جست‌وجوی استاد و پژوهشگر

• Educational Leadership
• Implementation Science
• Capacity Building in Education
• +۱۲ مورد دیگر

Pål Roland is a Professor at the University of Stavanger, Faculty of Arts and Education, and affiliated with the Norwegian Centre for Learning Environment and Behavioral Research in Education. He is based in Stavanger and actively contributes to research and dissemination in educational leadership, implementation science, and behavioral research in schools and kindergartens. His research interests focus on implementation science , capacity building in educational organizations , social and emotional learning , bullying prevention , classroom interactions , and leadership in change processes . He emphasizes systemic and organizational approaches to sustainable development in pedagogical settings. The recent articles highlight a consistent focus on implementation quality, professional learning communities, leadership in educational change, and behavioral support in early childhood and school contexts. His work bridges theory and practice, often involving collaboration with school leaders and practitioners. Scientific Awards: No awards explicitly mentioned in the provided text. Advising and Grants: No formal advisees or grant information is listed in the provided content. However, his extensive collaborative research and leadership in dissemination suggest active involvement in research projects and networks, likely supported by external funding. Labs and Teams: He is a key researcher at the Norwegian Centre for Learning Environment and Behavioral Research in Education , which functions as a research group focused on improving learning environments through evidence-based practices. He frequently collaborates with researchers such as Sigrun K. Ertesvåg, Ella Maria Cosmovici Idsøe, and others on projects related to bullying, SEL, and implementation.

• Pedagogy
• Early Childhood Education
• Discourse Analysis
• +۷ مورد دیگر

Jarmila Bubikova-Moan is an Associate Professor at Oslo Metropolitan University, affiliated with the Faculty of Education and International Studies and the Department of Primary and Secondary Teacher Education. She holds teaching and supervising responsibilities in pedagogy and serves as Head of Studies in her area of responsibility. Prior to her current role, she was an Associate Professor and Head of Studies at Kristiania University College and a Senior Researcher at NIFU. Her educational background includes a PhD in Educational Sciences from the University of Oslo, an MA in Applied Linguistics from the University of Melbourne, and an MPhil in European Literature from the University of Cambridge. Her research centers on discourse-analytic approaches to early childhood education, with a strong focus on multilingualism, argumentation, and critical thinking. She is actively involved in research groups such as Cultural Diversity and Multilingualism in a Global Perspective and Language and Learning Environment in Early Years - ECEC to Primary School (SAMBA) . Her work explores how children develop argumentative competence, engage in critical thinking through literature and news, and how multilingual learners are supported in early education. The recent publications highlight a consistent trend in early childhood argumentation, critical thinking development, and multilingual education. Her work spans qualitative, discourse-based, and systematic review methodologies, often with interdisciplinary applications in environmental education, teacher training, and family engagement. She has contributed significantly to educational research through numerous scientific publications, research reports, and dissemination activities. Notable projects include Critical thinking in primary education (KriT) , which develops models using children’s literature and news, and evaluations of national strategies such as Språkløyper and Ungdomstrinn i utvikling . Jarmila Bubikova-Moan has supervised students and collaborated widely with researchers across Norway and internationally. She has also been involved in policy-related research and advisory roles in the Norwegian state administration, particularly in education and integration policy. Her lab and team affiliations are embedded within her research groups at OsloMet, where she leads and contributes to collaborative, interdisciplinary projects aimed at improving early educational practices and equity.

