جست‌وجوی استاد و پژوهشگر

• Teacher Training Research
• School Pedagogy
• Adult Education
• +۵ مورد دیگر

Alexandra Damm is a Scientific Associate in Teaching and Learning at the German Institute for Adult Education (DIE) in Bonn, where she has worked since 2023. Her research spans the intersection of teacher training, school pedagogy, and adult education, with particular focus on digital transformation in educational contexts and biographical approaches to understanding teaching careers. Her professional journey includes: Research associate at DIE since 2023 Research associate in the DFG-funded 'ReLieF' project at Justus Liebig University Giessen since 2021 Member of the coordination group for the DFG network 'NeDoS – Network for Documentary School Research' (2020-2023) Research Associate at the University of Hildesheim (2014-2020) Research assistant at the University of Cologne (2013-2014) Damm's research focuses on teacher training as a bridge between school pedagogy and adult education. She investigates how digital transformation impacts schools and teacher education, examining professional development through biographical research, particularly alternative career paths into teaching. Her methodological expertise lies in qualitative-reconstructive approaches that uncover underlying structures in educational settings. Her recent publications (2023-2025) demonstrate leadership in establishing documentary school research as a distinct field. Key themes include how uncertainty functions in professionalization processes, research-based learning for developing teacher competencies, and the documentation of school organization and culture. Her work shows increasing editorial responsibility, including co-editing the 2023 volume 'Documentary School Research: Focus Areas.' Damm is actively engaged in several significant research initiatives: Member of the coordination group for the Documentary School Research Network (NeDoS) Contributor to the 'KuMuS-ProNeD' project Participant in the 'ReLieF' longitudinal study on professionalization processes Contributor to the Competence Network Learning: Digital

Lars-Henrik Erikssonمشاهده پروفایل

مدرس ارشد

• Formal Methods
• Logic in Computer Science
• Programming Language Theory
• +۷ مورد دیگر

Lars-Henrik Eriksson is a Senior Lecturer in the Department of Computer Science at Uppsala University, part of the Department of Information Technology. He holds a PhD and is recognized as an Excellent Teacher and educational mentor. He currently serves as the program director for the Master's program in Computer Science and has previously held leadership roles, including Head of the Department of Computer Science from 2004 to 2018. PhD in Computer Science Excellent Teacher Award Pedagogical Mentor at Uppsala University His research focuses on the applications of logic in computer science, particularly formal methods for software development. His work spans formal specification, verification, and synthesis, with strong emphasis on logic programming, interactive theorem proving, and logical frameworks. He has made significant contributions to the use of formal methods in safety-critical domains such as railway signaling. His current research includes modeling application domains within formal methods and formalizing concurrency theory using the Isabelle proof assistant. The recent publications reflect a sustained focus on modal logics for nominal transition systems, formal verification tools (e.g., GTO), and domain-specific applications of formal methods. These works demonstrate deep integration of theoretical logic and practical software engineering, especially in distributed and safety-critical systems. The recurring themes include concurrency, verification, and the use of domain models to enhance formal reasoning. Scientific Awards and Recognitions: Excellent Teacher Pedagogical Mentor Lars-Henrik Eriksson has advised numerous students through project supervision, thesis reviews, and course mentorship, though no formal list of advisees is provided. He has been involved in significant research management, including leading the department and directing a master’s program. He has also collaborated with industry, particularly in railway signaling, contributing to safety analysis and formal verification projects with Trafikverket and through companies he co-founded. He is a board member of Formal Methods Europe and served as program committee chair for the FME Symposium 2002 (part of FLoC’02). His work bridges academia and industry, especially in the application of formal methods to real-world engineering challenges.

Hieu Van Ngoمشاهده پروفایل

استاد

• Social Work
• Immigrant and Refugee Integration
• Anti-Racism Studies
• +۵ مورد دیگر

