جستجوی استاد راهنمای دانشگاهی

David Aly Redvaldsen is an Associate Professor at the University of Agder's Department of Sociology and Social Work. He specializes in historical studies focusing on eugenics, political movements, and education. His recent work includes A History of British Eugenics since 1865 (2024) and The Labour Party in Britain and Norway (2011). He holds a joint first prize in the 2014 Emile Lousse Prize for his article on British-Norwegian constitutional relations. Research Interests: Redvaldsen’s work bridges history, sociology, and political science. Key areas include the historical development of eugenics, Labour Party dynamics in Britain and Norway, social Darwinism, and the role of historical education in kindergartens. His interdisciplinary approach examines how scientific ideas intersect with political and social institutions. Publications: Over 30 peer-reviewed articles and two monographs. Recent topics include the teaching of history in Nordic kindergartens, the Labour Party’s engagement with social Darwinism during WWI, and comparative studies of Nordic eugenics movements. Awards: 2014 Emile Lousse Prize (joint winner) for 'Great Britain and the Norwegian Constitution of 1814'. Grants & Collaborations: Active in social studies didactics research groups. His work on Norwegian parliamentary history in textbooks (2021) highlights evolving national narratives. Current projects include studies on biotechnology ethics and the legacy of Herbert Brewer’s socialist eugenics advocacy. Labs/Teams: Member of the Social studies didactics and educational research group at UiA, focusing on curriculum development and interdisciplinary historical education.

• History
• Political Science
• Sociology
• +۳ مورد دیگر

Elisabeth Anvik is an Associate Professor in the Department of Early Childhood Education at the Faculty of Education and International Studies, Oslo Metropolitan University (OsloMet). She also serves as Head of Studies – Area of Responsibility 4, contributing to academic leadership in teacher education. Her work is deeply rooted in music, cultural heritage, and arts-based pedagogy in early childhood contexts. Position: Associate Professor Institution: Oslo Metropolitan University School: Faculty of Education and International Studies Department: Department of Early Childhood Education Email: elisabeth.anvik@oslomet.no Office: Pilestredet 42, Q4041, Oslo Her research interests center on early childhood education, with a focus on music, immaterial cultural heritage, sustainability, play, aesthetics, and technology. She is actively involved in the research groups BLEST (sustainability, play, aesthetics and technology), KunstForsk (arts-based and artistic research), and Philosophy, Art and Culture. Her work emphasizes cultural diversity in teacher training and the role of music in preserving and renewing traditions within kindergarten settings. The recent publications and dissemination activities reveal a consistent engagement with transformative singing practices, digital tools in music education (e.g., the 'Trall' app), and the integration of artistic research in professional pedagogy. Themes across her work include cultural continuity, pedagogical innovation, and the expressive dimensions of early learning. Elisabeth Anvik is a key contributor to the ongoing research project Vibrant Connections , which investigates how music supports cultural heritage in Norwegian kindergartens and teacher education programs. She collaborates extensively with colleagues such as Liv Anna Hagen, Siri Haukenes, and Nina Engesnes. She has authored scientific publications, a textbook ( RAFFE RIFF. Sanger i sirkel ), and over 130 dissemination works, demonstrating a strong commitment to both academic and public engagement. While no formal scientific awards are listed, her extensive output and project leadership indicate significant recognition in her field. She advises on educational practices, contributes to curriculum development, and leads initiatives that bridge research, artistic practice, and early childhood pedagogy. Her work is supported through institutional research funding and collaborative projects rather than individual grants, as per available data. She is affiliated with multiple research groups: BLEST, KunstForsk, and Philosophy, Art and Culture—each contributing to interdisciplinary and arts-integrated approaches in education.

• Early Childhood Education
• Music Education
• Immaterial Cultural Heritage
• +۷ مورد دیگر