• Intergenerational Engagements
• Early Childhood Education and Care
• Children's Voice and Participation
• +۳ مورد دیگر

Czarecah Tuppil Oropilla (Eya) serves as a Postdoctoral Researcher at Western Norway University of Applied Sciences (HVL) within the Department of Pedagogy, Religion and Social Sciences. She actively contributes to the KINDknow Centre for Systemic Research on Diversity and Sustainable Futures and co-leads the EX-PED-LAB project focused on pedagogical innovations in early childhood education. Her academic foundation includes a cum laude Bachelor's degree in Family Life and Child Development from the University of the Philippines and an internationally recognized Erasmus Mundus Master's degree in Early Childhood Education and Care, earned through a consortium of Oslo Metropolitan University, University of Gothenburg, Technical University Dublin, and University of Malta. Dr. Oropilla's research investigates intergenerational engagements between children and elderly adults, children's participatory rights, and social sustainability within Early Childhood Education and Care (ECEC) frameworks. Her work emphasizes collaborative explorations and co-creative pedagogical approaches to foster sustainable futures in diverse educational settings. Her 2024 publications reveal thematic cohesion around emergent ocean literacy through coastal explorations, playful co-creation tools for educators, and movement-based learning in preschool contexts. These works collectively advance ECEC through interdisciplinary methodologies bridging environmental education, teacher professional development, and child-centered innovation. Scientific recognition includes: Erasmus Mundus Scholarship for Master's studies Cum laude distinction for Bachelor's degree As an educator, she supervises MBA 515/516 courses and delivers lectures for MARE550 on Ageing and Interprofessional Collaboration. Her EX-PED-LAB leadership and "PedPod" podcast initiative facilitate knowledge exchange among global ECEC researchers through dialogic formats. She actively participates in the KINDknow Centre's Work Package on Families, Generations and Belonging and the "Barnehagen som (ut)danningsarena" research group, examining systemic approaches to diversity and sustainability in Norwegian kindergarten practices through collaborative research frameworks.

• Early Childhood Care
• Student-Teacher Relationships
• Child Mental Health
• +۳ مورد دیگر

May Britt Drugli is a Professor at the Regional Centre for Child and Youth Mental Health and Child Welfare, affiliated with NTNU's Faculty of Medicine and Health Sciences and Department of Mental Health. Her research focuses on early childhood care, student-teacher relationships, child mental health, and intervention research. She has contributed to numerous publications addressing childcare quality, child well-being, and developmental outcomes. Her work includes studies on cortisol levels in toddlers in childcare, the impact of professional development programs like 'Thrive by Three,' and the importance of play-based learning in educational policies. She frequently collaborates with educators and policymakers to translate research into practical pedagogical strategies. Key areas of exploration include transition processes for young children entering childcare, the role of teacher-child interactions, and addressing socioeconomic disparities in early education. Her research emphasizes evidence-based practices to enhance child development and mental health.

Alexander Minnaertمشاهده پروفایل

استاد

• Inclusive Education
• Special Education
• Motivation and Academic Emotions
• +۷ مورد دیگر

Prof. Alexander Minnaert is a Professor in Inclusion and Special Needs Education & Clinical Educational Sciences at the University of Groningen's Faculty of Behavioural and Social Sciences. He leads research on Specific Learning Disorders and educational problems. His work focuses on motivation, social-emotional learning, giftedness, and autism spectrum disorders, aiming to improve inclusive education systems. Minnaert holds a PhD from KU Leuven and has held roles including Director of Research at the Department of Education (2014–2016) and Scientific Advisor to the Academy of Finland (2022–2029). He teaches in Master’s programs like Special Needs Education and coordinates research initiatives such as the 'Learning and Giftedness' workshop at Windesheim Applied University. His research spans three clusters: specific learning disabilities, motivation/emotion/self-regulation, and student/teacher support in inclusive settings. Over 30 PhD students have been supervised, contributing to fields like deafblindness communication, twice-exceptionality, and educational policy. Notable awards include the 2013 Best Teacher Award and Ubbo Emmius Colleghie award (2012). He chairs the Dutch Youth Institute's Youth Intervention Committee and advises on national education reforms. His projects address challenges like autism inclusion, gifted education, and early school leaving.

