جست‌وجوی استاد و پژوهشگر

Kelly D Palmerمشاهده پروفایل

استادیار

• Modern European History
• Holocaust Studies
• French History
• +۳ مورد دیگر

Kelly D Palmer is an Assistant Professor in the History, Geography and Legal Studies Department at The University of Tampa, within the College of Social Sciences Mathematics and Education. Her academic focus centers on modern European history, with particular expertise in French history, the Holocaust, and World War II humanitarian efforts. Her educational background includes: B.A. from Michigan State University (1991) M.A. from Korbel School of International Studies at the University of Denver (2002) Ph.D. from Michigan State University (2010) Professor Palmer's research delves into the history of modern Europe, with a concentration on France, the Holocaust, and European postwar historical memory. She is currently completing an article on the American Friends Service Committee and Jewish rescue in World War II France, and another on Roswell McClelland's work with the American Friends Service Committee and War Refugee Board. Her upcoming project examines women humanitarian workers in the American Friends Service Committee during WWII. Her teaching covers World History from 1500, the Holocaust, Twentieth-Century Europe, and other European history courses. Her notable scientific awards and grants include: Chosen as a university-wide applicant for the 2023 National Endowment of the Humanities Summer Stipends Program Pollock Research Grant (2021) Grant from the Undergraduate Research and Inquiry Committee for an inquiry-based course (2020) College of Social Sciences Mathematics and Education Award for Outstanding Teacher (2018-2019) UCDALI Professional Development Grant (Spring 2016) CU Online Course Development Grant (Fall 2015) Nominee for College of Arts and Letters at the University of Colorado of Denver, Teaching Excellence Award (2013-2014) Dissertation Completion Fellowship, College of Social Science, Michigan State University (2010) Kussy Scholarship for Study of the Holocaust, James Madison College, Michigan State University (2008) International Studies Program Pre-dissertation Research Fellowship, International Studies Program, Michigan State University (2007) Muelder-Lowe Graduate Award, Department of History, Michigan State University (2007) Summer Research Enhancement Fellowship, Department of History, Michigan State University (2007) Summer Research Fellowship, Department of History, Michigan State University (2006) Summer Research Language Fellowship, Department of History, Michigan State University (2005) Somers Award for Excellence and Creativity in Teaching, Center for Integrative Studies in the Arts and Humanities, Michigan State University (2005) Recruitment Fellowship, Department of History, Michigan State University (2003-2004) Professor Palmer has secured significant grant funding for her research and teaching. Notable grants include: Pollock Research Grant (2021) for her research on WWII humanitarian efforts. Undergraduate Research and Inquiry Committee Grant (2020) for an inquiry-based course. UCDALI Professional Development Grant (2016) CU Online Course Development Grant (2015) She also mentors students through an internship program with the Florida Holocaust Museum, facilitating student placements and collaborative educational events. Professor Palmer collaborates closely with the Florida Holocaust Museum, where she has developed an internship program for students and co-organizes speaker events and educational activities. This partnership serves as a key platform for her students' experiential learning and community engagement.

Rajesh Sharmaمشاهده پروفایل

دانشیار

• Dispute Resolution
• Investment Arbitration
• International Trade Law
• +۶ مورد دیگر

Dr. Rajesh Sharma is an Associate Professor in the School of Global, Urban and Social Studies (GUSS) at RMIT University, Melbourne, Australia. He specializes in Dispute Resolution, Investment Arbitration, and International Trade Law. His research focuses on arbitration laws in Asia, WTO-related issues, and mediation innovations. He holds a PhD in Law from China's Chinese University of Political Science and Law, complemented by degrees from Monash University and the University of Delhi. Dr. Sharma has advised governments and transnational companies on trade policies and has conducted trainings in over 20 countries. He is a winner of the ADR Teacher Award 2022 in Australia. His professional roles include: Associate Editor of the Manchester Journal of International Economic Law Editorial Board member of China and WTO Review and Asia-Pacific Mediation Journal Member of ICC Australia National Committee and Singapore Convention preparation He has designed unique moot competitions, including the Asia-Pacific Vis Pre Moot, promoting disability inclusion in legal advocacy. His current projects include a book comparing China-India investment laws and commentary on the Singapore Convention. Dr. Sharma's service engagements include roles as Panel Arbitrator for the Shanghai Arbitration Commission and leadership in organizations like the Hong Kong Basic Law Education Association.

