletics, Olympic studies, and sport's sociopolitical roles. He teaches courses like Sports Sociology and History of Physical Education. His research explores ancient Greek sport practices, Byzantine therapeutic uses of exercise, and modern Olympic Games' historical contexts. He has supervised multiple doctoral and postgraduate theses, including works on Greek athletics during dictatorships and ancient Macedonian games. He served as President of the European Committee for the History of Sport (2013-2017) and President of the Greek Academy of Physical Education (2017-2019). Albanidis has been an invited speaker at global conferences in India, Spain, Hungary, and Italy, discussing topics like ancient Olympic symbolism and racism in modern sport. He contributed to editorial boards of journals like European Studies of Sports History and Scientific of Dance. His 15 most recent articles (2015-2024) cover militarization of sports during Greek dictatorships, therapeutic sport uses in Byzantium, and ancient Macedonian Olympic variations. He has also written on wrestling traditions in Thrace and political uses of sport during the Greek Civil War.
Dr. Heather B. Cunningham is an Associate Professor of Education in the College of Arts & Sciences at Chatham University , Pittsburgh, PA. With 13 years of K-12 teaching experience across Washington D.C., Pittsburgh, Honduras, and Malawi, she specializes in preparing educators to address systemic inequities. Ph.D. in Instruction and Learning, University of Pittsburgh (2015) M.A. in International Training and Education, American University (1997) B.A. in Social Sciences, Allegheny College (1993) Her research focuses on: Reimagining classroom management through equity and justice lenses Integrating global sustainability frameworks with social justice Culturally responsive teaching in urban contexts International service-learning applications Restorative discipline practices Recent publications demonstrate interdisciplinary approaches combining: Environmental education and social justice (2021) Restorative discipline models (2020) International student teaching methods (2019) Equity-focused classroom management (2018) Poverty-informed teaching strategies (2017) Dr. Cunningham teaches undergraduate and graduate teacher education courses, emphasizing the intersection of: Teacher cultural identity Effective instruction Family-community partnerships Social justice advocacy
دانشیار
Dr. Mevlüt Kara is an Associate Professor at the Department of Basic Education , Nizip Faculty of Education , Gaziantep University since 2023. Previously served as a Doctorate Lecturer at the same institution (2019-2023). Holds a PhD in Educational Sciences (2012-2018) and Master’s in Educational Sciences (2007-2012) from Gaziantep and Harran Universities, respectively. His academic career combines theoretical research with practical contributions to school management and educational policy. Education: PhD in Educational Sciences, Gaziantep University (2018) Master’s in Educational Sciences, Harran University (2012) BA in Public Administration, Anadolu University (2011) BA in Classroom Teaching, Gaziantep University (2007) Research interests span educational leadership , social justice leadership , teacher autonomy , and school administrative processes . Specializes in analyzing relationships between leadership styles and organizational trust, with particular focus on crisis management during the Covid-19 pandemic and integration of migrant students . Has developed scales for measuring collective teacher efficacy and social media literacy in educational contexts. Scientific contributions include 32 refereed articles and 9 book chapters in international and national publications. Collaborated with researchers like Sedat Alev and Bayram Bozkurt on comparative studies across Turkey, Sweden, and global contexts. Key thematic trends: school culture , leadership theories , digital technology integration , and multicultural education . Academic Roles: Deputy Dean (2025-) Deputy Dean (2020-2024) Session Chair at 11+ international conferences Administrative Experience: Coordinated teacher training programs Supervised school improvement projects Organized leadership workshops
دانشیار
Maria Gindidis is an Associate Professor at the School of Curriculum, Teaching & Inclusive Education at Monash University . Her work focuses on Teacher Education in marginalized and culturally diverse contexts, contributing to UN Sustainable Development Goals on Quality Education ( SDG 4 ) and Reduced Inequalities ( SDG 10 ). Current roles include Chief Examiner and Coordinator of first and fourth-year core units in the Bachelor of Education with Honours program. State Coordinator of the Bilingual Schools Project Acting Assistant Principal, eastern region secondary school Coordinator of bilingual programs in 15 Victorian schools Research Interests center on Neuroscience and Learning , particularly the bilingual brain, and the intersection of Community Languages with teacher training. Her PhD explored marginalised teachers' lived experiences in community schools using phenomenology. Recent projects examine digital literacy, transmedia storytelling, and equity in teacher coaching. Article Trends include autoethnographic methodologies, critical explorations of cultural conformity in diaspora communities, and integrative approaches to arts and language education during crises. Publications emphasize pedagogical innovation, digital-physical learning intersections, and systemic challenges in community language programs. Scientific Awards : Australian Linguistics Society Michael Clyne Award (2014) Monash Students Association Outstanding Teacher of the Year (2016) Teaching Excellence Award (2019) Grants and Collaborations include a 2019 national parent survey grant on immigrant language maintenance and leadership research in marginalized communities. International collaborations span professional learning programs in Zhejiang, China. Media engagements address language education innovation and aged-care language labs for preschoolers.