• School Bullying Prevention
• Educational Psychology
• Inclusive Education
• +۷ مورد دیگر

Dziuginta Baraldsnes is an Associate Professor at the University of Stavanger, Faculty of Arts and Education, affiliated with the Norwegian Centre for Learning Environment and Behavioral Research in Education. Her work focuses on school bullying prevention, teacher practices, and inclusive education. Research Interests: Her primary research areas include school bullying prevention, school climate, anti-bullying interventions, teacher education, inclusive education, and parent-teacher collaboration. She employs systemic and pedagogical perspectives, often conducting comparative studies between Norway and Lithuania. Her research is grounded in educational psychology and behavioral research, with a strong emphasis on practical classroom applications and policy implications. The most recent articles highlight a consistent focus on teacher perceptions and practices in bullying prevention, the role of school climate, and innovative pedagogical tools like drama and class meetings. Her work spans journals in education, psychology, and behavioral sciences, and she frequently presents at international conferences such as the World Anti-Bullying Forum and ECER. Scientific Awards: No scientific awards mentioned in the provided text. Advising and Grants: While no specific students or grants are listed, her extensive publication record and collaborative projects suggest active research leadership and potential supervision of graduate students. She collaborates widely with national and international scholars, indicating strong research networks and likely involvement in funded projects. Labs and Teams: She is a key member of the Norwegian Centre for Learning Environment and Behavioral Research in Education, which functions as her primary research team. This center likely supports large-scale studies on learning environments, behavioral issues, and educational interventions.

• Early Childhood Education
• Children's Play
• Children's Participation
• +۷ مورد دیگر

Kristin Danielsen Wolf is a Professor and Head of Department at the Department of Early Childhood Education, Faculty of Education and International Studies, Oslo Metropolitan University. She is a leading academic in early childhood education, with a strong focus on children's play, participation, aesthetic learning, drama education, and parental involvement. Her work bridges research, policy, and practice in the Norwegian ECEC (Early Childhood Education and Care) system. Her research interests include: Children's play and its pedagogical and ethical dimensions Children's right to participation and expression Aesthetic and drama-based learning processes Toddler education and inclusive practices Parental collaboration and communication in kindergartens Quality assessment and institutional development in ECEC Her recent publications (2022–2025) show a consistent focus on democratic values, sustainability, institutional partnerships, and pedagogical innovation in early childhood education. She frequently contributes to national conferences and policy dialogues, emphasizing the importance of listening to children, strengthening home-institution collaboration, and rethinking teacher education for the future. Her scientific contributions include numerous peer-reviewed articles, books, and research reports, particularly on quality in kindergartens and stakeholder perspectives. Notable publications include work on the mandate of kindergartens, play ethics, and inclusive aesthetic practices. She has been involved in major research initiatives such as 'Better Provision for Norway's Children in ECEC' and actively disseminates knowledge through academic and professional channels. While specific details about PhD students are not listed, her leadership role suggests mentorship and academic guidance within her department. She leads and participates in interdisciplinary teams focused on early childhood policy, teacher education reform, and sustainable pedagogy. Her work emphasizes collaborative research and practical application in educational institutions.

Jonna Kangasمشاهده پروفایل

مدرس ارشد

• Early Childhood Education
• Participatory Pedagogy
• Playful Learning
• +۷ مورد دیگر

Jonna Kangas is a Senior University Lecturer in the Department of Education Learning, Culture & Interventions (LECI) at the University of Helsinki. She serves as a Supervisor for the Doctoral Programme in School, Education, Society, and Culture, focusing on participatory and playful learning approaches in early childhood education. Research Interests: Her work centers on Participatory pedagogy Children's rights Play-based learning Teacher professional development Future-focused educational environments Her research output includes studies on collaborative learning, reflective practices, and inclusive pedagogy in early childhood contexts. She has led projects such as Keys to Shared Understanding and 1000+: Varhaiskasvatuksen monimuotokoulutus , emphasizing cultural and linguistic diversity in ECEC.