Hieu Van Ngo serves as Professor (Teaching & Research) and Senior Associate Dean at the University of Calgary's Faculty of Social Work. His academic foundation includes a B.S.W. (1997), M.S.W. (2001), and Ph.D. in Social Work (2011), all from the University of Calgary. He actively contributes to university strategic initiatives including Brain and Mental Health (2015-2021), Child Health and Wellness (2020-2025), and Human Dynamics in a Changing World (2015-2021). His research centers on immigrant and refugee integration, anti-racism, youth gang involvement, and sustainable built environments. Key projects include the Impact of Racism on Asian Canadians’ Wellbeing (Primary Investigator, 2021-2023) and Identity-Based Wraparound Intervention for at-risk immigrant youth (Primary Investigator, 2013-2019). His work examines systemic barriers in education, mental health, and social services through anti-oppressive lenses. Recent publications demonstrate interdisciplinary reach across social work, criminology, and migration studies, with emerging focus on participatory action research methods and community belonging. His 2025 works explore photovoice methodologies and discrimination-community belonging dynamics, building on longitudinal studies of immigrant student outcomes and gang prevention. International Institute for Qualitative Methodology Dissertation Award (Top Three, 2011) Peak Scholar Award, University of Calgary (2015) Sustainability Award- Academic Sustainability Implementation (2017) Izaak Walton Killam Memorial Scholarship (2008) Ngo leads major funded projects including the SSHRC Partnership Grant Quality in Canada’s Built Environment ($2.5M) and Public Safety Canada's Identity-Based Wraparound Intervention ($5.35M). His Real Me program coordinates direct support for gang-involved youth through the Centre for Newcomers. Current work emphasizes community-engaged approaches to urban sustainability and anti-Asian racism prevention.

Kate Ferguson-Patrickمشاهده پروفایل

مدرس ارشد

• Cooperative Learning
• Democracy Classrooms
• Intercultural Understanding
• +۷ مورد دیگر

Kate Ferguson-Patrick is a Senior Lecturer at the School of Education, University of Newcastle, with expertise in cooperative learning, global education, and culturally responsive pedagogies. Her work bridges research and practice through international collaborations and fieldwork in Samoa, Sweden, and the UK. Doctor of Philosophy (University of Newcastle) Bachelor of Education (Honours) (Nottingham Trent University) Master of Arts (Children's Literature and Literacy) (University of Technology Sydney) Research focuses on democratic classrooms, intercultural understanding, and sustainable development goals integration in primary education. She leads projects like the GERT (Global Education Research and Teaching) team initiatives and Pacific RISE (Inclusive Education in the Pacific). Key contributions include: Developing cooperative learning frameworks for diverse classrooms Advancing global citizenship education through SDGs Creating professional development programs for early career teachers Recent publications examine collaborative problem-solving in mathematics education and equity in work-integrated learning. Scientific recognition includes: The IASCE Elizabeth Cohen Award for Outstanding Thesis (2019) College Excellence Awards (2024, 2022) Faculty Postgraduate Research Publication Prize (2012) Grants highlight international impact, including a 2024 Advance HE Global Impact Grant and AusAID-funded Global Education in Teacher Education program (2010-2015). She supervises PhD projects on topics like climate action in Pacific curricula and gifted education equity.

William Bulkoمشاهده پروفایل

دانشیار

• Artificial Intelligence
• Expert Systems
• Programming Languages
• +۲ مورد دیگر

William Bulko is an Associate Professor in the Department of Computer Science at the University of Texas at Austin. His work bridges Artificial Intelligence, Programming Languages, and Computer Science Education, with a focus on mobile development and pervasive computing. Ph.D. in Computer Sciences (UT Austin, specialization in Artificial Intelligence) B.S. in Mathematics (University of Texas at El Paso, Summa Cum Laude) Research spans interdisciplinary projects, such as integrating Computer Science with Journalism, and technical innovations in: Network Security (ARP Cache diagnostics) Hardware Authentication (electromagnetic profiling patents) Object-Oriented Systems (access control, operator overloading) Diagrammatic Reasoning (physics problem-solving, visual languages) His publications highlight expertise in AI, software engineering, and educational technology, with recent patents on computing desktop management and device security. Bulko serves on the Review Board of Applied Intelligence and as Faculty Advisor for the UT CS Roadshow. Scientific Recognition : 1988 MCC Award for Excellence in Computer Science nominee Teaching roles include CS 371L: Mobile Programming for iOS and CS 329E: Elements of Web/Mobile Computing . He has also led summer programs on Python and iOS development.

Patrycja Rudnickaمشاهده پروفایل

استادیار

• Psychology and Technology
• User Experience (UX) Design
• Artificial Intelligence Ethics
• +۷ مورد دیگر

Patrycja Rudnicka , PhD in Humanities and occupational/organizational psychologist, serves as an Assistant Professor at the Academy of Fine Arts in Katowice (ASP Katowice) in the Department of Art Theory and History. Combining academic and business expertise, she teaches courses in product psychology, interpersonal communication, and design for implementation (English-language track) while collaborating with global brands and institutions through Mobee Dick agency. Graduated from University of Silesia in Katowice Expert in technology readiness and UX measurement Focus on ethical challenges in artificial intelligence Specializes in Human Centered Design and Value Sensitive Design Her research examines intersections between psychology, technology, and design, with emphasis on e-learning systems, digital therapeutics, and urban information systems. She leads large-scale projects like EDIDesk (Erasmus+ KA220-HED) and Clinpro platform development for digital therapy monitoring, while mentoring women in IT through the DareIT program .

