جست‌وجوی استاد و پژوهشگر

Carl Alphonceمشاهده پروفایل

استاد آموزشی

• Computer Science Education
• STEM Education
• Higher Education Pedagogy

Carl Alphonce is a Teaching Professor in the Department of Computer Science and Engineering at the University at Buffalo, affiliated with the School of Engineering and Applied Sciences. He holds a PhD in Computer Science from the University of British Columbia (2000). His primary research focus is on computer science education, emphasizing pedagogical strategies and curriculum development in STEM fields. Education: PhD in Computer Science, University of British Columbia, 2000 Research Interests: Dr. Alphonce is dedicated to advancing educational practices in computer science, with a focus on improving teaching methodologies, student engagement, and the integration of technology in classrooms. His work addresses challenges in undergraduate and graduate education, including curriculum design and inclusivity. Publications: None listed in the provided text. Awards: None explicitly mentioned in the text. Advising & Grants: No advisees or grant information provided. His current efforts are centered on teaching and educational initiatives. Labs/Teams: No specific laboratories or research teams associated with his profile in the given data.

Jean Wareمشاهده پروفایل

مدرس

• Special Educational Needs
• Inclusive Education
• Intellectual Disabilities
• +۳ مورد دیگر

Jean Ware is a Lecturer in Education at The North Wales School of Education, where she previously held positions as Reader in Education and Lecturer. Her research career spans over 15 years with 21 publications and 5 completed research projects, including recent outputs in 2024-2025. She actively contributes to special educational needs scholarship through national and international collaborations. Her research centers on Special Educational Needs with emphasis on inclusive education for learners with intellectual disabilities. Key areas include communication interventions for profound disabilities, policy analysis of Welsh educational frameworks, and international comparative studies of inclusion practices. Recent work examines language planning in diaspora contexts and evidence-based approaches to academic progress measurement. Publications from 2019-2025 reveal evolving focus from Wales-specific policy analysis toward global perspectives on special needs education. Her systematic reviews and empirical studies consistently bridge theoretical frameworks with practical classroom applications, particularly regarding communication development and inclusion barriers in diverse educational settings. No scientific awards were documented in available sources. Jean Ware has supervised 12 students and led 5 research projects: Rapid evidence assessment on interventions for young people (2017-2019) Evaluation of Premier League Reading Stars Cymru (2014-2017) Communication Skills project (2011) Skills development for learners with severe learning difficulties (2010) Curriculum implementation in mainstream primary schools (2009-2012) Her societal impact includes advancing assessment methodologies for learners with profound multiple learning difficulties, complemented by Continuing Professional Development outreach for schools in 2016.

Matthew Byrneمشاهده پروفایل

دانشیار

• Aboriginal Education
• Educational Leadership
• Education for Disadvantaged Students
• +۵ مورد دیگر

Associate Professor Matthew Byrne is an Associate Dean (Primary) and Associate Professor in the School of Education at Edith Cowan University (ECU). His work focuses on improving educational outcomes for disadvantaged students, particularly in Aboriginal education, while promoting cultural competency and leadership in schools. He collaborates with the Telethon Kids Institute on projects like the Cyber Friendly Schools initiative. Byrne holds a PhD and First Class Honours in Education from ECU. His research interests include Aboriginal education, educational leadership, and addressing behavioral challenges through positive learning environments. Recent projects involve evaluating school breakfast programs, food literacy initiatives, and queer-inclusive teacher training. He has led over 20 grants totaling $750K+, such as the Foodbank WA School Breakfast Program evaluation and the WA Adolescent Cooking and Food Literacy Study. Byrne has supervised 6+ research students, focusing on topics like food education, Indigenous curriculum development, and teacher-student relationships. His work bridges educational policy with practical interventions, emphasizing equity and community engagement.