Cosette Crisanمشاهده پروفایل

دانشیار

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

Dr Cosette Crisan is an Associate Professor (Teaching) in Mathematics Education at University College London’s IOE, ranked World Number 1 in Education. She specializes in curriculum design, subject-specific mentoring, and integrating digital technologies into mathematics education. Prior to joining UCL IOE in 2010, she taught mathematics at secondary and university levels for 16 years. Her research focuses on enhancing mathematics teaching practices through collaborative mentorship frameworks and technology integration. She co-leads the Curriculum and Subject Specialism Research Group and the ROPE group, driving pedagogical innovation. Notable achievements include the 2021 UCL Faculty Education Team Award for pandemic-era teaching support and leadership roles such as Academic Head of Learning and Teaching (2020–2023). She holds a PhD in Mathematics Education from London South Bank University and is a Principal Fellow of the Higher Education Academy. Current initiatives include developing a Mathematics and Secondary Mathematics Education BSc (QTS) Teacher Degree Apprenticeship program. Her research emphasizes revitalizing geometry education and preparing mentors to effectively guide novice teachers. Publications span topics like computer-aided assessment (STACK), pandemic-era teaching adaptations, and cross-cultural mentorship studies. Dr Crisan’s work bridges theory and practice, advocating for mathematics education as a design science. She actively contributes to the London Mathematical Society’s Education Committee, promoting public engagement with mathematics. Awards include the UCL Faculty Education Team Award (2021) and recognition for her role in transitioning teaching to online platforms during the pandemic. Her teaching portfolio includes leadership of the MA Mathematics Education program and supervision of doctoral candidates. Recent interests include exploring intersections between mathematics and cognitive neuroscience, inspired by her daughter’s career path.

Maria Fitzpatrickمشاهده پروفایل

استاد

• Child and Family Policy
• Economics of Education
• Early Childhood Education
• +۴ مورد دیگر

Maria Fitzpatrick is Professor in Cornell University's Department of Policy Analysis and Management and Director of the Cornell Institute for Public Affairs. A Research Associate at the National Bureau of Economic Research, she holds a Ph.D. from the University of Virginia (2008) and specializes in child/family policy and education economics. Research examines early childhood education impacts, teacher compensation and retirement systems, child maltreatment reporting, and incarceration effects on families. Notable studies analyze universal pre-kindergarten programs, teacher pension reforms, and maternal incarceration's impact on birth outcomes. Current projects investigate child welfare decision-making algorithms and prison visitation policies. Fellowships include the Henry Luce Foundation/ACLS Early Career Fellowship and postdoctoral positions at Stanford's Institute for Economic Policy Research. She has advised government agencies including the Australian Prudential Regulation Authority and Queensland Rail.

• Global International Relations
• US Foreign Policy
• China Studies
• +۴ مورد دیگر

Amitav Acharya is UNESCO Chair in Transnational Challenges and Governance and Distinguished Professor at American University's School of International Service. He holds honorary positions at Rhodes University, University of Pretoria, and Nankai University, with previous appointments at Harvard, Oxford, and Tsinghua University. Research focuses on: Global international relations and world order transitions US-China relations and Asian regionalism Non-Western international relations theory United Nations and global governance Publications demonstrate extensive contributions to IR theory with works translated into multiple languages. Honors include: Three-time ISA Distinguished Scholar Award recipient American University Scholar-Teacher of the Year (2020) First non-Western President of International Studies Association (2014-2015)

• Reading Acquisition
• Reader Identity
• Teacher Knowledge
• +۳ مورد دیگر

Dr. Andrea Fraser is an Assistant Professor in the Faculty of Education at Mount Saint Vincent University. She holds a PhD in Curriculum and Instruction from the University of Saskatchewan. Her research focuses on reading acquisition, reader identity development, and the knowledge and beliefs of pre-service and in-service teachers regarding literacy pedagogy. Dr. Fraser's work bridges theoretical understandings of literacy with practical applications in classroom settings. Education: PhD in Curriculum and Instruction, University of Saskatchewan Professional Affiliations: Member of the Faculty of Education at MSVU, contributing to teacher education programs. Contact: Office Seton 427 | Tel: (902) 457-6187 | Email: Andrea.Fraser10@msvu.ca Her research explores how teachers' professional beliefs influence instructional practices, particularly in fostering student reader identities. While no specific grants or awards are listed, her work aligns with contemporary educational priorities in literacy education.

