جست‌وجوی استاد و پژوهشگر

• Intercultural Education
• Foreign Language Teaching
• Early Childhood Education
• +۳ مورد دیگر

Magdalena Białek serves as Assistant Professor in the Department of Translation Studies and Glottodidactics at the Institute of German Philology, University of Wrocław, a position she has held since 2009. Education: Graduate of German Philology at the University of Wrocław Defended doctoral thesis in 2008 titled "Intercultural Teaching in Language Education" Her research centers on intercultural education frameworks within language pedagogy, with specialized focus on constructivist cognitive approaches to early childhood foreign language instruction. She examines how cultural competence development intersects with cognitive theory in educational settings, emphasizing practical applications for teacher training programs. Scientific Awards: Rector's Award from the University of Wrocław (awarded for doctoral thesis) Dr. Białek actively trains pre-service foreign language teachers and conducts professional development workshops for practicing educators. Her scholarly contributions include authoring a monograph on intercultural teaching theories and co-authoring a practical guide for enhancing teachers' intercultural competences, reflecting her commitment to bridging theoretical research with classroom implementation.

Sarah MacKenzie-Dawsonمشاهده پروفایل

استاد

• Impact of trauma on teacher identity
• Pre-service teacher identity
• Testimony A/R/Tography
• +۱۰ مورد دیگر

Sarah MacKenzie-Dawson serves as Professor of Education at Bucknell University, where she integrates critical theory with practical pedagogy to address complex educational challenges. Her work emphasizes identity, trauma, and empowerment within diverse learning environments. Her academic credentials include: B.A. in Theatre from the University of New Hampshire M.Ed. from the University of New Hampshire Ph.D. in Curriculum and Instruction from Pennsylvania State University Research focuses critically on how trauma shapes teacher identity, pre-service educator development, and adolescent literacy through frameworks like A/R/Tography and poststructuralism. She examines representation in performance, feminist pedagogy, and critical literacy as tools for empowering at-risk youth, particularly investigating how tracking systems and emotional dynamics influence literacy identity formation. Instructional responsibilities encompass Literacy Across the Contexts, Literacy and Learning in the Diverse Classroom, Integrating the Arts in Learning, Elementary Student Teaching Supervision, Social Foundations of Education, and Education and the Human Spirit. Contact: 206 Academic East, 570-577-1349, skm011@bucknell.edu

• Teacher Leadership
• School-based Mentoring
• Educational Leadership
• +۱ مورد دیگر

James (JJ) Lies serves as an Assistant Professor of Education and Chair of the Department of Education at Converse University. He also holds key roles as Site Coordinator for Call Me MiSTER and Program Director for Elementary Education, while actively participating in Faculty Senate governance. His academic qualifications include a Doctor of Education in Professional Leadership from Converse University (2022), a Master of Arts in School Leadership from Furman University (2018), and a Bachelor of Science in Elementary Education from Anderson University (2013). Dr. Lies specializes in teacher leadership development and school-based mentoring programs, with particular emphasis on preparing pre-service educators for impactful careers in elementary settings. His work actively promotes diversity in teaching through initiatives like Call Me MiSTER. His professional recognition includes the Anderson School District Two Teacher of the Year award for 2017-2018. At Converse, Dr. Lies instructs future educators while directing the Elementary Education program and leading the Call Me MiSTER initiative, which recruits and supports minority male teacher candidates. He also contributes to institutional leadership through Faculty Senate service.

• Latin American Literature
• Latin American Indigenous Cultures
• Second Language Teaching and Assessment
• +۵ مورد دیگر

Gregory Shepherd serves as Assistant Professor in the Department of Bilingual Education, TESOL, and World Languages at Kean University's College of Education, bringing over 25 years of international teaching experience across the USA, Ecuador, Puerto Rico, and Cuba. His expertise spans Latin American literature, second language pedagogy, and educational technology innovation. Education: Ph.D. in Hispanic Literature, Georgetown University M.A. in Spanish, George Mason University B.A. in Spanish Translation and Interpretation, Brigham Young University Dr. Shepherd's research centers on mobile technology integration in teacher education models, gaming applications for language acquisition, and hybrid identity construction in Latin American literature. His scholarly focus bridges colonial literary studies with cutting-edge educational methodologies, particularly examining José de Acosta's ethnographic works and mobile learning implementations. His publications reveal a consistent trajectory in educational technology applications, with recent works emphasizing augmented reality, wearable devices, and place-based learning environments. Simultaneously, his literary scholarship maintains deep engagement with Latin American colonial narratives and indigenous cultural representations. No scientific awards are documented in the available information. Dr. Shepherd has designed and directed global teacher education initiatives for educators from China, South Korea, and Spain, focusing on technology integration and language immersion programs. His collaborative projects with the National Parks Service demonstrate practical applications of place-based pedagogy. His professional collaborations include significant work with Dr. Michael Searson on intelligent classrooms and wearable technology applications, resulting in multiple conference presentations at ISTE and SITE events.