Susan Mainمشاهده پروفایل

مدرس ارشد

• Inclusive Education
• Special Education
• Literacy Intervention
• +۳ مورد دیگر

Dr. Susan Main is a Senior Lecturer in the School of Education at Edith Cowan University (ECU), specializing in inclusive and special education, literacy intervention, and teacher professional learning. She holds a PhD in Education (2014) from ECU, alongside a Master of Education (2007) and a Bachelor of Education (1989), also from ECU. Her research focuses on instructional coaching, effective literacy pedagogy, classroom management, and technology-enhanced learning. Dr. Main is actively involved in professional associations such as the Institute of Special Educators (InSpEd) and the Australian Association of Special Education (AASE), serving as WA President and National Council Member. Her work emphasizes collaborative projects with global and local partners to improve educational practices for diverse learners. Notable grants include the AASE Research Award (2024–2026) and projects addressing literacy in regional schools and home-educated gifted students. Dr. Main’s research has been published in journals like Disability and Society and Journal of Teacher Education . Key achievements include advancing inclusive education policies, leading impactful interventions for struggling readers, and validating classroom management tools for pre-service teachers. Her grants include $178k for the Kimberley Literacy Project and $55k for multisensory storytelling initiatives. Dr. Main supervises doctoral research on topics like twice-exceptional students and autism advocacy, reflecting her commitment to equitable education. Grants: Over $500k in funded projects since 2008, including literacy interventions and inclusive practices. Awards: AASE Research Award (2024), recognition for her contributions to special education. Collaborations: Partnerships with Foodbank WA, Sensorium Theatre, and international institutions like the Seychelles Ministry of Education. Her research labs focus on bridging theory and practice through innovative pedagogical strategies, with a particular emphasis on leveraging technology and data-driven approaches to enhance learning outcomes for marginalized groups.

Barbara O'Tooleمشاهده پروفایل

مدرس ارشد

• Global Citizenship Education
• Intercultural Education
• English as an Additional Language
• +۵ مورد دیگر

Barbara O'Toole serves as Senior Lecturer in Education (Global Citizenship Education) at Marino Institute of Education's Department of Global Diversity, Sustainability & Intercultural Education. She teaches across B.Ed., PME, and MES ICLL programs, specializing in Equality Studies, Intercultural Education, EAL pedagogy, and decolonial approaches to curriculum design. Her academic credentials include: Ed.D. from St. Patrick's College / Dublin City University M.A. from Tavistock Clinic / University of East London M.Ed. from University of Nottingham B.Ed. from St. Patrick's College O'Toole's research critically examines Global Citizenship Education through lenses of decoloniality, representation, and social justice. She investigates gaps in intercultural curricula, religious diversity in Irish schools, trade justice frameworks, and barriers facing Black educators in teacher training. Her work consistently centers on transforming educational disadvantage through critical pedagogies and inclusive resource development. Analysis of her 2020-2025 publications reveals intensified focus on decolonizing Irish education systems, with seminal work on Black educator representation (2025) and institutional decolonial connections (2024). Earlier scholarship established foundational critiques of Global Citizenship Education's limitations (2006, 2015) and practical frameworks for trade justice (2018, 2023), demonstrating evolving engagement with structural equity. Her research leadership includes: SCoTENS-funded cross-border project (2022) on home-school partnerships with migrant families Irish Aid grant (2017) for primary-level trade justice resources Co-direction of SCoTENS seminars (2017) addressing minority language achievement gaps Erasmus+ SIDiT project (2020-2023) developing inclusive classroom frameworks across five European nations O'Toole co-led the multinational SIDiT project with partners in Greece, Belgium, Italy, and Croatia, producing open-access resources for inclusive pedagogy. Her collaborative work with Dr. Barbara Skinner (University of Ulster) drives North-South research on EAL curriculum integration, while her Irish Aid-funded resources like 'Just Connections, Just Trade' (2018) demonstrate practical translation of scholarship into classroom tools.