• English Language Teacher Education (ELTE)
• Teacher Development
• Reflective Practice
• +۵ مورد دیگر

Steve Mann is a Professor in Applied Linguistics at the University of Warwick, where he has been affiliated since 2007. His work focuses on English Language Teacher Education (ELTE), teacher development, and qualitative research methodologies. He holds a PGCE from the University of Warwick (1984) and has extensive experience in ELT across Hong Kong, Japan, and Europe. Mann’s research group investigates reflective practice, teacher beliefs, mentoring, and technology integration in education. Notable contributions include co-editing the Routledge Handbook of English Language Teacher Education (2019) and pioneering studies on video-based teacher reflection. He has supervised numerous PhD students exploring aspects of teacher development, though he is currently not accepting new PhD candidates. Education: PGCE, University of Warwick (1984) Pre-service teaching in English and Drama in England (1980s) British Council Teaching Scheme in Hong Kong (1980s) Research Interests: Teacher education, reflective practice, qualitative interview methodologies, and the role of technology in professional development. His work emphasizes bridging theory and practice in ELT, particularly through collaborative dialogue and action research. Grants & Projects: Supporting Sustainable English Teacher Professional Development in Yunnan Province (British Council, 2022–2023) China Course Research: Postgraduate Curriculum Design (2019–2022) Video in Language Teacher Education (British Council, 2016–2018) Labs/Teams: Leads a research group focused on teacher development, mentoring, and blended learning strategies. Collaborates with institutions like the British Council on global teacher education initiatives.

Zara Ersozluمشاهده پروفایل

مدرس ارشد

• Mathematics Education
• Educational Psychology
• Metacognition
• +۹ مورد دیگر

Dr. Zara Ersozlu is a Senior Lecturer in Mathematics Education within the School of Education at the University of Newcastle, Australia. With a distinguished international career spanning multiple continents, she has held academic positions at prestigious institutions including North Carolina State University (USA), Gazi and Gaziosmanpasa Universities (Turkey), National Taiwan Normal University (Taiwan), The University of Western Australia, Murdoch University, and Deakin University. Her academic journey includes tenured positions as an Associate Professor and leadership roles as Department Head and Chair in teacher education disciplines. Currently, she teaches undergraduate and postgraduate courses in mathematics education, including Effective Pedagogies in Primary Mathematics, K-6 Mathematics, K-6 Numeracy, and Digitally Supported Learning. Dr. Ersozlu earned her Doctor of Philosophy from Firat University in Turkey and her Master of Art from Sakarya University. Her extensive academic preparation is complemented by five years of practical teaching experience in public schools prior to entering academia. This blend of theoretical knowledge and practical classroom experience informs her approach to teacher education and educational research. At the broadest level, Dr. Ersozlu's research investigates solutions to real-life problems impacting people's well-being, success, and capacity to achieve. Her scholarly work spans primary and secondary mathematics education, the psychology of mathematics (including metacognition, self-regulation, and anxiety), cross-cultural educational studies, teacher education, virtual simulated learning environments, and educational assessment. She has increasingly focused on the transformative potential of AI and machine learning in education, exploring how these technologies alter teaching, learning, and research processes. Her methodological expertise encompasses both quantitative and qualitative approaches, allowing her to effectively analyze both small and large educational datasets. Analysis of Dr. Ersozlu's recent publications reveals a strong emphasis on mathematics anxiety, teacher education, and the integration of technology in learning environments. Her work demonstrates a consistent focus on practical applications of educational research to address real-world challenges in mathematics education. The interdisciplinary nature of her research connects educational psychology, technology integration, and cross-cultural perspectives, with particular attention to how these elements intersect in teacher preparation and student learning outcomes. 2023 ATEA Research Recognition Award from the Australian Teacher Education Association 2021 Fellow of the Higher Education Academy (Advance HE, UK) 2010 Fellowship Program for Postdoctoral Researchers from the Council of Higher Education of Turkey Dr. Ersozlu is deeply committed to mentoring the next generation of scholars, currently supervising four PhD students and having successfully guided ten students to completion. Her grant portfolio includes significant funding for projects such as Best Practice Guidelines for RPL in Initial Teacher Education Programs ($60,000), Exploring the Reciprocal Relationship Between Mathematics Anxiety and Mathematical Resilience ($2,599), and multiple conference travel awards. She serves as an Associate Editor for several prominent journals including the International Electronic Journal of Mathematics Education and as Editor for Interdisciplinary STEM Education. Her editorial work reflects her standing as a respected voice in mathematics education research. Dr. Ersozlu's academic leadership extends to her role in developing innovative teaching approaches that integrate virtual simulation technology and learning analytics. Her work with TeachLivE™, a mixed-reality classroom simulation platform, demonstrates her commitment to creating authentic learning experiences for teacher education students. Through these initiatives, she bridges the gap between educational theory and classroom practice, preparing future educators to effectively implement evidence-based teaching strategies in diverse learning environments.