Lina Shanleyمشاهده پروفایل

عضو هیئت علمی

• Mathematics Development
• Numerical Cognition
• Response to Instruction
• +۳ مورد دیگر

Lina Shanley is an Associate Research Professor at the University of Oregon College of Education , specializing in Special Education . Her work bridges numerical cognition and special education , focusing on mathematics development among at-risk students. Education: PhD in Quantitative Methodology (University of Oregon), MA in Special Education (San Francisco State University), BA in History (Whitman College) Dr. Shanley’s research investigates factors influencing mathematics development in at-risk populations, with emphasis on improving intervention response through advanced screening processes and neuroimaging collaborations. She develops technology-based interventions like the NumberShire Integrated Tutor System and explores cognitive variables in early math assessment. Her publications span topics including math self-concept , domain-general skills , and neuroimaging applications in education. Recent work focuses on working memory in bilingual kindergartners and motion correction techniques for pediatric brain scans. Dr. Shanley collaborates across education , cognitive science , and neuropsychology , contributing to federally funded grants aimed at optimizing early mathematics trajectories through in-person and digital interventions.

Megan Kunzeمشاهده پروفایل

استاد پژوهشی

• Applied Behavior Analysis
• Early Intervention
• Telehealth
• +۵ مورد دیگر

Dr. Megan Kunze is a Research Professor at the Center on Brain Injury Research and Training within the Department of Psychology at the University of Oregon. She holds a dual role in the Department of Special Education and Clinical Sciences under the College of Education, where she lectures and supervises graduate students in Early Intervention and Early Childhood Special Education programs. With over 30 years of clinical experience, she specializes in supporting children with developmental disabilities through applied behavior analysis and family-centered interventions. Education Ph.D. in Special Education, University of Oregon (2020) M.S. in Special Education: Early Intervention, University of Texas at Austin (2000) B.A. in Family and Human Sciences: Child Development, The Ohio State University (1995) Research Focus Her research examines accessibility in early diagnosis, telehealth-based caregiver coaching, and culturally responsive interventions for developmental disabilities. Key areas include validating early autism screeners, designing telehealth frameworks for underserved communities, and developing behavior-analytic training programs. She emphasizes equity-focused solutions for rural families and multilingual populations. Publication Trends Recent publications highlight telehealth efficacy, pandemic impacts on families, inclusive preschool models, and interdisciplinary autism support. Methodologies range from longitudinal studies to single-case designs, consistently addressing service gaps for vulnerable populations through technology and caregiver empowerment. Awards 2018 David Zeaman Graduate Award for conference travel 2020 Dissertation Funding Award from University of Oregon's College of Education Professional Engagement Dr. Kunze supervises graduate students in EI/ECSE practicums and serves as behavior expert for two Extension for Community Healthcare Outcomes (ECHO) panels: Autism ECHO for Oregon and Ukraine ECHO. These initiatives train medical professionals supporting children with special needs globally. Laboratory Affiliation She conducts research at the Center on Brain Injury Research and Training (CBIRT), focusing on early childhood interventions and developmental disability support.

Julie Alonzoمشاهده پروفایل

دانشیار

• Teacher Professional Development
• Response to Intervention (RTI)
• Educational Assessment
• +۳ مورد دیگر

Julie Alonzo is a Research Associate Professor and Co-Director of the Behavioral Research and Teaching program at the University of Oregon , College of Education, Department of Educational Leadership. Her work bridges teacher professional development, educational assessment design, and inclusive pedagogy. Ph.D., 2007, University of Oregon, Educational Leadership (Specialization: Learning Assessment/Systems Performance) B.A., Cum Laude, 1990, Carleton College, English (Educational Studies concentration) Her research focuses on Response to Intervention (RTI) , curriculum-based measurement systems like easyCBM , and the inclusion of students with diverse learning needs. She has developed assessments for literacy and mathematics used by over 81,000 teachers and 1.1 million students globally. Julie's 15 most recent publications highlight trends in educational technology , early literacy and mathematics assessment , progress monitoring , and social justice in education . She emphasizes alignment with state and national standards, diagnostic efficiency, and equity in assessment design. Julie has served on peer review panels for the National Science Foundation , U.S. Department of Education , and National Institute of Justice , and currently acts as lead author of the easyCBM platform. She is a member of the Research and Outreach Council’s Executive Leadership Group and the College’s Task Force on CNTTF research faculty .

