جست‌وجوی استاد و پژوهشگر

Mari Caballeroمشاهده پروفایل

دانشیار

• Mathematics Education
• Special Education
• Teacher Development
• +۳ مورد دیگر

Dr. Mari (Wheeler Flake) Caballero is an Associate Professor at Teachers College, Columbia University , specializing in Elementary Education, Early Childhood, and Special Education. She serves as Program Lead for Special Education and contributes to summer leadership programs for middle and secondary education. Education: Ph.D. in Curriculum and Instruction with emphasis on Mathematics Education (University of Kansas) Master’s in Special Education (University of Kansas) Bachelor’s in Elementary Education (Valparaiso University) Research Interests focus on the development of pre-service elementary teachers, particularly their pedagogical strategies for teaching mathematics and analyzing student comprehension. Her work bridges curriculum design with inclusive education practices. Professional Background includes teaching 4th grade and special education in Raytown, Missouri; instructor roles in teacher education at the University of Kansas; and supervision of elementary student teachers.

• STEM Education
• Pedagogical Content Knowledge (PCK)
• Teacher Expertise
• +۳ مورد دیگر

Amanda Berry is a Professor of STEM Education and Deputy Dean (Research & Innovation) in the School of Education at RMIT University, Australia. Her research focuses on science education, teacher education, and methodologies for capturing classroom practices. She leads initiatives to develop tools for representing teachers' pedagogical expertise and has contributed to frameworks like the refined consensus model of pedagogical content knowledge (PCK). Her work emphasizes teacher professional development, particularly for highly accomplished educators, and explores adaptive expertise in interdisciplinary teaching. She actively supervises postgraduate research students and collaborates internationally on projects like the Sharing Knowledge Project in inquiry-based teaching. Key research themes include STEM integration, teacher educator professionalism, and the role of student voice in assessment reform. Her interdisciplinary approaches bridge theory and practice, influencing both policy and classroom strategies in science and mathematics education.

• Multilingualism
• Translanguaging Pedagogy
• English as an Additional Language (EAL) Education
• +۴ مورد دیگر

Georgios Neokleous is a Professor of English in the Department of Teacher Education at the Norwegian University of Science and Technology (NTNU), within the Faculty of Social and Educational Sciences. He holds a PhD in Education from Saint Louis University (2014), focusing on home language use in EAL classrooms. His career began as an EFL/ESL teacher, with extensive experience across Europe and the U.S., and he has developed specialized courses for diverse learner groups. Neokleous’ research emphasizes multilingualism, translanguaging pedagogy, and inclusive literacy practices in linguistically diverse classrooms. Education: PhD in Education, Saint Louis University, 2014 Masters and Bachelor’s degrees (implied, not explicitly stated) Research Interests: Neokleous explores the integration of students’ home languages in EAL settings, translanguaging as a pedagogical tool, and assessment strategies in multilingual environments. His work bridges theory and practice, addressing challenges in teacher education and classroom diversity. Recent trends in his publications highlight cross-national comparisons (e.g., Norway-Cyprus studies), innovative teaching methodologies, and the role of technology in modern classrooms. Advising & Grants: Supervises students at BA, MA, and PhD levels. Collaborates with international researchers like Anna Krulatz and Sviatlana Karpava. Active in organizing academic events, including TESOL International and ECER conferences. Labs/Teams: Engaged in collaborative research groups focused on multilingual education, such as the ‘Learning and Teaching English in the Multilingual Classroom’ initiative. His work often intersects with institutions like the University of Cyprus and Multilingual Matters publishing.

• Sports Psychology
• Sports Injury Rehabilitation
• Adolescent Athletics
• +۲ مورد دیگر

Urban Johnson is a Professor at Halmstad University's School of Health and Welfare, specializing in sports psychology with a focus on sustainable participation in sports, health, and physical activity. His research examines psychological aspects of sports injury (pre- and post-injury) and healthy athletic engagement, particularly through pandemic-era studies of Swedish upper secondary sport students. Johnson's research interests center on: Psychological mechanisms in sports injury rehabilitation and prevention Adolescent athlete mental health and dropout dynamics Pandemic impacts on sport education systems Gender-specific responses to athletic challenges Longitudinal behavioral patterns in youth sports His work integrates qualitative analysis of student-athlete experiences with clinical psychology frameworks. His publication trends reveal intense focus on pandemic-related disruptions (2020-2025), with 12 of 15 recent articles examining COVID-19's impact on student-athletes, teachers, and sports systems. Key thematic clusters include: Sport injury psychology (ACL re-ruptures, prevention) Adolescent mental health during crises Fun/motivation dynamics in youth sports Cross-contextual leadership challenges Johnson actively supervises students at basic, advanced, and doctoral levels while teaching methodology courses. His collaborative projects include the Karolinska Football Injury Cohort Study and consensus statements on sport injury psychology. Current work emphasizes cocreation of injury prevention programs and psychological support services for elite handball.

