جستجوی استاد راهنمای دانشگاهی

• Vocational Education and Training
• Further and Adult Education
• Practice-Focused Research
• +۷ مورد دیگر

Margaret Gregson is a distinguished Professor at the University of Sunderland's Faculty of Education and Society, specializing in vocational education, further education, and adult learning. Her extensive publication record spanning over two decades demonstrates deep engagement with critical issues in educational policy, practice-focused research, and pedagogical innovation within vocational contexts. She serves as a leading authority in the field, with her work frequently cited and implemented in educational settings across the UK and internationally. Dr. Gregson's research expertise centers on practice-focused research methodologies , where she champions the integration of practitioner knowledge to enhance educational outcomes. Her scholarship critically examines educational policy implementation , particularly the translation of national policies into effective local practices within the further education sector. She has made groundbreaking contributions to understanding critical thinking development in adult learners through creative approaches, such as her research on poetry groups in art colleges. Her work consistently addresses widening participation in education, exploring innovative pathways to make educational opportunities accessible to non-traditional students. Additionally, she has pioneered research in arts-based educational research as a methodology for understanding pedagogical practice, and has led important debates about restoring practical and productive knowledge to vocational education curricula. Analysis of her recent publications reveals several significant scholarly trends. Her work demonstrates an increasing focus on reimagining educational evaluation through more equitable lenses, as evidenced by her 2023 publication 'On the Same Side.' She has intensified her examination of practical knowledge in vocational education, culminating in her influential 2024 article 'DEEPER THAN REASON.' Her research consistently bridges theoretical frameworks with practical application, with numerous publications addressing implementation strategies for research findings in real-world educational settings. The collaborative nature of her scholarship is noteworthy, with frequent co-authorship with colleagues including Daniel Gregson, Patricia Spedding, and Lawrence Nixon. Her work maintains a strong commitment to social justice in education while upholding rigorous academic standards and practical relevance. Dr. Gregson has made substantial contributions to teacher education through her editorial work on multiple editions of 'Reflective Teaching in Further, Adult and Vocational Education,' which has become a standard reference text in the field. Her research has significantly informed educational practice across the UK further education sector, particularly through her critical examinations of policy implementation and quality improvement approaches. Her collaborative projects, including work with the Department for Children, Schools and Families and the Institute of Education at University College London, demonstrate her impact on national educational policy and practice.

• Early Childhood Education
• Social Inclusion
• Child Development
• +۳ مورد دیگر

Kate Dudley is a Senior Lecturer in Early Childhood Education and Care (ECEC) and Foundation Degree Course Co-ordinator at Newman University's Faculty of Education. She holds a doctorate degree with a research focus on gender expression in pre-school children and teaches across modules in the Foundation Degree Early Years and BA(Hons) Early Childhood, Education and Care programs. She is also a reviewer for the Teacher Education Advancement Network. Qualifications: PgCert HE (2019), MSc with Merit in Professional Practice and Lifelong Education (2018), QTLS (2015), PGCE in Post-Compulsory Education (2014), BA(Hons) Childhood and Family Studies (2012). Research interests include early childhood education, social inclusion, and child development. Her work explores gender expression in preschoolers, vocational education pathways, and curriculum assessment practices. She has published on topics such as student preparedness for higher education and the impact of BTEC assessment changes on vocational curricula. Academic activities include coordinating the Foundation Degree program and supporting student and peer research. She previously worked in early years settings, residential care for young people, and youth counseling.