Montserrat Magro Gutiérrezمشاهده پروفایل

استاد

• Teacher Training
• Multigrade Education
• Rural Education
• +۵ مورد دیگر

Montse Magro Gutiérrez serves as Professor and Director of Early Childhood and Primary Education degrees at Antonio de Nebrija University's School of Language and Education within the Department of Didactics and School Organisation. She actively contributes to the CEDI Research Group on Cognition, Education and Individual Differences and participates in the EduSoC Lab think tank at Complutense University of Madrid. Her educational foundation includes: PhD in Education (Cum Laude, International Mention) from Universidad Camilo José Cela (2021) Master's in Pedagogy from Universidad del Sur, Chiapas, Mexico Bachelor's in Early Childhood Education from Escuela Normal de Educadoras “Bertha Von Glummer y Leyva”, Mexico As an expert in rural multigrade education , teacher training , and inclusive early childhood practices , her research bridges Spain and Mexico through comparative studies on curriculum design, educational policy for developing regions, and sustainable development frameworks. Her work emphasizes contextualized pedagogical approaches for diverse rural settings, particularly focusing on indigenous communities and grouped school systems. Analysis of her 2018-2023 publications reveals a consistent focus on multigrade teaching competencies, with increasing attention to visual literacy and sustainable development. Her research demonstrates methodological diversity through comparative studies, teacher perception analyses, and curriculum implementation evaluations, predominantly situated in Mexican rural contexts with Spanish cross-references. Professionally, she has served as preschool teacher in Mexican public/private institutions, technical advisor for Mexico's Ministry of Education preschool programs, and collaborator with Chiapas' Federalized Education Subsecretariat. She has developed international exchange projects with Slovenia's University of Maribor and Spanish institutions, while contributing to university initiatives for students with specific learning needs. She actively participates in educational conferences as organizer and evaluator, and serves on the editorial board of the Journal of Learning Styles (ISSN: 2332-8533), advancing research in learning methodologies through her role in EduSoC Lab's academic network.

• Family Engagement in K-8 Schools
• Bilingual Education
• Educational Policy
• +۶ مورد دیگر

Jasmine Alvarado serves as an Assistant Professor of Education Studies at Brandeis University, where she specializes in family engagement, bilingual education, and educational policy. Her research sits at the critical intersection of societal inequities, educational policies, and family experiences in K-8 schools, employing ethnographic, narrative, and participatory methodologies informed by critical race theory, intersectional feminism, and sociolinguistic perspectives. Educational Background: Ph.D. in Education from Boston College M.Ed. from CUNY Hunter College B.A. from Harvard University Jasmine's extensive teaching experience spans over a decade, encompassing university-level instruction, teacher candidate supervision, conference workshops for educational leaders, elementary bilingual youth education, and adult language development classes. Her personal background as a member of an Ecuadorian family with Quechua roots, combined with her experiences as a student, teacher, administrator, and after-school program director in NYC and Greater Boston Public Schools, deeply informs her commitment to collective learning and educational equity. Research Focus: Her work particularly emphasizes urban education contexts, examining how race, ethnicity, and language intersect with educational policies and practices. Through critical ethnographic approaches, she explores how families navigate and negotiate educational systems, especially in bilingual and dual-language program contexts. Scientific Awards: Outstanding Reviewer for AERA/Review of Educational Research Journal (2024-2025) Bilingual Research Issues Outstanding Dissertation Award-Second Place (2024-2025) AERA Latino/a/x Outstanding Dissertation Award (2023) Spencer Foundation Research Development Award (2020) Multiple fellowships from AERA, Ford Foundation, and Spencer Foundation Research Impact: Her publications demonstrate a consistent focus on bilingual education policy, family engagement in diverse communities, and the racialized experiences of families in educational settings. Recent work particularly examines the impacts of COVID-19 on bilingual programs and family-school relationships, while earlier work traces the historical evolution of bilingual education in Massachusetts.