• Educational Leadership
• School Management
• Pedagogy
• +۳ مورد دیگر

Milan Pol is a Professor at the Institute of Educational Sciences, Faculty of Arts, Masaryk University in Brno, Czech Republic. He holds the academic titles PhDr. and CSc., with office C/C.411 at Arna Nováka 1 and contact email pol@phil.muni.cz. He actively serves on the Scientific Council Commission of the Faculty of Arts and the Industry Council for Educational Sciences, Pedagogy, School Pedagogy, and Social Education. His research focuses on educational leadership, school management, and pedagogy, examining collegiality in schools, teacher wellbeing, and leadership impacts on school culture. He investigates inclusive education, trust/control dynamics in educational processes, and systemic school transformations. With over 390 publications, his work bridges theoretical frameworks and practical applications in educational settings across Europe. Recent publications (2021-2025) demonstrate consistent emphasis on collegial support systems, educational policy responsiveness to global challenges, and inclusion implementation barriers. His international projects like the European Education Area interim evaluation and ENIRDELM network outputs reveal growing attention to pandemic impacts on educational inequality, digitalization risks, and trust erosion in school systems. No scientific awards, fellowships, or medals were documented in the source materials. As a thesis supervisor, Pol guided research on Russian parents' relationships with Czech schools (2020), entrepreneurship education (2016), high school diploma transformations (2009), teacher identity construction (2009), principal case studies (2008), and school culture (2007). He consulted on institutional-social environment relationships (2012). Specific grant funding details were not disclosed in available records. He collaborates extensively through the ENIRDELM network with researchers including Bohumíra Lazarová, Eoghan Gallagher, and international partners across 15+ European nations. His current work centers on developing practical frameworks for school leadership collegiality and wellbeing-focused management approaches.

• Primary Education
• Teacher Training
• Educational Science
• +۱ مورد دیگر

Claudia Haas serves as a Professor at the University of Teacher Education Tyrol (PHT) in Innsbruck, Austria, where she is institutionally anchored within the School of Primary Education. Her professional base operates from Pastorstraße 7 / Building A (6010 Innsbruck), with contact established through her institutional email claudia.haas@ph-tirol.ac.at and personal website www.claudia-haas.com. The university's primary education division maintains its online presence at https://ph-tirol.ac.at/primarstufe. Her scholarly focus centers on foundational educational frameworks for early schooling systems. Key research domains include: Primary Education curriculum development Teacher Training methodologies Educational Science innovations Pedagogical theory implementation Professor Haas maintains active consultation hours requiring pre-registration via email or university telephone channels. She contributes to institutional knowledge production through the Research & Teaching Services division, though specific publication titles remain unlisted in available documentation.

Elizabeth Gibbons Holtzmanمشاهده پروفایل

استاد

• School Psychology
• Mindfulness in Education
• Trauma-Informed Schools
• +۵ مورد دیگر

Elizabeth Holtzman is a Professor in the Department of Counseling, Educational Leadership, and School Psychology at the Feinstein School of Education and Human Development, Rhode Island College. She serves as Co-director of Graduate Programs (2018-present) and RIC-Teach for America Liaison. Her educational background includes a Ph.D. in Educational Psychology-School Psychology from the University of Texas-Austin (2000), an internship at Houston Independent School District (1999-2000), and a B.A. in Philosophy and Psychology from Colgate University (1992). Holtzman's research centers on mindfulness in schools , trauma-informed practices , and teacher wellness . She investigates culturally responsive education, leadership in systems change (focusing on RTI and Professional Learning Communities), anxiety interventions, and teen dating violence prevention. Her work aims to foster supportive school environments through evidence-based strategies. Her recent publications highlight the integration of mindfulness into teacher training and school psychology, collaborative MTSS implementation, and interdisciplinary leadership development. These works demonstrate a consistent theme of bridging theory and practice to enhance student and educator well-being. Holtzman has secured multiple grants, including a Title II partnership with Rhode Island Department of Education and Central Falls School District for professional development in literacy and mathematics. She also led Faculty-Student Collaboration Grants on mindfulness, yoga for classroom anxiety, and teen dating violence prevention, often in partnership with schools and community organizations. She collaborates with the Henry Barnard School on anxiety interventions and with the Rhode Island Association of School Principals to develop professional learning communities focused on assessment and RTI.