Melanie Smithمشاهده پروفایل

پژوهشگر

• Post Compulsory Education
• STEM Education
• Student Experience
• +۳ مورد دیگر

Melanie Smith is an academic researcher and educational leader affiliated with institutions including the Pedagogy Research and Innovation Group . She holds roles such as Inspector and Consultant at the British Accreditation Council , Higher Education Development Manager at Cardiff and Vale College , and previously served as Head of Engineering at Neath Port Talbot College Group and Head of Creative Arts at Bridgend College . Her career spans over three decades in educational leadership, policy development, and teaching roles. Education: PhD in Education, University of Glamorgan (2018) MSc Computer Science, University of Wales, Cardiff (1996) PGCE Post Compulsory Education, University of Wales, Newport (1992) BA(Hons) Management Science (1990) Key Roles: Quality Coordinator and Lecturer (1991-2007) Examiner/Moderator for WJEC (1994-2016) Consultancy work in accreditation and educational standards Her research focuses on STEM education , professional learning , policy development , and transition challenges in education . She actively explores gender equity in STEM fields and the role of professional agencies in shaping educational systems. Her work emphasizes practical collaboration between institutions and the implementation of innovative pedagogical strategies. Through activities like conference speaking and project leadership (e.g., the ITE '19 Project Board ), she contributes to advancing educational practices in Wales and beyond. Her research outputs highlight interdisciplinary approaches to solving contemporary challenges in secondary and further education.

• Sociology of Education
• Educational Inequalities
• School Transitions
• +۶ مورد دیگر

Giovanna Zanolla is a Senior Lecturer and researcher at the Department of Education and Learning (University of Teacher Education) within the University of Applied Sciences and Arts of Southern Switzerland (SUPSI) . She also serves as a researcher at the Competence Centre for Innovation and Research on Educational Systems (CIRSE) and holds affiliations with institutions like the European Academy of Bolzano and the University of Trento. PhD in Sociology and Social Research (University of Trento, 2003) BSc in Sociology (University of Trento, 1999) CAS in Teaching (SUPSI) Her research focuses on educational inequalities , gender disparities in academic performance , and social policy impacts on youth education , particularly in the context of Ticino. She has led studies on private tutoring ('shadow education'), standardized testing validity , and long-term effects of social assistance on educational trajectories. Her work often employs multilevel statistical models to analyze teacher grading biases and social stratification mechanisms. Recent publications examine gender-based evaluation disparities in mathematics and language assessments (2024), private lessons' role in inequality (2012), and longitudinal impacts of social aid (2020). She has also developed educational system indicators for Ticino (2015) and conducted comparative analyses of standardized testing vs. teacher grades (2013).

• Teacher Education
• Reflective Teaching
• Vocational Education
• +۵ مورد دیگر

Patricia Spedding is a Professor at the University of Sunderland specializing in teacher education and vocational pedagogy, with a research focus on bridging theory and practice in educational contexts. Her work centers on reflective teaching methodologies, professional development frameworks, and practice-focused research in further and vocational education. Extensive publication record from 2007-2020 in teacher education Co-editor of the influential 'Reflective Teaching' series (5th edition, 2020) Principal researcher in practice-focused educational research Specialist in vocational education policy implementation Spedding's research interests focus on transforming educational practice through evidence-informed approaches. Her work challenges conventional educational theories while developing practical frameworks for teachers. She examines how educators implement curriculum, manage classroom behavior, create learning environments, and engage in professional development. Her research particularly emphasizes the integration of practitioner knowledge with academic research to improve educational outcomes. Analysis of Spedding's publications reveals consistent focus on practice-focused research methodologies that empower educators as researchers. Her work spans reflective teaching frameworks, vocational education policy implementation, learning environment design, and professional development strategies. She critically examines educational theories like learning styles while developing practical tools for classroom application. Recent work emphasizes practitioner-research integration as a pathway for professional growth. Co-developed frameworks for practice-focused educational research Contributed to understanding vocational education policy implementation Developed models for reflective teaching in vocational contexts Examined equity issues in teacher training Challenged intuitive educational theories with evidence-based approaches Spedding's research demonstrates significant impact on teacher education through her contributions to the 'Reflective Teaching' series and practice-focused research methodologies. Her collaborative work with Margaret Gregson has established frameworks for integrating research and practice in vocational education settings. Her focus on practitioner-research positions educators as active knowledge creators rather than passive consumers of research.