مدرس ارشد
Dr. Jane Park is a Senior Lecturer in Gender and Cultural Studies at The University of Sydney, specializing in race, diaspora, and media representation. Her work examines globalization's impact on East Asian and diasporic communities through film, education, and policy frameworks. She actively contributes to the Sydney Southeast Asia Centre and teaches undergraduate/postgraduate units including GCST1601 Introduction to Cultural Studies and INGS4002 Identity, Politics, Globalisation. BA, Brown University MA, University of California, Irvine PhD, University of Texas Her research centers on decolonial pedagogies, race/ethnicity studies, and transnational media, evolving from early analyses of Hollywood's Orientalism ( Yellow Future: Oriental Style in Hollywood Cinema , 2010) toward contemporary anti-racism policy. Current projects include an ARC-funded study on Australian anti-racism ideologies (2022–present) and a memoir on teaching and healing. Her 2025–2014 publications reveal a trajectory from cinematic representation to embodied pedagogy, with increasing focus on Australian racial discourse and student affective experiences. Jane supervises PhD candidates researching digital design bias (Diana CHAMMA) and Chinese Danmei fandom (Lynn ZHENG). Her 2022 ARC Discovery Project examines Australian anti-racism policies since the 1990s, while earlier grants include Korean cosmetic surgery media analysis (2011). As a core member of the Sydney Southeast Asia Centre, she bridges academic research with community engagement through interdisciplinary teams exploring diasporic identities and transnational cultural flows.
استادیار
Filomena Capucho serves as an Assistant Professor in the Department of French within the Faculty of Arts and Humanities at the Catholic University of Portugal. She is also a Senior Researcher at CECC (Center for Communication and Culture Studies) at UCP, with extensive experience in linguistic research and academic leadership. Her academic journey includes coordinating PhD and MA programs in Linguistics and Language Teaching from 2000-2011. Her primary research interests focus on Discourse Analysis , Intercomprehension , and Intercultural Communication , with particular attention to multilingual interactions, healthcare communication for migrant populations, and plurilingual education frameworks. Her work bridges theoretical linguistics with practical applications in educational and healthcare settings. Analysis of her recent publications (2010-2018) reveals a strong emphasis on plurilingual communication strategies across diverse contexts, with significant contributions to understanding intercomprehension in multilingual environments and intercultural dynamics in healthcare settings. Her research demonstrates consistent exploration of how language functions in power relations and cross-cultural understanding. Capucho has coordinated multiple international research projects and supervised graduate programs, though specific grant details and student names aren't provided in the source material. Her academic service includes leadership roles in MA and PhD programs from 2000-2011. She teaches Communication in Organizations for the Master's Degree in Applied Management program and has developed curriculum for advanced training in Psychological Assessment, Volunteer Management, and Healthcare Unit Management.
Jenni Alisaari is a Professor of Education specializing in Linguistically and Culturally Diverse Education at the School of Applied Educational Science and Teacher Education, University of Eastern Finland. Her work focuses on linguistically responsible pedagogy, multilingualism in education, and culturally responsive teaching practices. Teaches Master’s Degree Programme in Early Language Education for Intercultural Communication Former roles include University Lecturer of Finnish at University of Stockholm, Special Researcher in Sociology at INVEST Research Centre, and Teacher Trainer at University of Turku and Åbo Akademi Research interests intersect language, culture, and identity in educational contexts. She studies: Linguistically Responsible Pedagogy Multilingual Learners Support for Newly Arrived Students Using Music in Language Instruction Language as a Cultural Identity Resource Curriculum Reform Implementation Her publications since 2015 reveal a focus on: Intercultural Communication in Classrooms Migrant Student Belonging Language Policy in Nordic Countries Cognitive Benefits of Musical Language Instruction Teacher Training for Linguistic Diversity Educational Equity Frameworks
Vibeke Grøver is a Professor at the Department of Pedagogical Research, University of Oslo. Her work focuses on language and reading comprehension development for language minority children, with a emphasis on bilingual education, shared book reading interventions, and sociolinguistic factors influencing literacy. Education: Dr.polit., University of Oslo (1992) Master in Educational Psychology, University of Oslo (1982) Elementary School Teacher, University of Oslo (1977) Research Interests include second-language acquisition, early literacy for dual-language learners, home literacy environments, and teacher talk features in preschool settings. She leads projects like Teaching for text comprehension and has contributed to the DEAL (Development, Equality, and Literacy in Learning Contexts) research group. Article Trends show longitudinal studies on bilingual profiles, shared reading interventions, code-switching dynamics, and neighborhood demographic impacts on vocabulary. Key themes include scaffolding language minority students, cross-cultural comparisons (e.g., Chinese-Norwegian families), and teacher-student interaction patterns in multilingual preschools. Leadership Roles include Dean of the Faculty of Educational Sciences (2009–2012) and advisory positions for the Peder Sather Center at UC Berkeley (2012–2014). Research visits span Harvard, UC Berkeley, NYU, and East China Normal University.