Nenad Radakovicمشاهده پروفایل

دانشیار

• STEM Education
• Transdisciplinary Learning
• Mathematics Education
• +۵ مورد دیگر

Nenad Radakovic is an Associate Professor of STEM Education at Queen's University's Faculty of Education. His research focuses on transdisciplinary approaches in mathematics and STEM education, emphasizing how interdisciplinary integration can enhance learning across PK-12 and post-secondary contexts. He holds a PhD in Curriculum Studies and Teacher Development from the Ontario Institute for Studies in Education (OISE), University of Toronto, and has taught secondary mathematics in Croatia and Canada. Prior roles include Associate Professor at the College of Charleston and Sessional Lecturer at the University of Toronto, where he instructed courses on holistic mathematics pedagogy and curriculum design. Dr. Radakovic’s research interests span transdisciplinary curricula, risk education, mathematics teacher training, and the role of technology in education. He is a STaR Fellow with the Association of Mathematics Teacher Educators and contributes to professional organizations like NCTM and PMENA. His work explores how mathematics education can address societal challenges through critical pedagogy and inclusive practices. Key publications include edited volumes on transdisciplinarity in mathematics education and borders in teacher training. His recent articles address STEM curriculum innovation, inclusive pedagogical frameworks, and the application of feminist theory to educational research. Collaborations include transdisciplinary projects blending arts and mathematics, such as using 3D printing to explore cultural heritage through art.

ChanMin Kimمشاهده پروفایل

استاد

• Educational Technology
• Computer Science Education
• Science Writing
• +۳ مورد دیگر

ChanMin Kim is a Professor in the Learning and Performance Systems department at Penn State College of Education. With over 80 publications and 2553 citations, their work focuses on integrating artificial intelligence , robotics , and educational technology into science and computer science education. Research interests: Science writing, AI-human partnerships, robotics in education, equity-focused technology design Key methodologies: Natural Language Processing, learning analytics, scaffolding strategies Recent work explores large language models in education, debugging processes in pre-service teacher training, and automated assessment systems for science explanations. While the provided data doesn't show specific scientific awards or student advisees, their publications in venues like British Journal of Educational Technology and Journal of Science Education and Technology demonstrate significant contributions to learning sciences. Kim collaborates extensively with researchers in AI, educational technology, and equity-focused domains.

Viktoriya Olariمشاهده پروفایل

پژوهشگر

• Computer Science Education
• Artificial Intelligence Literacy
• Data Literacy
• +۳ مورد دیگر

Viktoriya Olari is a researcher at the Didactics of Computer Science department, Freie Universität Berlin. Her work focuses on artificial intelligence literacy, data literacy, and digital education frameworks for K-12 and teacher training programs. She contributes to projects like ENKIS, DigiProMIN, and TrainDL, emphasizing interdisciplinary approaches to computer science education. Key Projects: ENKIS, AMI, Digi4All, siMINT, AI@IT2School Her recent publications address pedagogical methods for AI/data literacy integration, teacher professional development, and physical computing in education. She holds weekly consultation hours for students and maintains research partnerships across Germany. Research Themes: AI education in schools, data-driven pedagogy, digital transformation of teacher training

Eunjung Leeمشاهده پروفایل

استادیار

• Educational Technology
• Gifted Education
• Teacher Education
• +۳ مورد دیگر

Eunjung Lee serves as Assistant Professor of Business Analytics in the College of Business at Lewis University, bringing extensive industry experience from Samsung and LG alongside prior academic roles at Indiana State University. Her expertise bridges business analytics and educational technology with a pronounced focus on equity-driven research. Her educational foundation includes: Ph.D. in Information Technology Management, University of Wisconsin-Milwaukee M.B.A., Korea University B.S., Kwangwoon University Dr. Lee's research trajectory evolved from business analytics toward educational equity, with recent work emphasizing computational thinking in mathematics education, teacher preparation models, and machine learning applications for gifted identification. She investigates how digital tools transform pedagogy while addressing systemic barriers for underrepresented students. Analysis of her 2022-2025 publications reveals dominant themes in equitable gifted identification through cross-cultural validation of the HOPE rating scale, computational thinking integration in teacher training, and longitudinal studies of enrichment program impacts. Her methodology consistently combines quantitative analysis with equity-centered frameworks. No scientific awards were documented in available sources. While specific advising details remain unreported, her courses in Business Intelligence and Forecasting demonstrate applied analytics instruction. Research grants weren't specified in source materials. Collaborative structures like the Lowell Stahl Center for Entrepreneurship provide institutional context, though dedicated labs or research teams weren't explicitly referenced.