François Pottierمشاهده پروفایل

پژوهشگر

• programming languages
• functional programming
• type systems
• +۵ مورد دیگر

François Pottier is a senior researcher at Inria in Paris, France, where he leads the Cambium research team. He is affiliated with the Gallium research group and has maintained an active research profile spanning several decades in programming languages and formal methods. His research focuses on programming languages , particularly functional programming and OCaml, type systems design and implementation, program verification using separation logic, and compiler construction . His work bridges theoretical foundations with practical implementation, evidenced by numerous open-source software tools he has developed. Pottier's publication record shows consistent contributions to top programming languages conferences (POPL, ICFP, ESOP) with recent work emphasizing separation logic frameworks, resource analysis, and formal verification of OCaml systems. His research demonstrates a clear trajectory from foundational type theory toward practical verification techniques for real-world programming languages. He has advised numerous PhD students including Remy Seassau, Tiago Soares, Clément Allain, and Alexandre Moine, among others, many of whom have gone on to research positions at institutions like New York University, Imperial College London, and Inria itself. Pottier maintains active service roles in the programming languages community as a member of IFIP Working Group 2.8 on Functional Programming and IFIP Working Group 2.16 on Language Design, and serves on program committees for major conferences including upcoming roles for JFLA 2026 and ITP 2026. He leads the Cambium research team at Inria, which focuses on programming language theory and implementation, particularly around OCaml and formal verification. The team develops both theoretical frameworks and practical tools that have influenced the broader programming languages ecosystem.

• Brain-Computer Interfaces
• Electroencephalography (EEG)
• Biomedical Engineering
• +۷ مورد دیگر

Jane E. Huggins is a Research Professor in the Department of Biomedical Engineering and Physical Medicine and Rehabilitation at the University of Michigan. Her work focuses on developing EEG-based brain-computer interfaces (BCIs) into clinical tools for individuals with physical impairments, addressing challenges like signal processing, task design, and in-home technical support. University of Michigan Appointments: Biomedical Engineering (2024–Present), Physical Medicine and Rehabilitation (2024–Present) Research Interests: Jane’s research bridges BCIs with augmentative and alternative communication (AAC) systems, emphasizing accessibility, commercial readiness, and integration with established clinical infrastructure. Her projects explore event-related potentials (P300), neural prostheses, and user-centered design for equitable healthcare technologies. Grant Funding Highlights: She has secured major grants from NIH, NSF, General Motors, and Cerebral Palsy Alliance Research Foundation to advance BCI applications in accessibility, autonomous vehicles, and lifelong assistive technology deployment. Professional Contributions: Jane actively presents at international BCI conferences and collaborates with the UMDBI Lab on clinical trials and software innovations for BCI systems.

Jamie Owen-DeSchryverمشاهده پروفایل

استاد

• Clinical Psychology
• Autism Spectrum Disorder
• Educational Interventions
• +۳ مورد دیگر

Jamie Owen-DeSchryver is a Professor in the Psychology Department at Grand Valley State University, specializing in Clinical Psychology with a focus on Autism Spectrum Disorder (ASD). Holding a PhD from SUNY Stony Brook, they combine academic research with practical applications in educational settings. Education: B.A. from Kalamazoo College M.A. from Johns Hopkins University Ph.D. from State University of New York at Stony Brook Their research centers on implementing educational and behavioral interventions for individuals with ASD across developmental stages, from preschool to college. Current projects include the Statewide Autism Resources and Training (START) initiative, funded by MDE/OSEP, where they develop materials and provide technical assistance to schools in Michigan. Recent publications highlight expertise in video modeling, visual supports, self-management systems, peer supports, and opportunities-to-respond techniques. They also mentor graduate students in school psychology on intervention strategies for K-12 students with diverse needs, including ADHD, learning disabilities, and anxiety disorders. Contact: Office: 1319 Au Sable Hall Phone: (616) 331-8703 Email: owendesj@gvsu.edu

Leslie M Babinskiمشاهده پروفایل

استاد پژوهشی

• Education Policy
• Child Development
• Teacher Professional Development
• +۶ مورد دیگر

Leslie M Babinski is a Research Professor at Duke University's Sanford School of Public Policy and Department of Psychology and Neuroscience. She directs the Duke School Research Partnership and holds an affiliate position at Duke's Center for Child and Family Policy. Education: Ph.D. in Education, University of California, Berkeley (1993) M.A. in Education, University of California, Berkeley (1988) B.S. in Psychology, University of Scranton (1985) Her research focuses on teacher professional development for English learners, collaboration between ESL and classroom teachers, cultural wealth frameworks, and self-regulation interventions in middle schools. She has led multiple IES-funded studies including the Targeted Reading Intervention and Promoting Self-Regulation projects. Recent publications examine multilingual education strategies, ADHD developmental trajectories, and health curriculum impacts. Her work combines educational policy, neuroscience applications, and public health approaches to improve student outcomes. Key Grants: Efficacy of the DCCS Program (2018-2025) Promoting Self-Regulation (2017-2020) Neuroscience-Based Health Curriculum (2012-2016)