Paul Rukavinaمشاهده پروفایل

استاد

• School-wide physical activity
• Inclusive physical education programs
• K-12 students with overweight and obesity
• +۶ مورد دیگر

Paul Rukavina is a Professor at Adelphi University within the Ruth S. Ammon College of Education and Health Sciences, specifically in the School of Health Sciences. With a PhD in Kinesiology from Louisiana State University, he has established himself as a leading scholar in physical education, focusing on practical approaches to improve school physical activity programs and create inclusive environments for students of all body types. PhD in Kinesiology (Pedagogy/Motor Learning) from Louisiana State University (2003) MS in Exercise Science/PE (Motor Learning and Development) from Arizona State University (1998) BS in Psychology and Coaching from University of Wisconsin-River Falls (1996) Dr. Rukavina's research centers on promoting school-wide physical activity, developing inclusive programs for K-12 students who are overweight or obese, and applying non-linear pedagogy to teach motor skills. He utilizes Fullan's School Change Theory, Improvement Science, and Community of Practice models to guide educational leaders in enhancing student physical literacy and health. His groundbreaking work identifies weight bias as a critical social justice issue, advocating for inclusive physical activity environments that foster body acceptance and empower all students to lead healthy, active lives. Analysis of Dr. Rukavina's recent publications reveals a strong emphasis on addressing weight bias in educational settings, developing comprehensive school physical activity models, and creating evidence-based strategies for inclusive physical education. His work spans diverse subfields including physical literacy development, non-linear pedagogy applications, weight stigma reduction, and systemic approaches to school health promotion. Scientific Teaching Fellow 2018 (Summer Institutes on Scientific Teaching) Keynote Research Presenter at SHAPE America-Eastern District (2018, 2016) Research Fellow with American Alliance of Health, Physical Education, Recreation and Dance Research Consortium (2011) Dr. Rukavina actively mentors undergraduate researchers, guiding projects on diverse topics from plant-based diets to athlete mental health and developmental disabilities. He has secured multiple grants including the Active Panther Program and Bridges to Adelphi Collaboration initiatives. His leadership extends to developing whole-of-school physical activity models and advocating for data-driven approaches to health and physical education programming.

Hong Wangمشاهده پروفایل

دانشیار

• Teaching English as a Second/Foreign Language (TESL/TEFL)
• ESL/EFL Policies and Pedagogy
• ESL Teacher Education and Professional Development
• +۳ مورد دیگر

Dr. Hong Wang is an Associate Professor in the Faculty of Education at Mount Saint Vincent University. Their research focuses on TESL/TEFL policies, teacher education, and immigrant teachers' professional development. They hold a PhD from Queen’s University, MA degrees from Carleton University and Xi’an Foreign Languages University, and a BA from Northwest University. Dr. Wang has secured grants including a SSHRC-funded study on test preparation impacts and a New Scholars Grant investigating ESL teachers' professional development needs in Canada. Educational Background: PhD in Education (TESL), Queen’s University Research Interests: Cross-cultural TESL practices, curriculum implementation challenges, and language policy translation Teaching Responsibilities: Courses on language acquisition, linguistics, and ESL pedagogy at both undergraduate and graduate levels Recent research highlights include analyzing ESL teacher needs in Ontario, exploring cultural perceptions of grammar teaching, and evaluating the role of middle-level administrators in curriculum implementation. Dr. Wang has presented widely at international TESOL conferences and contributed to journals like The Curriculum Journal and TESL-EJ. Professional Development: Active in grantsmanship with a focus on bridging policy and practice in language education. Courses taught include principles of language acquisition, linguistics for teachers, and methods for teaching ESL in elementary/secondary schools.