Limin Jaoمشاهده پروفایل

دانشیار

• STEM Education
• Teacher Education
• Pedagogy
• +۶ مورد دیگر

Dr. Limin Jao is an Associate Professor in the Department of Integrated Studies in Education (DISE) at McGill University’s Faculty of Education. Her research focuses on exemplary teaching practices in mathematics and STE(A)M education, emphasizing interdisciplinary approaches, project-based learning, and student engagement. She holds leadership roles including Vice-President of the Canadian Mathematics Education Study Group and Editorial Board member of the Canadian Journal of Science, Mathematics, and Technology Education. Her expertise spans teacher education, pedagogy, and research-practice partnerships. Education: Ph.D., Curriculum Studies and Teacher Development, Ontario Institute for Studies in Education, University of Toronto M.A., Curriculum Studies and Teacher Development, OISE, University of Toronto B.Ed., Secondary Biology and Mathematics Education, Queen's University B.Sc.H., Biology and Mathematics, Queen's University Research Interests: Limin explores how interdisciplinary and inquiry-based methods foster student engagement and teacher development. Her work bridges theory and practice, advocating for inclusive classrooms and educator collaboration. She has pioneered projects linking community artifacts to STEM learning and co-edited volumes on transdisciplinary education and teacher training borders. Publications Trends: Recent work examines gender perspectives in mathematics, pre-service teacher experiences, and professional learning communities in STEM. Her research emphasizes equity, pedagogical innovation, and the intersection of cultural contexts with educational practices. Awards: 2023 Award for Distinguished Teaching, McGill University Faculty of Education Advising & Grants: Limin supervises graduate students in mathematics education and collaborates on research-practice initiatives. She leads the Jao Research Team and contributes to the Chandaria Research Centre’s advisory board at Branksome Hall. Labs/Teams: The Jao Research Team focuses on innovative teaching strategies and STE(A)M education, with projects addressing student agency and interdisciplinary curriculum design.

Kisha Porcherمشاهده پروفایل

دانشیار

• English Education
• Culturally Responsive-Sustaining Education
• Racial Identity Development
• +۵ مورد دیگر

Kisha Porcher is an Associate Professor in the Department of English at the University of Delaware, specializing in English Education. She serves as the Student Teaching Coordinator and holds a Ph.D. in Teaching and Teacher Education from George Mason University, alongside degrees from Spelman College and Teachers College Columbia University. B.A., English and Secondary Education, Spelman College M.A., Curriculum and Instruction, Teachers College Columbia University Ph.D., Teaching and Teacher Education, George Mason University Her research focuses on centering Blackness through frameworks like the Black Gaze and archeology of the self (Sealey-Ruiz, 2019), emphasizing racial identity development and community-engaged learning. She explores systemic assets for Black and Brown students while advocating for anti-racist pedagogies in urban education settings. Her recent publications highlight trends in critical literacy instruction , decolonizing curricula , and equity-driven teacher training , with a strong emphasis on racial justice and linguistic diversity. Notably, she received the College of Arts & Sciences Faculty Teaching Excellence Award in 2022. Porcher’s work bridges teacher self-reflection and structural reform , positioning educators as disruptors of systemic inequities. Her scholarship spans topics from cultural competency to community-embedded pedagogies, reflecting her commitment to redistributing power in educational systems.