Czarecah Tuppil Oropilla (Eya) serves as a Postdoctoral Researcher at Western Norway University of Applied Sciences (HVL) within the Department of Pedagogy, Religion and Social Sciences. She actively contributes to the KINDknow Centre for Systemic Research on Diversity and Sustainable Futures and co-leads the EX-PED-LAB project focused on pedagogical innovations in early childhood education. Her academic foundation includes a cum laude Bachelor's degree in Family Life and Child Development from the University of the Philippines and an internationally recognized Erasmus Mundus Master's degree in Early Childhood Education and Care, earned through a consortium of Oslo Metropolitan University, University of Gothenburg, Technical University Dublin, and University of Malta. Dr. Oropilla's research investigates intergenerational engagements between children and elderly adults, children's participatory rights, and social sustainability within Early Childhood Education and Care (ECEC) frameworks. Her work emphasizes collaborative explorations and co-creative pedagogical approaches to foster sustainable futures in diverse educational settings. Her 2024 publications reveal thematic cohesion around emergent ocean literacy through coastal explorations, playful co-creation tools for educators, and movement-based learning in preschool contexts. These works collectively advance ECEC through interdisciplinary methodologies bridging environmental education, teacher professional development, and child-centered innovation. Scientific recognition includes: Erasmus Mundus Scholarship for Master's studies Cum laude distinction for Bachelor's degree As an educator, she supervises MBA 515/516 courses and delivers lectures for MARE550 on Ageing and Interprofessional Collaboration. Her EX-PED-LAB leadership and "PedPod" podcast initiative facilitate knowledge exchange among global ECEC researchers through dialogic formats. She actively participates in the KINDknow Centre's Work Package on Families, Generations and Belonging and the "Barnehagen som (ut)danningsarena" research group, examining systemic approaches to diversity and sustainability in Norwegian kindergarten practices through collaborative research frameworks.

• Intergenerational Engagements
• Early Childhood Education and Care
• Children's Voice and Participation
• +۳ مورد دیگر

May Britt Drugli is a Professor at the Regional Centre for Child and Youth Mental Health and Child Welfare, affiliated with NTNU's Faculty of Medicine and Health Sciences and Department of Mental Health. Her research focuses on early childhood care, student-teacher relationships, child mental health, and intervention research. She has contributed to numerous publications addressing childcare quality, child well-being, and developmental outcomes. Her work includes studies on cortisol levels in toddlers in childcare, the impact of professional development programs like 'Thrive by Three,' and the importance of play-based learning in educational policies. She frequently collaborates with educators and policymakers to translate research into practical pedagogical strategies. Key areas of exploration include transition processes for young children entering childcare, the role of teacher-child interactions, and addressing socioeconomic disparities in early education. Her research emphasizes evidence-based practices to enhance child development and mental health.

• Early Childhood Care
• Student-Teacher Relationships
• Child Mental Health
• +۳ مورد دیگر

Hanna-Riikka Roine is an Associate Professor in Digital Culture at the University of Bergen, affiliated with the Department of Linguistic, Literary and Aesthetic Studies and the Center for Digital Narrative. Her research bridges digital media, narrative theory, and speculative fiction, with a focus on games, imagination, and democratic discourse. Her research interests include: Digital culture and computational media Narrative theory and worldbuilding Game studies, particularly narrative agency in video games Speculative fiction as a tool for imagining futures Transmediality and digital storytelling The role of fiction in democratic imagination Her recent publications explore narrative forms in social media, romance mechanics in games like Dragon Age , and the limits of narrativizing environmental systems. She investigates how digital technologies entangle with human imagination, especially in speculative contexts. Notable research projects include: CO-SPEC (Academy of Finland, 2020–2023): On human-computer entanglement in speculation Imagine, Democracy! (Kone Foundation, 2023–2026): On narrative fiction as a democratic imagination tool in Finland She has co-edited special issues and books on digital environments, games, and speculative fiction, demonstrating leadership in interdisciplinary scholarship. While no formal scientific awards are listed, her funded projects and editorial roles signify academic recognition. She has collaborated with researchers such as Laura Piippo, Esko Suoranta, and Susanna Lindberg, contributing to a vibrant research network. She has also developed innovative pedagogical methods, such as using Twine game jams for assessment in higher education. Her work is situated within a strong digital humanities framework, connecting literary theory with contemporary media and societal challenges.

• Digital Culture
• Narrative Theory
• Game Studies
• +۷ مورد دیگر

Ellen Beate Hansen Sandseter is a Professor at the Physical Activity and Health Research Group within the Department of Science, Natural Sciences and Social Sciences at Queen Maud University College. She holds a master’s in sports science from the Norwegian School of Sports Science and a doctorate in psychology from NTNU. Sandseter’s research focuses on risky play in early childhood education, emphasizing how physical environments shape children’s exploration of limits and developmental opportunities. Education: Major in sports (Norwegian School of Sports Science), PhD in psychology (NTNU) Her work challenges Western societies’ overemphasis on safety in childhood environments, advocating for free outdoor play to build resilience and self-efficacy. Current projects like ViRMa (Virtual Risk Management) use VR and motion capture to study how risky play fosters risk assessment skills. Previously, she led the EnCompetence project, linking physical environments to play behavior and activity levels. Her academic output spans behavioral studies, psychometric assessments, and policy advocacy, with keywords including child development , virtual reality , and play-based learning . She actively disseminates findings through international lectures and collaborations, particularly on ethical challenges in risky play. No scientific awards or student advisement details are listed in the provided text.