Sarah Earleمشاهده پروفایل

استاد

• Primary Science Education
• Educational Assessment
• Teacher Professional Development
• +۳ مورد دیگر

Sarah Earle is a Professor of Primary Science Education at Bath Spa University, affiliated with the School of Education. Her work focuses on improving science education through innovative assessment strategies, teacher professional development, and curriculum design. She leads the TAPS project, which has demonstrated positive impacts on pupil learning, and contributes to the Nuffield Practical Work in Primary Science initiative. She holds editorial roles for the Journal of Emergent Science and the Research in Science and Technological Education journal. Her professional qualifications include Chartered Science Teacher status and Fellowship of the Higher Education Academy. Education: BA(Hons), University of Sheffield PGCE, University of Leicester MTeach, Bath Spa University PhD, Bath Spa University (2018) Research Interests: Primary Science Education, assessment methodologies, teacher professional development, early childhood science pedagogy, and curriculum innovation. She emphasizes the integration of formative and summative assessment, classroom-based inquiry, and the use of technology to enhance learning. Her work often addresses the challenges of balancing educational standards with creative teaching practices. Articles Overview: Her recent publications explore cognitive science applications in primary science, the efficacy of online teacher training, and the role of play in early science education. She consistently advocates for evidence-based practices and teacher agency in curriculum design. Awards & Fellowships: Chartered Science Teacher (CSciTeach) since 2008 Fellowship of the Higher Education Academy (FHEA) since 2017 Founding Fellow of the Chartered College of Teaching since 2019 Advising & Grants: Leads the TAPS project funded by the Primary Science Teaching Trust and collaborates with organizations like the Nuffield Foundation. She also chairs the ASE West of England committee and is a Senior Regional Hub Leader for Wales and West. Labs/Teams: Directs the TAPS initiative and collaborates with the Primary Science Quality Mark Program, fostering partnerships between schools and educational institutions.

• Teacher Education
• Educational Technology
• Team Teaching
• +۷ مورد دیگر

Prof. Ruben Vanderlinde is a faculty member at Ghent University , Belgium, with a focus on Education and Teacher Training . His research spans Team Teaching , Educational Technology (ICT) , Professional Development , and Inclusion , often utilizing video-based observation and self-determination theory . He has co-authored over 257 publications in Social Sciences, emphasizing diversity , educational policy , and teacher educators' researcherly disposition . Recent work includes large-scale studies on teachers’ self-efficacy in team teaching (2025) and ICT integration in primary education (2025). His 2025 articles analyze collaborative pedagogy , cluster analysis of teaching behavior , and curriculum coherence in teacher education. Vanderlinde also co-edited the ESTAFETT project (2025), providing policy recommendations for team teaching. He supervises PhDs in areas like diversity-responsive teaching and technology in early childhood education . Notable students include Yuqiao Luo (2024) and Benjamin Ponet (2021) . His collaborations with Hanne Tack (67 papers) and Johan van Braak (37 papers) highlight his interdisciplinary approach.

Elizabeth Heitmanمشاهده پروفایل

استاد

• Medical Ethics
• Biomedical Ethics
• Public Health Ethics
• +۳ مورد دیگر

Elizabeth Heitman, Ph.D., is a Professor in the Department of Psychiatry at UT Southwestern Medical Center, with expertise in medical ethics, biomedical ethics, and public health ethics. She holds secondary appointments in the Department of Applied Clinical Research and the O’Donnell School of Public Health. Her primary focus is on international research ethics standards, responsible conduct of research (RCR), and ethics education. Dr. Heitman teaches RCR and research ethics at the Center for Translational Medicine and Graduate School of Biomedical Sciences, and leads ethics education grants funded by the National Heart, Lung, and Blood Institute and the Fogarty International Center. She has been a National Associate of the U.S. National Research Council and has led multiple National Academy of Sciences programs in research integrity education across the Middle East, North Africa, and Southeast Asia. Her work includes advising on gene drive technology ethics, healthcare disparities, and global health equity. Dr. Heitman’s career spans roles at Vanderbilt University Medical Center, the University of Texas School of Public Health, and as a clinical ethicist in Houston-area hospitals. Her research emphasizes cross-cultural ethics, ethical challenges in global health, and institutional ethics governance. Recent publications address gene drive technology governance, RCR education models, and ethical issues in HIV care in low-income countries. She has pioneered frameworks for community-engaged research ethics and CV verification in academic settings.