Samia Khanمشاهده پروفایل

استاد

• Science Education
• Educational Technology
• Teacher Education
• +۷ مورد دیگر

Samia Khan is a Professor in the Department of Curriculum & Pedagogy at the University of British Columbia's Faculty of Education, where she also serves as Associate Dean of Research. Her academic work bridges educational technology, science education, and teacher preparation across K-16 contexts. Dr. Khan earned her PhD from the University of Massachusetts. Her educational background informs her interdisciplinary approach to learning sciences and technology integration. Her research centers on how digital technologies transform science learning , with emphases on model-based teaching , visualization tools , and equitable participation in STEM . She investigates simulation technologies, future-state modeling, and strategies to broaden science engagement through interpretive and mixed-methods research. Her work particularly examines teacher epistemologies, scientific reasoning development, and socio-cultural factors in technology-mediated learning environments. Analysis of her recent publications reveals three dominant trends: (1) International comparative studies of science curricula across Southeast Asia, (2) Efficacy of digital tools (PhET, GeoGebra, Symbolab) in conceptual understanding, and (3) Pre-service teacher development in model-based science instruction. Her research spans diverse contexts from Canadian classrooms to Rwandan and Vietnamese educational settings. Dr. Khan's contributions have been recognized through: New Scholar Award from the Canadian Society for Study in Education Prime Minister’s Award of Canada for Teaching Excellence in Science, Technology, and Mathematics As former MET Director (2021-2022) and author of foundational courses ETEC 530/533, she has significantly shaped UBC's educational technology programs. Her Faculty Associate role at the Institute of Resources, Environment, and Sustainability demonstrates cross-disciplinary engagement with sustainability education. Her research appears in leading journals including Journal of Technology and Teacher Education, Computers and Education, and Educational Technology Research and Development, with consistent citation as field-shaping work in educational technology.

Rovincer Najjumaمشاهده پروفایل

مدرس

• Digital Education Policy
• Intersectionality in Education
• Mobile Learning
• +۷ مورد دیگر

Rovincer Najjuma is a Lecturer in Digital Education and the Global South at the University of Edinburgh's Moray House School of Education and Sport, affiliated with the Centre for Research in Digital Education. His research focuses on digital education ecosystems, intersectionality frameworks, and leveraging technologies to enhance access for marginalized populations in post-conflict regions and the Global South. Education: PhD in Education; Master of Education in Curriculum Design; Postgraduate Diplomas in ICT in Education and Education; Bachelor of Social Science (Political Science & Public Administration). Research explores digital education policy, mobile learning, refugee education, and generative AI applications. He has pioneered digital professional development programs in Africa, including designing Makerere University's first fully online Masters in Instructional Design Technology. Grants include Royal Society of Edinburgh funding (2024-2025), USAID/Resilient Africa Network grants (2021-2024), and Commonwealth Academic Fellowships. Key collaborations include work with University of Oxford on mobile technologies in teacher preparation, University of Stellenbosch's Emerging Scholars Initiative, and UNICEF-funded projects on non-state schools in Uganda.

