جست‌وجوی استاد و پژوهشگر

Mariëlle Laanمشاهده پروفایل

مدرس

• Language education
• Language didactics
• Teacher training
• +۲ مورد دیگر

Mariëlle Laan is a language educator and PhD candidate at Rotterdam University of Applied Sciences, specializing in language education for primary school teachers. She has served at the primary education teacher training college (PABO) since 2017, teaching language courses and supervising student development. Her research interests focus on language education across developmental stages, with particular expertise in primary education (grades 1-5) and teacher training programs. Laan emphasizes meaningful learning as essential for development and views quality language education as critical for wellbeing. She has contributed significantly to curriculum development, including creating the Master's program in Language-Aware Learning. As a former chair of the language department until July 2023, she shaped the PABO's language policy and served as a research associate within the Language-Aware Higher Education research group. Since August 2023, she has transitioned to a PhD candidate role working on the STAALWERK research project through the Knowledge Center for Talent Development, which connects primary school principals in South Rotterdam with researchers and teacher trainers. Her educational background includes a teacher training diploma from Marnix Academy in Utrecht and studies in Dutch Language and Culture at Utrecht University. Laan's professional philosophy centers on the fundamental importance of understanding and being understood across all age groups, from toddlers to professionals.

• Digital Forensics
• E-Discovery
• Cybercrime Investigation
• +۵ مورد دیگر

Hans Henseler serves as a part-time Lecturer in Digital Forensics & E-Discovery at Leiden University of Applied Sciences since 2016. He also holds significant positions as a senior advisor at the Netherlands Forensic Institute's Digital and Biometric Traces division and as Chairman of the Board of Directors of Digital Forensic Research Workshop (DFRWS). His career spans nearly three decades in digital forensics, beginning at the Forensic Laboratory (now NFI) in 1992. Throughout his career, he has worked with major organizations including ZyLAB, PWC, Fox-IT, Tracks Inspector, and Magnet Forensics, participating in high-profile investigations such as fraud cases at Bouwfonds and corruption investigations at Siemens and Daimler. Computer Science graduate from Delft University of Technology PhD in Artificial Neural Networks from Maastricht University (1993) Former lecturer at Amsterdam University of Applied Sciences (2009-2016) Founder of Volto Labs and advisory board member of DuckDuckGoose AI Henseler's research focuses on the evolving landscape of digital evidence, particularly in IoT forensics and AI applications. He established the IoT Forensics Lab at The Hague Security Delta to address emerging challenges as cyberspace and the physical world merge. His recent publications examine how language models can serve as 'co-pilots' in digital evidence search, reflecting his commitment to integrating cutting-edge technology into forensic practice. He has developed innovative educational approaches, including a dual education program in collaboration with the FIOD and Police, and has plans for a professional master's degree in Forensic ICT. His teaching philosophy emphasizes practical, hands-on experience, preparing students to handle the 'ever-growing mountain of digital evidence' in professional settings. Henseler's career demonstrates consistent dedication to the three pillars he identifies as central to his work: pioneering, innovating, and exchanging knowledge. His extensive industry experience directly informs his academic work, creating a valuable bridge between theoretical knowledge and practical application in the rapidly evolving field of digital forensics.

• Nursing Leadership
• Family-centered Practice
• Nursing Education Research
• +۳ مورد دیگر

Marieke Deuling serves as a lecturer-researcher in the Nursing Program within the Faculty of Health Care at Leiden University of Applied Sciences, a position held since February 2021. She concurrently pursues doctoral research through collaboration with the VIO research group at the same institution. Her academic credentials include: Master's in Nineteenth Century Studies (University of Sheffield) Master's in Humanities (University of Humanistic Studies) First-degree teaching qualification in Philosophy of Life CELTA certification for English language instruction Marieke's research integrates nursing leadership with educational methodology, building on her prior work in family-centered practice within child and adolescent psychiatry. Her current doctoral research through the VIO group advances evidence-based approaches to healthcare education, focusing on practical applications for nursing professionals. This trajectory demonstrates her commitment to bridging clinical practice with academic rigor in healthcare training. As a lecturer-researcher, she contributes to both curriculum development and knowledge creation within nursing education. Her interdisciplinary background enables innovative teaching methods that connect historical perspectives with contemporary clinical challenges, fostering critical analysis among students. The institutional support from Leiden's Faculty of Health Care facilitates her dual focus on pedagogy and research. Her professional journey reflects progressive engagement with research infrastructure, from quality assessment projects with the Research Quality Committee to her current PhD work. This evolution highlights her growing expertise in evaluating and enhancing educational frameworks within healthcare professions.

• Learning Ecosystems
• Nature Education
• Child Development
• +۳ مورد دیگر

Sofia van Santen is a Research Lecturer at Leiden University of Applied Sciences, teaching in the teacher training program while leading research with the Nature & Child Development group. She collaborates extensively with Naturalis Biodiversity Center to bridge formal and informal learning environments for inclusive nature-science education. Her research centers on learning ecosystems that integrate home, neighborhood, classroom, and community spaces to foster children's engagement. She investigates conditions that make children feel consistently welcome and capable of growth, focusing on accessibility barriers and equity in science education pathways. Key projects evaluate how natural play environments stimulate language development and how community partnerships expand learning opportunities. Recent publications (2020-2023) demonstrate interdisciplinary work spanning environmental education, child development, and inclusive pedagogy. Studies like the 'Nature around the corner' pilot and exploratory research on natural play highlight practical applications of ecosystem-based learning, emphasizing community co-creation and accessibility. As a research lecturer, she prepares future educators to implement nature-focused inclusive strategies. Her collaborations with Naturalis indicate active grant-funded work transforming children's access to science, though specific funding details aren't publicly documented. The Nature & Child Development research group drives these initiatives through partnerships with schools, museums, and neighborhood organizations to create seamless educational experiences.