Brent C. Talbot is a Professor at the Sunderman Conservatory of Music at Gettysburg College, where he has established himself as a leading scholar in critical approaches to music education. His faculty position is evidenced by numerous publications in the Sunderman Conservatory of Music Faculty Publications series and his active scholarly contributions to the field. Talbot's research focuses on creating more inclusive and socially just music education environments through several intersecting areas: LGBTQ+ experiences and inclusion in music teacher education programs Critical discourse analysis as a methodological approach to understanding music teaching and learning Urban music education and community-based pedagogical models Ethnomusicological perspectives, particularly on Balinese gamelan traditions Superdiversity and its implications for contemporary music classrooms Queer theory and Afrofuturism as frameworks for reimagining music education His publication trajectory reveals a movement from examining specific case studies of preservice teacher identity development toward broader theoretical engagements with systemic issues in music education. Recent work demonstrates increasing sophistication in applying critical theories to music education contexts, with publications addressing positionality in research, decolonial approaches, and emancipatory pedagogical practices. Talbot consistently challenges traditional paradigms and advocates for transformative approaches to music teaching and learning that center marginalized voices. Talbot has been a significant contributor to conversations about LGBTQ+ inclusion in music education, notably through his research on the experiences of LGBTQ+ students in teacher education programs across Pennsylvania and Texas. His editorial work, including guest editing special issues and serving as editor for Action, Criticism, and Theory for Music Education (ACT), demonstrates his leadership in shaping scholarly discourse in the field.
Dr. Lee Paul Gunderson is a Professor in the Faculty of Education at the University of British Columbia , affiliated with the Department of Language & Literacy Education . His research focuses on second language literacy, immigrant student achievement, and multicultural education approaches. Key affiliations: Department of Language & Literacy Education, UBC Research programs: Language and Literacy Education (PhD/MA), Teaching English as a Second Language (PhD/MA) Research Interests : Dr. Gunderson investigates how home literacy environments , English acquisition , and multicultural inclusion impact immigrant students’ academic success. His work critiques English-only policies and emphasizes culturally responsive pedagogy in K-12 settings. Recent Trends : Recent publications analyze Chinese-Canadian bilingualism , PPVT-5 assessment tools , and systemic barriers for ESL learners. Collaborative work with Li, D’Silva, and Murphy Odo highlights family literacy practices and policy implications . Scientific Awards : 2023: Education Advocate Award 2021: Reading Hall of Fame inductee 2010: Honorary Lifetime Membership (Learning Disabilities Association) 2009: BC TEAL Lifetime Contributors Award Grants & Collaborations : Dr. Gunderson leads projects like Predictors of Immigrant Achievement in English-Only Environments and has developed assessment frameworks including the Burnaby English Reading Assessment . His work bridges theory and practice through partnerships like the Lower Mainland ESL Assessment Consortium.
استادیار
Dr. Janet Graham is an Assistant Professor and Graduate Program Director at the Department of English, University of Nebraska at Kearney (UNK). Her interdisciplinary research spans Critical Refugee Studies, Multicultural North American Literature, Vietnamese Diasporic Literature, Life Writing, and Antiracist Teaching methodologies. Education: Ph.D., English, University of Hawaii at Manoa (2019) M.Ed., Secondary English Education, Western Washington University (1995) B.A., World Literatures and Cultures, The Evergreen State College (1992) Her publications focus on decolonial frameworks, refugee narratives, and intersections between biopolitics and environmental justice in global literary contexts. Recent works examine Vietnamese diasporic experiences and Derek Walcott’s postcolonial poetics. Graham also contributes to pedagogical research through bibliographic work on life writing and classroom engagement strategies. She teaches courses ranging from introductory literature to advanced seminars on multicultural American literature and literary criticism. As Graduate Program Director, she oversees academic writing, composition, and secondary education curriculum development.