• Risky play
• Children's well-being
• Physical environment in early childhood education
• +۶ مورد دیگر

Svanhild Breive is an Associate Professor at the Department of Mathematical Sciences, University of Agder. Her research focuses on mathematics education in early childhood settings, particularly exploring how play and inquiry-based approaches enhance mathematical learning in kindergartens and early primary years. She has contributed significantly to understanding teacher-child interactions, classroom orchestration, and the role of physical environments in fostering mathematical thinking. Her work examines key themes such as the balance between structured and free play, embodied cognition in mathematics, and the application of semiotic theories to analyze learning processes. She has published extensively in journals like For the Learning of Mathematics and European Early Childhood Education Research Journal , and co-authored influential books including Lekende læring og lærende lek i begynneropplæringen (2022) and the Lekbasert læring series. Her research often intersects with broader educational psychology topics, such as curriculum design for preschool systems and the impact of pedagogical frameworks on child development. Collaborations with projects like the Agder Project highlight her commitment to evidence-based early education practices.

• Mathematics Education
• Early Childhood Education
• Inquiry-Based Learning
• +۳ مورد دیگر

Pål Gerhard Rystad is a Lecturer in the Department of Pedagogy at Queen Maud University College (DMMH). His educational background includes qualifications as a Childcare Worker (1994), Preschool Teacher (1999), and a Master's in Early Childhood Education (2013). His research focuses on Early Childhood Education , Pedagogy , Play and Learning Environments , and Educational Co-creation . He explores how collaborative partnerships and physical spaces enhance early education outcomes. Key research projects include: Ongoing : Improving relevance in early childhood teacher education through co-creation based partnership. Completed : PlayScapes for Learning, Health and Relationships in Early Childhood Development and Education. He has disseminated work through academic lectures on co-creation methodologies and documentation practices in education.

• Early Childhood Education
• Pedagogy
• Play and Learning Environments
• +۱ مورد دیگر

Kristin Danielsen Wolf is a Professor and Head of Department at the Department of Early Childhood Education, Faculty of Education and International Studies, Oslo Metropolitan University. She is a leading academic in early childhood education, with a strong focus on children's play, participation, aesthetic learning, drama education, and parental involvement. Her work bridges research, policy, and practice in the Norwegian ECEC (Early Childhood Education and Care) system. Her research interests include: Children's play and its pedagogical and ethical dimensions Children's right to participation and expression Aesthetic and drama-based learning processes Toddler education and inclusive practices Parental collaboration and communication in kindergartens Quality assessment and institutional development in ECEC Her recent publications (2022–2025) show a consistent focus on democratic values, sustainability, institutional partnerships, and pedagogical innovation in early childhood education. She frequently contributes to national conferences and policy dialogues, emphasizing the importance of listening to children, strengthening home-institution collaboration, and rethinking teacher education for the future. Her scientific contributions include numerous peer-reviewed articles, books, and research reports, particularly on quality in kindergartens and stakeholder perspectives. Notable publications include work on the mandate of kindergartens, play ethics, and inclusive aesthetic practices. She has been involved in major research initiatives such as 'Better Provision for Norway's Children in ECEC' and actively disseminates knowledge through academic and professional channels. While specific details about PhD students are not listed, her leadership role suggests mentorship and academic guidance within her department. She leads and participates in interdisciplinary teams focused on early childhood policy, teacher education reform, and sustainable pedagogy. Her work emphasizes collaborative research and practical application in educational institutions.