• Adult Education
• Vocational Education and Training (VET)
• Workplace Learning
• +۵ مورد دیگر

Dr Natasha Kersh is an Associate Professor in Education at the UCL Institute of Education, University College London, and serves as departmental Head of Innovation and Enterprise (Education, Practice & Society). A Senior Fellow of the Higher Education Academy, she is also convenor of the European Research Network on Vocational Education and Training (VETNET) and European Coordinator for the ‘Workplace Learning’ Network within the Asia–Europe Lifelong Learning Hub (ASEM). Education DPhil (Doctor of Philosophy), Department of Educational Studies, University of Oxford (2000) Fellow of the Higher Education Academy, University College London (2018) Research Interests Natasha’s research interrogates adult education, vocational education and training (VET), workplace learning, lifelong learning, and comparative education. She examines how policies transfer across countries, how learning spaces are constructed in work-related settings, and how adult education can foster social inclusion and active citizenship among vulnerable young adults. Her work is inherently cross-national, spanning the UK, Germany, Russia, Eastern Europe, the Baltic States, and wider EU contexts. Publication Trends Across more than 60 outputs, recent publications (2021-2025) converge on three dominant themes: (1) strengthening higher-education–employment bridges through practically-based learning models; (2) lifelong and adult learning as vehicles for social inclusion and democratic citizenship; and (3) resilience and innovation in VET systems post-COVID. These works appear in high-impact journals and edited volumes, evidencing an interdisciplinary reach from VET policy to higher-education pedagogy. Scientific Awards & Fellowships Senior Fellow of the Higher Education Academy (SFHEA) Brit Inn Fellowship, University of Innsbruck (2019) Major Grants & Projects Principal Investigator, Building bridges between higher education and employment , Edge Foundation (2022–ongoing) Principal Investigator, Evaluation of the Edge Hotel School project , Edge Foundation (2019–2020) Co-Investigator/Local Coordinator & Award Manager, Horizon 2020 project Adult Education as a Means to Active Participatory Citizenship (EduMap) (2016–2019) Co-Applicant/Co-Investigator, ESRC seminar series HIVE-PED: Higher Vocational Education (2013–2016) Evaluation Team Member, Hong Kong Jockey Club CLAP@JC youth project (5-year duration, ongoing) Editorial & Leadership Roles Co-editor of the Springer Lifelong Learning book series; editorial board member for Stockholm University’s Emergent Issues in Research in Vocational Education and Training ; elected convenor of VETNET; European Network Coordinator for Workplace Learning within ASEM LLL Hub.

• Sociology of Education
• Social and Educational Inequalities
• Migrations and Ethnicity
• +۷ مورد دیگر

Sandra Mateus is an Assistant Professor in the Department of Sociology at Iscte - University Institute of Lisbon, School of Sociology and Public Policy (ESPP), where she also serves as Deputy Director. She is an Integrated Researcher at CIES-Iscte – Center for Research and Studies in Sociology, affiliated with the Migrations, Mobility and Ethnicity research group. She leads the Master's in Education and Society and coordinates the first year of the Sociology undergraduate program. PhD in Sociology, ISCTE-IUL, 2014 Postgraduate Degree in Education and Society, ISCTE-IUL, 2003 Bachelor's Degree in Sociology, ISCTE-IUL, 2000 Her research focuses on the sociology of education, social and educational inequalities, migration, ethnicity, and youth, with a strong emphasis on the experiences of children of immigrants and young people of mixed origin in transnational family contexts. She explores how identities and belonging are constructed across borders and within educational systems. Her recent scholarly output centers on educational trajectories, school integration, and the social inclusion of vulnerable youth. Publications highlight themes such as the advantage of mixed-origin students, school dropout narratives in Lisbon, refugee integration challenges, and equity in higher education for Afrodescendant and PALOP youth. Her work employs qualitative and sociological methods to understand systemic inequalities. Sandra Mateus is currently coordinating two major European research initiatives in Portugal: the H:ouse (AMIF) project on housing integration for refugees (2024–2026) and the Space4Us project on social inclusion for vulnerable adolescents. She has also contributed to national policy through roles in the Escolhas Program and advisory groups on immigrant integration. H:ouse (AMIF) – Housing integration for refugees Space4Us – Social inclusion of vulnerable youth 'Diversity within' – Identities of mixed-origin youth Social integration of young migrants in Sintra Educational pathways for PALOP youth She has taught a wide range of courses including 'Educational Society,' 'Sociology of Education,' 'Immigrant Descendants and Education,' and 'Multicultural Mediation in Educational Contexts' at Iscte, as well as previously at the Lisbon School of Education and the Faculty of Arts of the University of Lisbon. She has also delivered training for teachers, social workers, and community leaders. Her research is conducted within CIES-Iscte, a leading sociology research center, where she plays an active role in the Migrations, Mobility and Ethnicity group and serves on the CIES Scientific Committee.