Marguerite Mullerمشاهده پروفایل

مدرس

• Social Justice in Education
• Decolonisation in Education
• Arts-Based Inquiry
• +۳ مورد دیگر

Dr. Marguerite Muller is a Lecturer in Education and Society at King's College London, leading the MA Education Management program. She holds degrees including a PhD in Higher Education Studies (University of the Free State, 2016) and a BA in Fine Arts (University of Pretoria, 2004). Her research focuses on arts-based methodologies, educator subjectivity, and social justice in education, employing post-qualitative, narrative, and participatory approaches. Teaching Responsibilities include modules on Education Leadership, Gender, Power, and Inequality in Education Leadership (MA level), and 'Education for the 21st Century: A Global Perspective' (BA level). She actively supervises PhD students exploring arts-based research, decolonial education, and social justice. Key affiliations include the Centre for Public Policy Research at King's College London and prior roles at the University of the Free State (South Africa). Her work emphasizes interdisciplinary collaboration, global South perspectives, and accessible, socially engaged scholarship. Notable recognitions include the NRF South Africa Y Rating (2023). Current research projects explore educator identity, participatory arts-based inquiry, and decolonization in higher education.

Jasmine Begeskeمشاهده پروفایل

استادیار بالینی

• Inclusive Education
• Arts Education
• Assistive Technology
• +۵ مورد دیگر

Jasmine Begeske serves as Clinical Assistant Professor of Special Education in Purdue University's Department of Educational Studies within the College of Education. She co-founded and directs CREATE: Center for Research and Equipment for Assistive Technology in Education, an AT library and makerspace providing hands-on opportunities for pre-service teachers to develop individualized solutions for students with disabilities using 3D printers, Cricut, and Glowforge equipment. Her educational background includes: PhD in Special Education with Cognate in Art Education from Purdue University MFA in Photography and Related Media from Purdue University MS in Secondary Education (Special Education specialization) from Indiana University Northwest BFA in Photography with Art History minor from Indiana University Dr. Begeske's research program examines inclusive access to arts education through program evaluation and creative assistive technology development. Her experimental printmaking practice integrates individuals with disabilities as co-creators , while her scholarly work validates instruments measuring preschool arts accessibility and develops multisensory adaptations for students with visual impairments. She bridges art education and special education through evidence-based AT interventions . Analysis of her publication history reveals consistent focus on arts/special education intersections with increasing emphasis on empirical validation of accessibility instruments and multisensory adaptations. Her 2023 work on teacher education in art classrooms and multisensory adaptations demonstrates practical applications of her CREATE center's mission, while her 2022 instrument validation study establishes methodological rigor in measuring arts accessibility. Her scientific recognition includes: 2023 USSEA Outstanding Dissertation Award 2023 Purdue Focus Award for equity initiatives 2022 AEAI President's Award for EDI service Multiple Purdue University teaching and discovery awards (2020-2023) With 15+ years of teacher preparation experience spanning 100+ course sections, Dr. Begeske mentors doctoral students while securing grant funding including $100K from Purdue's Instructional Equipment Grant for CREATE. Her professional service encompasses state-level program reviews, academic standards committees, and leadership roles in Indiana Division of Early Childhood and CEC-DARTS. The CREATE center operates as a dual-space AT innovation hub with fixed location in Beering Hall and mobile carts supporting field experiences. It empowers pre-service teachers to prototype solutions addressing specific student needs while advancing Dr. Begeske's mission of making education universally accessible through technology and creativity.

Janet Walkoeمشاهده پروفایل

دانشیار

• Mathematics Education
• Algebra Teaching & Learning
• Teacher Noticing
• +۳ مورد دیگر

Dr. Janet Walkoe is an Associate Professor in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland. Her work focuses on mathematics education, particularly algebra teaching and learning, and the role of teacher noticing in responsive instruction. She holds a Ph.D. in Learning Sciences from Northwestern University (2013), an MS in Mathematics from the University of Illinois at Chicago, and a BA in Mathematics from the University of Chicago. Before academia, she taught high school mathematics for a decade, earning National Board Certification. Her research emphasizes how teachers attend to student algebraic thinking during instruction and how pre-service teachers can develop noticing skills through video analysis. Key areas include teacher responsiveness, multimodal algebraic thinking, and computational thinking integration in mathematics education. She has led the NSF-funded CAREER grant (2020) exploring teacher noticing of student thinking, and co-authored influential works like Lenses for examining students’ mathematical thinking (2014), which earned an NCTM award. Notable Grants: NSF CAREER DRL 17-537 ($736,914), INFACT Subaward ($250k), Spencer Foundation Grant ($44k) Teaching: Courses include Interdisciplinary Teaching in Middle Grades (TLPL 423/424), Elementary Mathematics Education (EDCI 652), and Foundations of Mathematics Education (EDCI 751) Professional Development: Develops video-based tools for teacher reflection and computational thinking integration Walkoe advocates for culturally sustaining pedagogy and equity in teacher education. Her recent work bridges computational thinking with mathematics instruction, emphasizing interdisciplinary approaches to foster student engagement.