Cecilia Wallerstedtمشاهده پروفایل

استاد

• Early Childhood Education
• Music Education
• Aesthetic Education
• +۷ مورد دیگر

Cecilia Wallerstedt is a Professor at the University of Gothenburg, affiliated with both the Artistic Faculty at the Academy of Music and Drama and the Department of Education, Communication and Learning. As Pro-Dean of the Artistic Faculty, she bridges artistic and educational research, while leading the FILUR project focused on imagination development in early childhood education. Her research explores teaching and learning in music and other aesthetic subjects across educational levels, emphasizing teacher-child interactions and sociocultural theory. Current projects address play-responsive teaching, intergenerational play dynamics, and digital media integration in preschool settings. She supervises PhD students in the PReCEC graduate school and collaborates with Nordic institutions through networks like the Studies of Artistic Vision and the Network for Internship Development. Recent publications highlight play-responsive didaktik, metacognitive strategies, and cultural historical theory applied to music, narrative play, and multilingual engagement. While no scientific awards are mentioned, her work includes EU-funded research and systematic reviews of music education practices.

Allan Westerlingمشاهده پروفایل

دانشیار

• Family Studies
• Social Psychology
• Fatherhood Research
• +۷ مورد دیگر

Allan Westerling is an Associate Professor at Roskilde University, Department of People and Technology. He is affiliated with the Childhood, Youth and Family Life Research group and contributes to interdisciplinary centers like the Danish Centre for Research in Early Childhood Education and Care and the Center for Everyday Life of Families in the Welfare State. Internationally, he collaborates through networks such as the Oxford Network of Fatherhood Researchers (ONEFAR) and serves as President of the European Society on Family Relations since 2018. His work bridges social psychology and family studies, focusing on parenthood dynamics, fatherhood practices, and the interplay between families and welfare institutions. Education: Allan Westerling holds an MA and a PhD in Social Psychology or related fields, though the specific institutions granting these degrees are not detailed in the provided text. Research Interests: Westerling’s primary focus is on family studies, with an emphasis on social psychology perspectives. Key themes include the evolving roles of fathers, institutional collaboration in early childhood education, and the impact of individualization and welfare policies on family life. He examines topics like authority dynamics, gender and ethnic identities, and work-life balance, often using mixed-method approaches (qualitative and quantitative) across Denmark, Singapore, and New Zealand. Articles Trends: Recent work (2022–2025) explores transformative trends in fatherhood and parenthood, including boundary negotiations between families and childcare institutions, policy-driven changes in parental roles, and cross-cultural comparisons of care practices. These studies highlight the shift toward redefining parental collaboration and the societal pressures shaping modern family structures. Scientific Awards: No scientific awards or fellowships are explicitly mentioned in the provided information. Advising and Grants: Westerling coordinates educational programs such as the A-sporet track in the humanities bachelor’s program and psychology bachelor projects. He actively participates in research projects like '(Re)configuration of parenthood' (2022–2026) and 'Passende Parathed' (2019–2020), emphasizing project-based learning and institutional partnerships. His grants and project involvement reflect his commitment to applied and theoretical research in social psychology and family dynamics. Labs/Teams: He is affiliated with the Childhood, Youth and Family Life Research group and collaborates with the Danish Centre for Research in Early Childhood Education and Care. His international networks include ONEFAR and the European Society on Family Relations, where he has held leadership roles since 2010. These collaborations facilitate cross-cultural studies and policy analyses.