Sara Hattersleyمشاهده پروفایل

دانشیار

• Teaching and Learning in Higher Education
• Educational Technology
• Curriculum Design
• +۵ مورد دیگر

Sara Hattersley is an Associate Professor and Programme Lead at the University of Warwick's Academic Development Centre, specializing in professional development for postgraduate researchers who teach. She serves as course leader for the APP PGR programme and Warwick Postgraduate Teaching Community Contact, with extensive responsibilities across teaching accreditation pathways. Her educational background includes: BA Hons (University of York) MA Post-compulsory Education (University of Nottingham) PGA TEL (University of Warwick) Senior Fellow of the Higher Education Academy (SFHEA) Her research centers on transformative educational practices, particularly technology-enhanced curriculum design where flipped classrooms and e-portfolios capture emotional dimensions of learning. She champions inclusive pedagogy, student co-creation of curricula, and social justice frameworks that position lifelong learning as a vehicle for equity. Her work bridges theoretical innovation with practical implementation across higher education contexts. Her teaching excellence has been recognized through: Three Warwick Award for Teaching Excellence nominations (commended 2010, 2015) 2022 Collaborative Award commendation with Warwick PTC team National CATE Award (2022) as Learning and Development Centre Unit member Sara mentors PGR teachers through the community of practice she founded while advising institutional policy on GTA contracts. Her national impact extends through the GTA Developer Network where she collaborates with UCL, Sheffield, and Hull to shape postgraduate teaching standards. Current external examiner roles at Lancaster and previous work at York demonstrate her sector-wide influence on teaching quality assurance.

Jane McEldowney Jensenمشاهده پروفایل

دانشیار

• Higher Education
• Student Development
• Community College Studies
• +۳ مورد دیگر

Jane McEldowney Jensen is an Associate Professor in the Department of Education, Policy, and Evaluation at the University of Kentucky's College of Education. She specializes in cultural values of post-compulsory education and student navigation of academic systems. Her roles include teaching qualitative research methods, comparative higher education, and advising the Lewis Honors College's Grand Tour course on creativity and cosmopolitanism. Dr. Jensen holds a PhD in Anthropology and Higher Education from Indiana University, an M.S. in College Student Personnel Administration, and a B.A. in Art History from the University of Virginia. Her research focuses on student transitions, credentialing policies, and rural/community college dynamics. Notable awards include the 2011 Provost’s Award for Teaching. She has authored/co-authored influential works like Piecing it Together: A Guide to Student Academic Success and an ethnographic study on Cape Breton's educational landscape. Recent research explores aging-friendly communities and economic development networks in Appalachia. Her service roles include University Senate Council membership and interim leadership positions in undergraduate education and research initiatives. Jensen is a founding board member of CivicLex.org, advocating for Lexington's cultural and economic vitality.

Andrea Uí Chianáinمشاهده پروفایل

مدرس

• Diversity in Teacher Education
• Social Disadvantage in Education
• Gender and Special Educational Needs
• +۳ مورد دیگر