مدرس ارشد
Liz Chesworth is a Senior Lecturer in Early Childhood Education at the School of Education, University of Sheffield . A Senior Fellow of the Higher Education Academy (SFHEA), her work bridges research, teaching, and professional practice. BA (Hons), PGCE, PhD Her research focuses on contemporary play cultures , dynamic curriculum approaches , and children’s participation in research . She explores power dynamics in peer cultures and digital play’s impact on well-being, with funded projects like the Lego Foundation's Responsible Innovation in Technology for Children and EU Horizon 2020’s MakEY makerspace initiative. Her work has received international recognition through keynotes and consultancy. Recent publications emphasize participatory methods, cross-cultural family engagement, and technology integration in early years. She co-edits journals and serves on editorial boards, while leading the full-time Masters in Early Childhood Education and teaching in the White Rose Doctoral Training Programme . Senior Fellow of the Higher Education Academy (SFHEA) Liz collaborates with institutions such as The Froebel Trust and contributes to policy debates on inclusive practices.
دانشیار
David S. Byers is an Associate Professor at the Graduate School of Social Work and Social Research (GSSWSR) at Bryn Mawr College, affiliated with the International Studies and Gender and Sexuality programs. He holds a Ph.D. from Smith College School for Social Work and has completed postdoctoral work at Cornell University and psychoanalysis training at NYU. His research focuses on ethical theory in clinical practice, queer/trans theory, and international social work, with a particular emphasis on stigmatized care, bullying, and bystander intervention. Byers teaches clinical theory, research methods, and ethics, emphasizing interdisciplinary and translational approaches. Education: B.A., Sarah Lawrence College M.S.W., New York University Ph.D., Smith College School for Social Work Postdoctoral Associate, Cornell University Candidate, NYU Postdoctoral Program in Psychoanalysis Research Interests: Byers explores ethical tensions in mental health and social work, particularly in marginalized contexts. His work examines how clinicians navigate stigma, precarity, and ethical conflicts through "clinical activism." He also investigates bullying dynamics, bystander behavior, and queer/trans-affirmative care. Recent projects analyze Palestinian social work in occupied territories and the role of emotions in ethical decision-making. Publications & Talks: Byers has authored over 20 peer-reviewed articles, book chapters, and op-eds on topics like cyberbullying ethics, LGBTQ+ trauma, and global social work. He frequently presents at conferences such as the Council on Social Work Education and the Society for Social Work Research, discussing themes like anti-racist practice and international qualitative inquiry. Grants & Awards: While no specific awards are listed, his research has been supported by institutions such as the Institute for Advanced Study (2024 Visitor) and Cornell University’s Bronfenbrenner Center. He has also contributed to policy discussions via The New York Times and Time magazine. Labs/Teams: Collaborates with interdisciplinary teams on projects involving Palestinian social work education, bullying intervention strategies, and LGBTQ+ clinical advocacy. Affiliated with Bryn Mawr’s Gender and Sexuality Studies program and international social work initiatives.
Dr. Katherine Mason Cramer is a Professor and Program Chair for Middle/Secondary English Education at Wichita State University's School of Education. Her work focuses on affirming LGBTQ+ identities, inclusive pedagogy, and leveraging Young Adult Literature (YAL) to address gender diversity and intersectional identities in educational settings. She leads initiatives to disrupt heteronormative school cultures and develop queer-inclusive curricula. Education background: Holds a Ph.D., with expertise in English education and teacher preparation. Professional roles include program leadership, curriculum development, and fostering collaboration between university and K-12 educators. Research emphasizes LGBTQ+ representation in literature, teacher training for inclusive practices, and leveraging YA narratives to address societal issues. Key themes include queer youth visibility, intersectional identities, and creating safe educational spaces. Publications consistently address LGBTQ+ topics across education and literature, with recent work exploring transgender identities in middle grades texts and queer narratives in sports contexts. Her 2023-2024 articles highlight professional development strategies and curriculum integration of inclusive materials. No awards listed in available materials. Active in service roles related to teacher education program coordination and K-12/university partnerships. Operates from Hubbard Hall on Wichita State's main campus, coordinating initiatives that bridge theory and practice in English education. Engages in continuous program improvement through reflective pedagogical frameworks and digital tool integration.
فقط ۷۵۰ نتیجه اول نمایش داده میشود. برای رسیدن به نتایج دقیقتر، جستوجو را با فیلترها محدودتر کنید.