Ismail Memonمشاهده پروفایل

استادیار

• Clinical Anatomy
• Histology
• Neuroanatomy
• +۵ مورد دیگر

Ismail Memon is an Assistant Professor of Human Body Structure and Function at Saba University School of Medicine. With over 30 years of clinical and teaching experience, he specializes in Clinical Anatomy, Histology, Neuroanatomy, and Medical Terminology. Dr. Memon has held administrative roles such as Director of Teaching, Learning, and Assessment Committee, Exam Coordinator, and Course Coordinator for Anatomy, Physiology, and Histology. He is a recipient of the University Outstanding Teacher Award (2010) and the Ten-Year Dedicated Services Award. Dr. Memon’s expertise spans gross anatomy, embryology, and medical terminology, with a focus on curriculum development and teaching assessment. His research explores pedagogical strategies, pandemic-era education shifts, and Saudi Arabian healthcare trends. He has published 20 peer-reviewed articles and presented at international conferences like the American Association for Anatomists (AAA) annual meeting. Active in professional societies, he contributes to AAA and The Anatomical Society of Great Britain and Ireland. His teaching spans traditional and problem-based learning (PBL) curricula, emphasizing cadaver dissection and student mentorship. He is recognized for fostering collaborative environments and effective teamwork in academic settings.

Helen Hullمشاهده پروفایل

مدرس ارشد

• Pharmacy Education
• Pharmacy Practice
• Medical Education
• +۴ مورد دیگر

Dr. Helen Hull is a Senior Lecturer and Programme Lead (Pharmacy Education) at the School of Medicine, Pharmacy and Biomedical Sciences, University of Portsmouth. She serves as Course Leader for the MPharm degree programme and Athena Swan Champion for equality, diversity, and inclusion in STEMM fields. Her career spans academic leadership, pharmacy practice, and educational research. University of Portsmouth (1993–present) Pharmacy Manager, Boots the Chemists (1993–1999) Teacher-Practitioner, LloydsPharmacy (1999–2001) Her research centers on pharmacy education and student learning experiences, with key projects including: Peer Assisted Learning (PAL) implementation Evaluation of student study habits and academic support Contraceptive awareness among university students Analysis of community pharmacy medication returns Continuing Professional Development (CPD) for pharmacists Research trends from 2003–2018 demonstrate sustained focus on pharmacy education systems, student transition to higher education, and reproductive health awareness. Her work combines quantitative surveys with qualitative assessments of peer learning dynamics. Notable contributions: Development of PAL leader training frameworks Renewal of Athena Swan Bronze award (2022) Advocacy for inclusive pharmacy education practices

Leonie Menzelمشاهده پروفایل

مدرس

• Inclusive practice
• Playful early childhood pedagogy
• Mentoring pre-service university students on professional experience
• +۱ مورد دیگر

Leonie Menzel is a Lecturer in the School of Education at Edith Cowan University (ECU), specializing in Early Childhood Studies. She has been with ECU since 2017 and currently serves as the Quality Teacher Performance Assessment Discipline Coordinator (ECS). Leonie is also pursuing a Higher Degree by Research (HDR). With over 20 years of experience in early childhood education, she has worked as an educator and pedagogical leader in early learning settings and the education system. Leonie holds a Master of Education in Early Childhood Education (ECU, 2020), a Graduate Diploma of Education (Early Childhood Studies, ECU, 2001), and a Bachelor of Social Science in Children and Family Studies (ECU, 2000). Her research focuses on inclusive practice for vulnerable children, playful pedagogy in early childhood, mentoring pre-service teachers, and improving quality care in early learning centers. She is actively involved with professional associations such as the Teacher Registration Board of WA, Early Childhood Australia, and ECU's Early Childhood Research Group. Leonie has received notable awards, including the Edith Cowan University School of Education Teaching and Learning Award (2021 and 2020) and the Golden Key International Honour Society Membership for Academic Achievement (2020). Her teaching responsibilities include courses such as ECE6140, ECE6230, and ECS1265, where she emphasizes young children’s holistic learning and curriculum development. She also mentors pre-service teachers in professional practice and collaborates with ECU’s Partners in Literacy and Numeracy (PLaN) initiative.