• Biology Education
• Science Didactics
• Educational Psychology
• +۳ مورد دیگر

Prof. Dr. Matthias Wilde is affiliated with Bielefeld University's Faculty of Biology and serves as a Director in BiSEd (Bielefeld School of Education). His research focuses on Biology Education , Science Didactics , and Student Motivation , particularly in experimental learning environments and digital scaffolding. Key projects include DiLernProfis (digital diagnostic tools for adaptive teaching) and LFB-Labs-digital (teacher training in digital science labs). His work explores how autonomy-supportive teaching , role play , and gamification influence student engagement. Recent publications analyze basic need satisfaction , circadian preferences , and dissection-related disgust in educational settings. Current initiatives emphasize inclusive teaching , flow experiences , and digital differentiation in biology education. Prof. Wilde leads courses on didactic modules , master's theses in education , and practical semester preparation . He is based in office UHG W3-133 and available at matthias.wilde@uni-bielefeld.de . Collaborations span faculties including Health Sciences, Psychology, and the Central Academic Institutes .

Kati Kasanenمشاهده پروفایل

مدرس ارشد

• Educational Psychology
• Educational Technology
• Interprofessional Education
• +۳ مورد دیگر

Kati Kasanen is a Senior University Lecturer in Educational Psychology at the University of Eastern Finland (UEF), affiliated with the School of Educational Sciences and Psychology under the Philosophical Faculty. Her work emphasizes pedagogical development, particularly in digital and hybrid learning environments. She is a member of the ability-self research group and focuses on evaluative educational practices, interprofessional collaboration, and academic entrepreneurship education. Her research spans topics such as student well-being, trust in distance learning, and the integration of digital tools in teaching. Notable contributions include studies on self-managing peer teams in online education, perceptions of interprofessional collaboration in Finnish schools, and the role of ability self-concepts in employability. Kasanen actively contributes to teacher training programs, including digital pedagogy toolkits for university educators. Kasanen’s work addresses challenges in balancing teaching and research, advocating for systemic recognition of teaching-focused academic careers to enhance professional well-being. Her publications highlight innovations in hybrid and online education, emphasizing the importance of dialogue in feedback mechanisms and trust dynamics in knowledge-intensive work environments. Her research has been published in journals like Journal of Applied Research in Higher Education and Journal of Interprofessional Care , reflecting her interdisciplinary approach to education and psychology. Kasanen’s efforts in curriculum development and pedagogical innovation aim to bridge gaps between academic theory and practical educational challenges.

Sirpa Kärkkäinenمشاهده پروفایل

مدرس ارشد

• Science Education
• Inquiry-Based Learning
• Environmental Education
• +۵ مورد دیگر

Sirpa Kärkkäinen is a Senior University Lecturer at the University of Eastern Finland's School of Applied Educational Science and Teacher Education, part of the Philosophical Faculty. Her work focuses on science education, environmental education, and teacher training, with an emphasis on inquiry-based learning and technology integration. She leads projects like FINSCI, which explores science capital and educational practices. Research interests include student attitudes toward socio-scientific issues, biodiversity education, and the use of technology in outdoor learning. Her studies often involve collaborative processes and pedagogical decision-making in educational settings. Publications highlight her exploration of topics such as climate change education, primary and secondary science learning, and teacher professional development. She has contributed to international journals like International Journal of Education in Mathematics, Science and Technology , Eurasia Journal of Mathematics, Science & Technology Education , and Studies in Science Education . Her work is supported by grants and collaborations, including ventures like 'Ventures for Learning Environments' and the PROFILES project, which promoted inquiry-based science education across Europe.

Corinne Woodfineمشاهده پروفایل

مدرس ارشد

• Teacher Identity
• Inclusion and Equity in Education
• Underrepresented Groups in Education
• +۳ مورد دیگر

Corinne Woodfine is Deputy Head of the School of Education at Manchester Metropolitan University, with 12+ years in higher education. A Senior Fellow of Advance HE (SFHEA), she specializes in inclusive education, teacher identity, and collaborative practices. Previously a primary school teacher for 18 years in diverse settings, she transitioned to academia in 2001 as a Senior Lecturer, designing and leading undergraduate/postgraduate programs. Her research explores identity development of underrepresented teachers (e.g., neurodiverse educators and male primary teachers), leveraging cultural theorists like Bakhtin and Vygotsky. She pioneered initiatives like 'safe spaces' for marginalized student groups and communities of practice (CoPs) for staff development. Key roles include External Examiner for London South Bank University, Peer Reviewer for multiple academic publishers, and BERA conference discussant. Teaching focuses on final-year BA Primary Education students, with doctoral supervision in early career teacher experiences and school mentoring. Her work integrates policy analysis with practitioner needs, informed by strong partnerships with schools and external organizations. Current projects emphasize equity, EDI (Equality, Diversity, Inclusion), and reflective educational practices.