Gary Nihanمشاهده پروفایل

دانشیار مهمان

• teacher evaluation
• curriculum design in physical education and health education
• instructional strategies
• +۳ مورد دیگر

Dr. Gary Nihan serves as a Visiting Associate Professor in the Department of Sport and Movement Science at Salem State University . With a 36-year career in public education, he previously held leadership roles including K-12 Director of Health and Physical Education in Danvers Public Schools and administrative positions in Reading Public Schools. His expertise spans curriculum design , standards-based assessment , and bullying prevention in athletics . Education: Doctorate in Education (Curriculum Leadership) from Northeastern University Current Responsibilities: Supervising teacher candidates and teaching courses like First Responder and Fundamentals of Fitness Grant Work: Provides technical assistance for Carol M. White Pep Grants in Massachusetts and Maine Dr. Nihan's research focuses on evidence-based approaches to bullying prevention , instructional strategies in physical education, and pre-service teacher training . His publications and presentations emphasize sequential K-12 curriculum development and student growth measurement through NASPE PE Metrics. He also explores the integration of physical activity into community education programs. Recent works highlight interdisciplinary connections between physical education, health promotion, and behavioral science. His editorial contributions address systemic gaps in physical education programming and youth driver education policies. Dr. Nihan collaborates with institutions on grant management and sustainability strategies, while maintaining active teaching roles in both academic and community settings. Personal interests include cycling, skiing, golf, and fiction reading.

Minh Hue Nguyenمشاهده پروفایل

مدرس ارشد

• Second language teacher education
• TESOL pedagogy
• Language teacher cognition
• +۶ مورد دیگر

Minh Hue Nguyen is a Senior Lecturer in EAL/TESOL Teacher Education at Monash University's School of Curriculum, Teaching and Inclusive Education within the Faculty of Education. She holds a PhD in Education (TESOL focused) from Monash University and has taught at Vietnam National University, Deakin University, and the University of Melbourne. Her educational background includes: PhD in Education (TESOL focused), Monash University (2015) MA in Applied Linguistics, Victoria University of Wellington (2008) BA in English Language Teaching, Vietnam National University (2003) Nguyen's research centers on teachers' professional learning, curriculum, and pedagogy in TESOL and EAL contexts, with specific focus on emotional experiences, identity development, mentoring, agency, and collaboration. She explores sociocultural contexts of teacher development through activity theory and sociocultural perspectives, examining how institutions support teachers' learning journeys from preservice to in-service stages. Recent work investigates professional learning for teacher educators and implementation of the Victorian EAL Curriculum. Her 15 most recent publications (2024-2025) reveal a strong thematic focus on language teacher agency, identity negotiation, and multilingual pedagogies. The research increasingly examines emotional dimensions of teaching, cross-cultural identity tensions, and collaborative models between EAL and content teachers, with significant contributions to understanding how teachers navigate complex educational contexts while developing professional identities. Her scientific recognition includes: Penny McKay Award Special Commendation Monash Education Research Community's Publication Award ATEA/Kay Martinez Award for Best Paper Monash Dean of Education’s ECR Project Award Advancing Women's Research Success Grant Vietnamese Government Merit-based Scholarships Nguyen actively supervises PhD research in TESOL teacher professional learning, teacher identity, and curriculum development, though is currently unavailable for new PhD students until 2027. She contributes to editorial boards for Teaching and Teacher Education, Second Language Teacher Education, and System journals, and serves on the Australian Teacher Education Association. Her work supports UN Sustainable Development Goal 4 (Quality Education) through inclusive pedagogical frameworks. She leads research projects including 'Elucidating practices to assist EAL learners to acquire specialised science vocabulary' and 'Establishing an online community-of-practice model for learner agency during work placements,' demonstrating commitment to practical educational innovations.

• Artificial Intelligence in Education
• Science Education
• Self-Regulated Learning
• +۵ مورد دیگر

Yael Feldman Maggor is a Postdoctoral Fellow at KTH Royal Institute of Technology, affiliated with the Media Technology & Interaction Design Division and the Digital Futures research center. Her work bridges educational technologies, artificial intelligence, and science education, with a focus on enhancing pedagogy through innovative tools. Research Themes: Generative AI in education, self-regulated learning, learning analytics, chemistry education, and ethical considerations in AI integration. Key Projects: Contributions to the International Journal of Science Education, development of AI-driven evaluation frameworks, and pandemic-era online teaching analysis. Methodologies: Expertise in quantitative and qualitative research, educational data mining, and design of interactive learning platforms. Recent publications emphasize cross-cultural trust in AI, generative AI applications in chemistry education, and explainable AI for teacher professional development. She co-authored studies on nanotechnology courses for educators and self-regulation strategies in online learning environments.