Andrea Uí Chianáin serves as Lecturer in Lifelong Learning at Dublin City University's Department of Policy & Practice, where she holds dual roles as Course Leader for the Professional Diploma in Education (Further Education) and Module Leader for five key courses: Adult Education (ES2101), Introduction to Educational Psychology (ES8107), Adolescence (ES8201), How Adolescents & Adults Learn (FE8104), and Contemporary Issues in Education (FE8201). She earned her PhD in Education (Special Education) Teaching from University of Galway in 2017, with her dissertation focusing on ADHD experiences among Irish adolescents and teachers. Her academic credentials are complemented by an ORCID iD (0000-0003-1157-9911) and active contributions to national education policy through research reports for Ireland's National Council for Curriculum and Assessment. Dr. Uí Chianáin's research program centers on three interconnected pillars: diversity in initial teacher education, social disadvantage across post-primary and higher education sectors, and gender dynamics within special educational needs contexts. Her methodological approach combines qualitative analysis of student teacher experiences with critical examinations of systemic barriers facing marginalized groups. Analysis of her 11 publications (2016-2024) reveals evolving thematic priorities: early work established foundations in ADHD research, while recent scholarship increasingly examines working-class student teachers' identity formation and institutional barriers to diversity in teacher education. Her 2022-2024 output demonstrates particular focus on gendered ADHD recognition and pathways from further education to teacher training, often contextualized within Ireland's unique educational landscape. Professional contributions extend beyond publications to significant policy work, including co-authoring the NCCA's 2024 Child's Voice report on primary curriculum redevelopment through direct consultation with children. This practical engagement reflects her commitment to translating research into educational practice while maintaining strong connections to teacher education communities.

Katy Huxleyمشاهده پروفایل

پژوهشگر ارشد

• Industrial Relations
• Employment Research
• Education Research
• +۳ مورد دیگر

Katy Huxley is a Research Fellow at Cardiff University's WISERD (Welsh Institute of Social and Economic Research, Data and Methods) within the College of Arts, Humanities and Social Sciences. As a SPARK research fellow, she undertakes research, supports research initiatives, and encourages collaboration with a specific focus on open research and data science methodologies. Her research interests span industrial relations, employment and education systems, with particular expertise in utilizing linked administrative data for social research. Dr. Huxley's work frequently addresses critical issues in educational policy and labor market dynamics, employing advanced statistical techniques to provide evidence for policymakers. Dr. Huxley's recent publications demonstrate a clear trajectory toward examining post-pandemic educational challenges, particularly teacher job quality across different school types, educational transitions in Wales, and the effectiveness of careers guidance systems. Her work consistently leverages linked administrative datasets to provide robust evidence for policy development in education and employment sectors. She serves as a Co-investigator with Administrative Data Research (ADR) Wales, focusing on data access and education, skills and employability research using linked data. Her research team collaborations include significant projects such as the Urgent Appeals: Data and Shared Learning ESRC GCRF Project with the Clean Clothes Campaign and the Administrative Data Research Centre Wales (ADRC). Dr. Huxley regularly presents her findings at academic seminars including WISERD Lunchtime Seminars and has contributed research to governmental bodies such as the Welsh Government. Her work on Cardiff's achievement as the UK's first UNICEF Child Friendly City demonstrates the real-world impact of her research on children's rights and urban policy.

• Sociology of Education
• Education Policy
• Identity Studies
• +۶ مورد دیگر

Louise Archer is a Professor specializing in sociology of education and education policy. Her research focuses on identities and inequalities related to race, gender, and social class within compulsory and post-compulsory education systems. She has conducted significant research on Muslim pupils, British Chinese students, urban youth education, and widening participation in higher education. Her research interests center on educational inequalities, identity formation in academic settings, and feminist methodologies. Key areas include: Sociology of education and policy analysis Intersectionality of race, class and gender in education Science education participation and aspirations Urban youth and educational experiences Feminist theory applications in educational research Her publications demonstrate consistent focus on educational equity, identity performance in learning environments, and critical analysis of pedagogical practices. Recent works frequently employ Bourdieusian frameworks to examine structural inequalities and teacher-student dynamics in secondary education settings. Professor Archer has led multiple major research initiatives including: 5-year ESRC longitudinal project on children's science aspirations (ASPIRES) Lead coordination of ESRC's Targeted Initiative on Science and Mathematics Education (TISME) Partnering for equitable STEM pathways for youth from minoritized communities (2017-2020) Equality and STEM Participation project (2015-2020) Youth Access & Equity in Informal Science Learning research She serves on editorial boards of several prominent journals including Sociology, Gender and Education, Journal of Education Policy, Qualitative Research in Psychology, and Teaching in Higher Education.