Jule Rohanna Thomasمشاهده پروفایل

استاد

• Rhetorical Genre Theory
• Discipline-Specific Writing
• Community and Service Learning
• +۳ مورد دیگر

Jule Rohanna Thomas is a Professor of English at Wayne State University , affiliated with the College of Liberal Arts and Sciences . She has been at WSU since 2009 and specializes in teaching discipline-specific writing for nursing, pre-med, and graduate students. Her courses include ENG 1020, ENG 3010, ENG 3020, and ENG 5785, often integrating community service learning with Detroit-based organizations. Dr. Thomas holds a PhD in Philosophy and multiple master’s degrees (M.A. in Learning Design and Technology, M.A. in Literature), alongside a B.A. in Secondary Education. Her research focuses on rhetorical genre theory , trauma-based pedagogy , and community engagement in education . Her scholarly work includes publications on mentoring graduate teaching assistants and the intersection of parenting and revision practices in writing. She has received numerous teaching awards, including the Presidential Excellence in Teaching Award (2022) and the Wayne State University Academy of Teachers Award . Dr. Thomas has led grants and assessments, such as the Institute on High-Impact Practices (2019) and the CLAS Assessment Award analyzing writing center usage (2018–2019). She actively mentors students and emphasizes practical applications of writing in healthcare and academic settings.

• Indigenous Pedagogy
• Indigenous Curriculum Development
• Cultural Competency in Higher Education
• +۱۲ مورد دیگر

Professor Annette Gainsford is the Associate Dean (Indigenous Teaching and Learning) at the University of Technology Sydney (UTS), within the Office of the Pro Vice-Chancellor (Indigenous Leadership and Engagement). She provides strategic leadership in advancing Indigenous teaching and learning priorities across the university, with a strong focus on embedding Indigenous cultural competence and graduate attributes into curricula. Her academic expertise spans law, criminal justice, business, and education, with a deep commitment to decolonizing higher education and centering Indigenous knowledges. Doctor of Philosophy, Charles Sturt University (2022) Bachelor of Business (Honours, First Class), Charles Sturt University (2016) Bachelor of Education, Australian Catholic University (2009) Diploma of Aboriginal and Torres Strait Islander Education, Australian Catholic University (2008) Her research is deeply rooted in Indigenous pedagogy, andragogy, and curriculum development , particularly in legal and business education. She has pioneered models for embedding Indigenous knowledges in higher education, emphasizing collaborative partnerships with Indigenous communities. Her work explores place-based learning, cultural safety, and the overrepresentation of Indigenous children in out-of-home care and the justice system . She champions two-way learning (Yindyamaldhuray yalibilinga mawang) and relational pedagogy as foundational to authentic Indigenous cultural competence. Her recent publications reflect a strong trajectory in Indigenous curriculum reform , especially in law and business programs. She has led research on embedding Indigenous graduate attributes, using yarning and storytelling in legal education, and critiquing colonial continuities in criminal and migration law. Her work consistently bridges theory, policy, and practice, influencing institutional change. UTS Teaching and Learning Award (2024) Charles Sturt University Vice Chancellor Excellence Award (2020) Indigenous HDR Maria Locke Grant (2019) CSU Centre for Law and Justice Leadership Excellence Award (2018) CSU NAIDOC Award for Excellence in Indigenous education and curriculum design (2018) Professor Gainsford has held significant leadership roles, including membership on the Courses Accreditation Committee and founding the Indigenous Higher Education Curriculum Conference . She chairs the International Indigenous Curriculum Community of Practice , fostering global collaboration. While no specific lab or research team is named, her collaborative research network includes scholars across law, education, and social justice. She has secured research funding for her doctoral work and ongoing projects on Indigenous curriculum design and child welfare pathways.

Misti Johnson-Olthoffمشاهده پروفایل

مدرس

• Child Development
• Early Childhood Education
• Pre-service Teacher Preparation
• +۳ مورد دیگر

Misti Johnson-Olthoff is an Instructor and Academic Advisor in the Department of Applied Human Science at Kansas State University (KSU), part of the College of Health and Human Sciences. She advises undergraduate students in Early Childhood Education and Family & Consumer Sciences Education. Her roles include teaching and supervising pre-service teachers, alongside academic advising. Education: Ph.D. in Health and Human Sciences (anticipated 2026), Kansas State University M.S. in Family Studies and Human Services (2007), Kansas State University B.S. in Family Studies and Human Services (2005), Kansas State University Specializations: Focuses on child development from birth to age 8, early childhood teacher preparation, and early childhood sexual development. She has extensive experience in diverse educational settings, including non-profit and private early childhood centers, public charter schools, and KSU’s Stone House Early Childhood Education Center. Certifications: Holds Kansas and Texas teaching licenses in Early Childhood Education, including ESL and Pedagogy credentials. Teaching Experience: Teaches courses like ECED 310, ECED 420, and ECED 598, emphasizing practical skills for interacting with young children and managing classroom environments. She also supervises student teachers. Personal: Enjoys family time, outdoor activities, yoga, travel, and college athletics.