Yuwei Xuمشاهده پروفایل

دانشیار

• Gender and Education
• Early Childhood Education
• Cross-cultural Studies
• +۳ مورد دیگر

Dr. Yuwei Xu serves as Associate Professor in Early Childhood Education at the University of Nottingham since 2023, holding concurrent Visiting Professorships at Zhejiang Normal University and Central China Normal University. She founded the Global Childhoods Research Group (GCRG), co-directs Nottingham's Taught Courses (2025-2027), and leads community engagement for the UNESCO Chair in International Education and Development. Previously, she held academic positions at UCL, University of Portsmouth, and Tianjin Normal University. Her educational background includes: PhD in Gender and Early Childhood Studies, University of Glasgow (2018) MA in Child Studies, King's College London (2012) B.Ed. in Early Childhood Education, Shanxi University, China (2011) Dr. Xu's research centers on gender dynamics in early childhood education, cross-cultural comparisons between China and the UK, and inclusive practices for marginalized communities. She investigates children's perspectives on gender, culturally responsive curriculum implementation, and teacher education frameworks that challenge heteronormative discourses. Her work bridges theoretical feminist analysis with practical interventions to promote equity in educational settings globally. Analysis of her recent publications reveals consistent focus on pandemic-era parenting adaptations, cultural negotiations in curriculum frameworks, and gender representation in early years settings. Her cross-cultural methodology (particularly China-UK comparisons) produces actionable insights for culturally reflective practice, while her work on low-income family engagement addresses structural barriers in educational research. Her scientific recognition includes: BERA Early Career Researcher Award (2019) Two Nottingham Recognition Scheme awards (2021/22, 2022/23) Lord Dearing Award for Decolonizing Curriculum (2022/23) Dr. Xu currently supervises eleven PhD students across gender studies, teacher education, and higher education topics while leading multiple funded projects including the Froebelian philosophy initiative (£43,243) and Hong Kong immigrant family study (£11,927). Her grants portfolio demonstrates strong international collaboration, particularly UK-China partnerships addressing teacher development and children's rights. She founded the Global Childhoods Research Group (GCRG) and actively contributes to the Education and Development Forum (UKFIET) and Gender and Education Association, fostering international networks that advance childhood studies through decolonial and intersectional lenses.

Mirjam Kallandمشاهده پروفایل

استاد

• Diversity in Education
• Multilingualism
• Social Justice in Education
• +۲ مورد دیگر

Mirjam Kalland is a Professor at the Department of Educational Sciences , University of Helsinki, and a docent in the Faculty of Social Sciences . She supervises doctoral programs in Social Sciences, Cognition/Learning, and School/Education/Society. Her research focuses on Diversity, Multilingualism, Social Justice in Education , and Parental Reflective Functioning . She leads funded projects like SAGA 2.0, FutureLearn, and Families First. Arvo Ylppö Medal (2015) Edita Award for Best Textbook (1999) Fredrika Runeberg Award (2004) Golden Helsinki Medal (2012) Knight, First Class of the Order of the Lion of Finland (2013) Her recent 15 articles (2024-2025) explore topics such as parental reflective functioning, health-related quality of life in ECEC, and socioemotional development in early education. She actively participates in media discussions on educational reforms, parenting ethics, and social justice, with notable mentions in outlets like Hufvudstadsbladet . Her work bridges academic research and policy implementation, focusing on Finnish and Nordic educational contexts.

• Teacher Education
• Digital Literacy
• Psychometrics
• +۶ مورد دیگر

Ove Edvard Hatlevik is a Professor at the Faculty of Education and International Studies , Department of Primary and Secondary Teacher Education at Oslo Metropolitan University. His research focuses on Teacher Professional Digital Competence , ICT integration in education , Psychometrics , and Critical Health Literacy . He leads the Teacher Education for a Future in Flux (TEFF Academy) and Teacher Education Panel Study (TEPS) projects, while previously managing initiatives such as Developing ICT in Teacher Education (DiCTE) and Literacies for Health and Life Skills . Email : ove-edvard.hatlevik@oslomet.no Office : Pilestredet 42, Oslo (Q6007) His recent publications explore: AI applications in thesis categorization (2025) Gender differences in early childhood education outcomes (2025) Job satisfaction dynamics in teaching (2024) Digital distraction management in teacher training (2024) Professional digital competence in technology-rich classrooms (2024) Systematic reviews on digital competence dimensions (2023) Key thematic areas include: Algorithmic thinking in mathematics education Long-term impacts of ECEC quality Digital divide in adult education Assessment of critical health literacy ICT access barriers in education centers Psychometric properties of educational tools