• Adult Learning
• Informal Learning
• Lifelong Learning
• +۴ مورد دیگر

Dr. Catherine Arden is an Honorary Senior Lecturer at the School of Education, University of Southern Queensland. She holds a BA from UNE, a GDipFET and MEd from USQ, and a PhD from USQ. Her research focuses on Adult Learning, Vocational Education, Educational Leadership, and Community Informatics. She supervises doctoral students in Education and has 30 years of teaching experience. Research interests include Phenomenography, Post-compulsory Education Pathways, and Workplace Development Learning. She is affiliated with the International Study of Teacher Leadership (ISTL) Research Team, Qld College of Teachers, Adult Learning Australia, AVETRA, and HERDSA. Teaching responsibilities include supervision in the Doctor of Education and Doctor of Philosophy programs. She actively contributes to professional networks in vocational and higher education research.

Alberto Crescentiniمشاهده پروفایل

پژوهشگر

• Educational Research
• Psychology of Education
• Standardized Testing
• +۳ مورد دیگر

Alberto Crescentini is a Teacher-Researcher at the Department of Education and Learning of the University of Applied Sciences and Arts of Southern Switzerland (SUPSI), where he works within the Competence Centre for Innovation and Research on Education Systems (CIRSE). He has been affiliated with SUPSI since 2010 as a researcher, and has collaborated with the institution since 2005. His work focuses on educational research, particularly in the areas of standardized testing, teacher well-being, and inclusive education. Dr. Crescentini holds a PhD in Social and Developmental Psychology from the Catholic University of Milan, along with a Master's Degree with honors in Social Psychology and a Master's Degree in Sport Psychology. He has also completed training at the Graduate School of Psychotherapy. His research interests span educational assessment systems, teacher well-being and burnout prevention, inclusive education practices, and qualitative research methodologies. He has led numerous research projects evaluating educational policies and practices in the Ticino region of Switzerland, with a particular focus on standardized testing in compulsory education and strategies to address teacher burnout through organizational identification and social support systems. Dr. Crescentini's work shows a consistent focus on practical applications of educational research to improve teaching practices and student outcomes. His recent publications examine standardized testing frameworks, transitions after technical education, and interventions to address teacher burnout through organizational identification and social support systems. Member of the International PhD course in Organizational Psychology at the University of Verona Coordinator of the SIPLO working group on Work-Related Stress Former member of the board of directors of the Swiss Society for Research in Education As an educator, Dr. Crescentini has taught Relationship Psychology at the Faculty of Economics at the Catholic University of Milan and Qualitative Research Techniques in the Doctoral Program in Work Psychology at the University of Verona. He has also conducted methodology courses at doctoral programs across multiple Italian universities including Milan, Bologna, Rome, Turin, and Lugano. His current research projects include monitoring standardized testing in compulsory education, evaluating inclusive education measures, and studying teacher well-being conditions in Ticino schools through 2025.

Anne Walstabمشاهده پروفایل

پژوهشگر ارشد

• Vocational Education and Training (VET)
• Adult and Community Education (ACE)
• Post-compulsory Education and Training
• +۳ مورد دیگر

Dr. Anne Walstab is a Senior Research Fellow at the Centre for International Research on Education Systems (CIRES) at Victoria University. She holds a PhD in Education from the University of Melbourne and a combined BA(Hons)/BSc from the same institution. Her work combines qualitative and quantitative research across all education sectors, with a focus on policy-relevant outcomes. Education: PhD (Education) from University of Melbourne (2020), BA(Hons)/BSc (University of Melbourne, completion year unspecified). Research interests include Vocational Education and Training (VET), Adult and Community Education (ACE), school funding models, student transitions, and regional educational disparities. Her work emphasizes policy implications, with over 15 years of experience in commissioned research projects. Publications span reports on educational equity, VET participation, rural education challenges, and TAFE inclusivity strategies. Key themes include systemic barriers to educational access and policy solutions for disadvantaged groups. Advising and Grants: Extensive commissioned projects with Victorian and federal education departments, including Mitchell Institute partnerships. Grants information not explicitly listed but implied through project involvements. Labs/Teams: Affiliated with the Centre for International Research on Education Systems (CIRES), collaborating on global education systems analysis.