• Early Childhood Education
• Children's Play
• Children's Participation
• +۷ مورد دیگر

Eli Gjølstad is an Assistant Professor at Oslo Metropolitan University, Faculty of Education and International Studies, Department of Primary and Secondary Teacher Education. Gjølstad serves as Head of Studies for Area of Responsibility 5 and focuses on the integration of digital technologies in educational contexts. The academic is based at Pilestredet 52, 0167 Oslo, with office number B515, and can be contacted via mobile (+47 924 28 894) or office phone (+47 672 37 116). Gjølstad's research interests center on educational technology, particularly focusing on digital learning environments, teacher education, and the implementation of digital tools in primary and secondary education. Special attention is given to human-centered artificial intelligence applications that reduce teacher workload, digital ethics in classroom settings, and evaluating digital tools for foundational literacy and numeracy skills development. The research spans both theoretical frameworks and practical classroom applications across various educational levels. The publication record demonstrates a strong focus on how digital technologies transform teaching and learning practices, with particular emphasis on post-pandemic educational adaptations, ethical considerations in digital education, and practical implementations of educational technology in Norwegian schools. Recent work increasingly addresses artificial intelligence applications in educational contexts, showing a progression toward more sophisticated technological integrations in teacher workflows. Gjølstad has been actively involved in developing open online courses for teacher education and has contributed significantly to understanding students' and teachers' experiences with digital learning environments. The research often employs mixed-methods approaches, combining qualitative insights with quantitative data to provide comprehensive analyses of educational technology implementations. As Head of Studies, Gjølstad plays a key role in shaping teacher education programs with a strong digital component, ensuring that future educators are equipped with necessary technological competencies. The work bridges theoretical research with practical educational applications, creating meaningful connections between academic findings and classroom practice.

• Educational Technology
• Digital Learning
• Teacher Education
• +۵ مورد دیگر

Mari-Ann Letnes serves as Associate Professor of Pedagogy at the Department of Teacher Education within the Faculty of Social and Educational Sciences at the Norwegian University of Science and Technology (NTNU). She leads the New Technologies and Educational Design Research Group (NTED) and coordinates Norway's participation in the international KiDiCoTi project examining children's digital experiences during the pandemic. Her work spans three interconnected thematic areas: children's encounters with digital technology, digital technology in teacher education, and art-pedagogical approaches to play and learning. Her research focuses on creative applications of digital technology in educational contexts rather than consumption patterns, with particular emphasis on how children and youth engage with digital tools in school and kindergarten settings. She investigates socio-digital divides, professional digital competence development among teachers, and multimodal media production as meaning-making processes. Her recent work analyzes how variations in parental mediation and pedagogical approaches affected remote schooling experiences during the Covid-19 pandemic. Letnes participates in multiple European research projects including NOTELEB (No Teacher Educator Left Behind), which aims to improve teacher education quality through digital competence development. Her publication trends reveal consistent focus on digital pedagogy in early childhood education, art education, and teacher professional development, with increasing attention to pandemic-related educational challenges since 2020. She teaches courses including 'Professional Digital Competence for School' and 'Pedagogy and Pupil-related Skills 3 (5-10)', drawing on extensive teaching experience from primary school, art school, upper secondary school, and teacher education. Her grant portfolio includes leadership roles in DigSkoleForsk (examining co-created change through school-university partnerships) and the KiDiCoTi international study on children's digital lives during coronavirus times. Letnes directs the NTED research group exploring how digital technologies can enhance learning and teaching in schools. Her team collaborates with schools, school owners, and other stakeholders to increase teachers' professional digital competence through the DigSkoleForsk development project. She also contributes to the NOTELEB Erasmus+ project focused on quality development in teacher education.

• Digital Pedagogy
• Art Education
• Early Childhood Education
• +۴ مورد دیگر

Tanu Biswas is an Associate Professor of Pedagogy at the University of Stavanger (Norway), affiliated with the Department of Primary and Secondary Teacher Education, Sports and Special Education within the Faculty of Educational Sciences and Humanities. They also serve as co-director of The Childism Institute at Rutgers University (USA) and mentor at the Doctoral College for Intersectionality Studies at the University of Bayreuth (Germany). Their research critically examines child marginalization through interdisciplinary lenses, emphasizing decoloniality, climate justice, and qualitative methodologies. Research interests include childism, intergenerational equity, and reimagining educational frameworks through post-qualitative and decolonial approaches. Key contributions address adultcentrism in Nordic contexts, child civil disobedience for climate justice, and the role of children as environmental actors. Biswas has authored over 20 peer-reviewed articles and book chapters, with recent focus on childism's intersection with philosophy, sociology, and environmental ethics. Key professional roles include organizing international conferences (e.g., European Educational Research Association Summer Schools) and contributing op-eds on education policy (e.g., Khrono.no critiques of institutional decision-making). Their work bridges academic scholarship with public engagement, advocating for systemic change in age-based hierarchies and climate justice advocacy.