• Early Childhood Education
• Executive Function
• Self-Regulation
• +۹ مورد دیگر

Dieuwer Ten Braak is an Associate Professor at the University of Stavanger, affiliated with the Faculty of Arts and Education and the Norwegian Centre for Learning Environment and Behavioral Research in Education. Her research focuses on early childhood development, executive function, self-regulation, and learning in preschool and early school contexts. Her research interests include early childhood education, executive function, self-regulation, early mathematics and literacy development, social-emotional learning, play-based learning, and inclusion. She investigates how cognitive and behavioral regulation relate to academic and social outcomes, using longitudinal and experimental designs. Her recent publications show a strong trend toward interdisciplinary research in developmental psychology and education, with a focus on assessment tools, intervention effectiveness, and equity in early learning. She frequently employs meta-analytic, longitudinal, and randomized controlled trial methodologies. Systematic reviews and meta-analyses on bilingualism and inclusion Randomized trials on playful learning curricula Development and validation of assessment tools (e.g., Ani Banani Math Test, LSCIP) Longitudinal studies from kindergarten to secondary school Dieuwer Ten Braak has supervised master's theses, including those by Margrete Hamre Gromstad and Lena Heen Hammersland. She is actively involved in funded research projects such as the Agder Project and SELMA, which examine structured early learning curricula and social-emotional interventions. She regularly presents at international conferences including EARLI, AERA, SRCD, and EAWOP. She is part of research teams focused on play-based learning, teacher-child relationships, and early assessment. She collaborates with prominent researchers such as Ingunn Størksen, Ragnhild Lenes, Megan McClelland, and Monica Melby-Lervåg.

• Multilingual Pedagogies
• Early Childhood Education
• Translanguaging
• +۴ مورد دیگر

Claudine KIRSCH is a Full Professor of didactics of languages and literacies at the University of Luxembourg's Faculty of Humanities, Education and Social Sciences. She is affiliated with the Institute for Research on Multilingualism (MLing) and holds positions at the Maison des Sciences Humaines (MSH). Her career includes nine years as a primary school teacher in Luxembourg, followed by academic roles at Goldsmiths, University of London, where she coordinated courses in multilingual education and teacher training. Education & Career: Bachelor's in Education from ISERP, Luxembourg Masters and PhD in Education from Goldsmiths, University of London Visiting tutor at University of Luxembourg (PhD period) Lecturer at Goldsmiths (2003-2011), coordinating bilateral exchange programs with France/Germany/Spain Research Focus: Specializes in multilingualism, translanguaging practices, early childhood education, and digital media's role in language learning. Her work emphasizes family language policies, professional development for educators, and the impact of digital tools like the iTEO app in multilingual classrooms. Key Projects (2013–present): iTEO: Language learning app for preschools (2013-2017) MuLiPEC: Multilingual pedagogies in early childhood (2016-2019) COMPARE: Multiliteracy collaboration in crèches (2020-2023) COVID-KIDS: Pandemic impacts on children's well-being (2020-2022) EUKO: Digital media use by European youth (2023-2026) AGENTIVE: Cross-sectoral multilingual resources in ECEC (2024-2026) Supervision & Grants: Supervised 7 PhD students (e.g., on translanguaging in schools, multilingual family dynamics) and coordinated projects funded by Luxembourg National Research Fund (FNR), Ministry of Education, and Erasmus+. Co-supervised students at Goldsmiths (2008-2011). Contributions: Authored publications on multilingualism in ORBilu, developed teacher training programs, and led initiatives like BilingualismMatters@Luxembourg. Active in policy analysis for plurilingual education in Luxembourg's early childhood sector.