• Mathematics Education
• Pedagogical Content Knowledge
• Educational Policy
• +۳ مورد دیگر

Vince Wright is a Sessional Academic in the School of Education at the Faculty of Education and Arts. His research focuses on mathematics education, pedagogical content knowledge, and the application of global perspectives in educational policy and curriculum design. He has contributed to understanding how teachers develop effective instructional strategies and how students engage with mathematical concepts such as ratios, geometry, and percentages. His work spans journal articles and book chapters, examining topics like metaphor-based problem-solving frameworks, diagnostic tools for geometric reasoning, and the role of demonstration lessons in teacher professional development. Wright's research emphasizes practical applications for improving mathematics teaching methods and aligning pedagogy with international evidence-based practices. While no formal academic awards are listed, his contributions to mathematics education research reflect a commitment to bridging theoretical frameworks with classroom realities. His collaborative projects include co-authored studies with educators like Ken Smith and Rose Knight, exploring diagnostic assessments and pre-service teacher training.

Alison Bakerمشاهده پروفایل

مدرس ارشد

• Children's Literature
• Reading for pleasure
• Social class
• +۶ مورد دیگر

Alison Baker is a Senior Lecturer at the University of East London within the School of Childhood and Social Care. She specializes in Education and teaches modules on inclusion, Primary English, children's literature, and reflective practice in Primary Teaching. PhD candidate researching white working-class children in children's fantasy fiction Areas of expertise: Social class representation, reading for pleasure, inclusive pedagogy Research Focus: Investigates how social class portrayal in fantasy literature impacts children's reading engagement, with particular attention to working-class disempowerment in fictional narratives. Her work bridges literary analysis with educational practice through projects like the UEL Goodreads discussion group. Key Publications: Contributions on social class in Harry Potter, children's comics, and critical reading pedagogy. Notable works include analyses of social capital in fantasy fiction and the use of social media for teacher development. External Roles: Served as Children's Programme Coordinator at Eastercon 2019 (Ytterbium) and currently sits on the Editorial Board of the Journal of Historical Fiction.

• Academic Integrity
• Research Integrity
• Scientific Documentation and Communication
• +۲ مورد دیگر

Rubén Lluc Comas Forgas is a Full Professor at the University of the Balearic Islands (UIB) in the Department of Applied Pedagogy and Educational Psychology . He holds a European PhD in Educational Sciences from UIB (2009) and has served as a visiting researcher at institutions including the University of East Anglia, Liverpool John Moores University, Panteion University, Autonomous University of Yucatán, and Stockholm University. Current research focuses on Academic Integrity , Research Integrity , Scientific Communication , Educational Uses of ICT , and Environmental Education . He leads multiple EU-funded projects (e.g., AI-UpskillED , CHARLIE ) and national initiatives like Academic Integrity in Initial Teacher Training (MCI-AEI-ERDF). His recent publications analyze the impact of generative AI on academic writing, predatory journals in education sciences, and plagiarism trends among Spanish students. He collaborates with the Research Group on Academic Integrity (GRIAC) and Education for Sustainability (GREAS) .

• Educational Assessment
• Pedagogy
• STEM Education
• +۳ مورد دیگر

Professor Paul Black is a distinguished academic at King's College London, affiliated with the School of Education, Communication & Society and the Centre for Research in Education in Science, Technology, Engineering & Mathematics (CRESTEM). His career has centered on advancing educational assessment and pedagogy, particularly in STEM disciplines. He is renowned for pioneering formative assessment strategies that integrate learning and evaluation to enhance student outcomes. Research Interests: Black's work explores how teacher-led assessments can drive classroom innovation, emphasizing the synergy between formative and summative methods. His contributions address global educational challenges, including standardization debates and the equitable implementation of assessment frameworks. Key Article Trends: His publications from 2013–2020 highlight themes like ethical assessment practices, the historical impact of formative assessment, and bridging theory-practice gaps in STEM education. Recent works underscore the adaptability of assessment strategies in diverse cultural and linguistic contexts. Professional Impact: The 2023 book 'Educational Assessment: The Influence of Paul Black on Research, Pedagogy and Practice' documents his legacy, noting his influence on scholars worldwide. His ideas have informed policy responses to crises like pandemic-related exam cancellations. Advising & Grants: While specific grants or advisees are not detailed here, his work reflects collaborative research with educators and policy experts. The CRESTEM centre serves as a hub for advancing his vision of holistic educational reform.