• Childism
• Decoloniality
• Intergenerational Climate Justice
• +۳ مورد دیگر

Enrico Pollarolo is an Assistant Professor in the Department of Early Childhood Education at the University of South-Eastern Norway, Faculty of Arts and Education. His research and teaching focus on fostering higher-order thinking skills in young children through innovative pedagogical practices in early childhood education and care (ECEC). He is actively involved in research projects that explore the integration of mathematics, coding toys, and outdoor learning to support cognitive development. His research interests include: Early Childhood Education and Care (ECEC) Higher-Order Thinking Skills (critical thinking, problem-solving) Computational Thinking in early years Mathematics Education for young children Semiotic mediation by educators Inclusive and participatory research methods His recent publications (2020–2025) reflect a strong emphasis on how educators can scaffold children’s learning through technology-enhanced and outdoor environments. The articles span journals such as Frontiers in Psychology , Entertainment Computing , and European Early Childhood Education Research Journal , as well as presentations at EECERA, ICSEI, and IASSIDD conferences. Key themes include the use of coding toys, transfer of problem-solving skills, and the conceptual distinctions between critical, computational, and problem-solving thinking. Scientific contributions include: Systematic literature reviews on coding toys in ECEC Case studies on outdoor mathematics education Development of pedagogical resources (DiCoTe-ressurser) Work on inclusive research practices with co-researchers Dr. Pollarolo collaborates extensively with researchers such as Francesca Granone, Elin Kirsti Lie Reikerås, and Natalia Kucirkova. He contributes to both academic knowledge and practical resources for educators. He has no listed scientific awards in the provided text, but his consistent publication record and conference presence indicate an active and impactful research trajectory. He advises on research projects and contributes to the development of inclusive educational practices, though formal student advisees are not listed. His work is grounded in both theoretical and applied perspectives, aiming to bridge research and classroom practice in early childhood settings.

• Early Childhood Education and Care (ECEC)
• Higher-Order Thinking Skills
• Critical Thinking
• +۸ مورد دیگر

Dag Svanæs is a Professor of Human-Computer Interaction (HCI) at NTNU’s Department of Computer and Information Science. His research focuses on embodied interaction, emphasizing the physical, bodily, and social dimensions of human-computer interaction. He developed a usability laboratory for simulating multi-user, multi-device scenarios, particularly in healthcare contexts. His theoretical framework draws heavily from Maurice Merleau-Ponty’s phenomenology, exploring how perception and action shape interaction. Education: PhD in HCI from NTNU (2000). His research areas include interaction design, user-centered methods, and healthcare IT systems design. Key projects include the UNITY-Things IoT framework and exergame development for balance training in seniors. Research Highlights: Svanæs pioneered participatory design methodologies in healthcare IT, emphasizing end-user involvement through role-play and prototyping. His work on pandemic policy critiques and lockdown strategies demonstrates interdisciplinary collaboration between HCI and public health. Publications: Over 50 peer-reviewed articles in venues like Computer Supported Cooperative Work , Frontiers in Computer Science , and IEEE Transactions . Recent work addresses exergame design, pandemic response systems, and embodied interaction theory. Grants & Labs: Built NTNU’s Health Informatics Usability and Design Lab. Collaborates with academic and healthcare institutions on projects like the NSEP (Norwegian Center for Electronic Patient Records).

• Human-Computer Interaction (HCI)
• Interaction Design
• User-Centered Design
• +۳ مورد دیگر

Ingvild Olsen Olaussen is an Associate Professor of Drama and Theatre at the Department of Language, Art and Culture, Norwegian University of Science and Technology (NTNU). Her research focuses on artistic, bodily, and multimodal approaches to storytelling, interaction, and knowledge creation in educational and cultural institutions. Doctoral thesis: Chiasmic stories (2018), exploring multimodal storytelling with toddlers. Areas of interest: early childhood education, sensory engagement, and narrative ethics. Dissemination: lectures on play care ethics, multimodal didactics, and cultural transitions in education. Her work integrates performative and artistic methods to address sustainability, cultural sensitivity, and bodily communication in kindergarten settings.

• Storytelling and Theatre
• Multimodal Interaction
• Early Childhood Education
• +۳ مورد دیگر