Danijela Tadićمشاهده پروفایل

استاد

• Production Engineering
• Industrial Engineering
• Decision-Making Models
• +۵ مورد دیگر

Danijela Tadić is a Professor at the Department of Production Engineering, Faculty of Engineering, University of Kragujevac, Serbia. Her primary research focuses on decision-making models under uncertainty, manufacturing process optimization, failure mode analysis, and sustainable recycling technologies in the automotive and industrial sectors. She holds a leadership role in the Faculty of Engineering, contributing to academic governance and curriculum development. Her scientific work integrates fuzzy logic systems, multi-criteria decision-making (MCDM), and optimization algorithms to address complex engineering challenges. Notable areas include risk management in supply chains, quality improvement in manufacturing processes, and environmental impact assessment of recycling equipment. She has collaborated on projects evaluating organizational resilience, strategic failure management, and resource planning in SMEs. Prof. Tadić’s publications emphasize practical industrial applications, such as PFMEA integration with fuzzy decision tools, cloud platform selection frameworks, and electric vehicle evaluation models. Her work bridges theoretical advancements in fuzzy set theory with real-world manufacturing and environmental sustainability problems. She actively participates in academic and professional networks, contributing to conferences and journals in production engineering and industrial systems. Her expertise spans project lifecycle management, lean manufacturing, and the evaluation of recycling technologies for end-of-life vehicles (ELVs).

Marieke Gerdien Bruinمشاهده پروفایل

دانشیار

• Inclusive Education
• Vocational Education and Training (VET)
• Social Inclusion
• +۴ مورد دیگر

Marieke Gerdien Bruin is an Associate Professor of Pedagogy at the University of Stavanger, affiliated with the Faculty of Educational Sciences and Humanities and the Department of Primary and Secondary Teacher Education, Sports and Special Education. Her research focuses on inclusive education, vocational education and training (VET), and the social inclusion of at-risk youth. She explores topics such as parental involvement in education, equity in upper secondary education, and the experiences of marginalized learners. Bruin has contributed to comparative studies on VET systems in Norway and the Baltic countries, emphasizing cross-national strategies for youth empowerment. Her work often employs narrative analysis and discourse theory to examine power dynamics in educational contexts, particularly regarding families of children with cochlear implants and students in alternative education programs. Key research themes include the role of educators in fostering inclusion, the implications of policy-driven parental responsibility frameworks, and the voices of vulnerable learners in vocational settings. Her publications span book chapters, peer-reviewed articles, and conference presentations, highlighting her commitment to bridging academic research with practical educational challenges.

Munish Bakshiمشاهده پروفایل

استادیار

• Family Medicine
• Primary Care Research
• Evidence-Based Medicine
• +۳ مورد دیگر

Munish Bakshi, MD is an Assistant Professor in the Department of Family, Community & Preventive Medicine at Drexel University College of Medicine. He holds dual expertise in clinical practice and medical education with board certification in Family Medicine. His clinical work focuses on primary care and family medicine, complemented by extensive residency training experience. Education: BA in Biology/Animal Physiology (Cornell University, 2002), MD (UMDNJ-New Jersey Medical School, 2006) Residencies: Family Medicine (Harbor-UCLA, 2006-2009), Chief Resident (Harbor-UCLA, 2010) Dr. Bakshi's research emphasizes evidence-based medicine (EBM) implementation, medical curriculum design, and residency program evaluation. He developed Boston University's EBM curriculum and a novel residency rotation evaluation system (2013-2014). His clinical interests include pediatric fever management, coronary artery disease prevention, and stroke care protocols. Presentations focus on advancing EBM training through structured didactic series (2013-2014), quality improvement methodologies, and patient-centered care innovations. He has contributed to over a dozen peer-reviewed presentations addressing clinical decision rules, advanced directive counseling, and residency program optimization.