Bertjaap van der Ploegمشاهده پروفایل

مدرس

• History Education
• Citizenship Education
• Historical Perspective-Taking
• +۳ مورد دیگر

Bertjaap van der Ploeg is a University Lecturer in History and Lecturer-researcher in the Language & Development department at KPZ University of Applied Sciences, a specialized institution for primary education teacher training. He coordinates the "Samen Onderzoeken" (Research Together) project, which facilitates collaboration between research schools and universities of applied sciences on practical educational issues. His research focuses on historical perspective-taking in primary education, examining how students aged 10-12 develop the ability to understand historical contexts and viewpoints. Van der Ploeg views historical perspective-taking as a crucial citizenship skill that fosters empathy, critical thinking, and the ability to understand different perspectives. His work integrates history education with language development and citizenship education, exploring how these domains can reinforce each other in primary school settings. Van der Ploeg's research examines the use of different text types in history education, including abrasive texts (which challenge existing views), neighboring texts (which provide related contexts), and rich texts. His work investigates how these texts can stimulate historical reasoning and perspective-taking among primary school students. He has also developed expertise in the pedagogical content knowledge of experienced primary school teachers regarding historical perspective-taking instruction. His scientific contributions include publications in journals such as Resilience and Veerkracht, with recent work extending into 2025. Notable publications include "Historical perspective-taking as a citizenship skill" (2023) and "Breaking the bubble. How historical reasoning can contribute to empathy and understanding other perspectives" (2020). As a teacher educator, Van der Ploeg contributes to training future primary school teachers in history education. His research directly informs teacher training programs at KPZ University of Applied Sciences, helping prepare educators to effectively teach historical perspective-taking and integrate it with citizenship education. He actively participates in academic conferences including HEIRNET, History Didactics Day, and Velon Congress, presenting on topics related to historical perspective-taking, citizenship education, and the integration of history and language education in primary school settings.

• Art education
• Curatorial studies
• Archival studies
• +۶ مورد دیگر

Clare Butcher (she/her) is a lecturer at the Centre for Curating the Archive, University of Cape Town, and curator of the 'We Contain Multitudes' (Other Voices) programme at BEAR, ArtEZ, Arnhem. Previously, she served as curator of Public Programming and Learning for the Toronto Biennial of Art (2019-2021) and was part of the aneducation team for documenta 14 (2016-2017). Butcher's research interests span art education, curatorial studies, and archival practices with a critical focus on language and terminology. She explores how words shape our understanding of art and culture, often examining etymologies with students. Her work engages with decolonial theory, intersectionality, and collaborative methodologies, emphasizing accessibility and ethical practice in artistic contexts. Her recent scholarly contributions include 'How to Read an Exhibition' (2022) and 'There's a Leak in This Whole Building: Resisting Normative Exhibition Practices' (2022), which reflect her interest in exhibition practices and institutional critique. Butcher's curated selection 'Invisible Infrastructures: Revealing Terminologies' for APRIA highlights works that expose the power dynamics embedded in language. Known for her commitment to clear communication, Butcher previously implemented a 'bullshit jar' in classrooms to discourage unnecessary jargon, with collected funds going toward end-of-year party snacks. Her teaching approach emphasizes inclusion and collaborative learning, aligning with her broader engagement with critical pedagogy and ethical practice in art education.

Anneke Luijtenمشاهده پروفایل

مدرس

• Diversity in Education
• Educational Storytelling
• Autism Education
• +۳ مورد دیگر

Anneke Luijten serves as a Lecturer and Researcher at Fontys University of Applied Sciences, actively contributing to the Valuing Diversity research group within the Master's program in Education and Training (EN). Her work bridges theory and practice across primary, vocational (MBO), and higher professional (HBO) education sectors. Her research centers on leveraging storytelling to heighten educators' self-awareness regarding language impact, implicit biases, and student expectations. Key thematic focuses include autism perception, sexual diversity/integrity, citizenship education, and cross-cultural communication in learning environments. She develops practical tools through practice-based and design-based research to foster inclusive classrooms where all students' potential is unlocked. As an educator, she mentors professionals through EN program modules on Autism and the Practitioner while conducting workshops that integrate social themes into curricula. Her approach emphasizes open dialogue with students and parents from diverse backgrounds to co-create educational visions centered on equity. Luijten operates within the Valuing Diversity research group, which drives innovation in diversity-responsive teaching methodologies through narrative-based reflection techniques and collaborative action research with educational institutions.

Aafke Baars-Seebregtsمشاهده پروفایل

پژوهشگر

• Acceptance and Commitment Therapy (ACT)
• Student Well-being
• Resilience
• +۴ مورد دیگر

Aafke Baars-Seebregts serves as a teacher-researcher at Fontys University of Applied Sciences' School of Pedagogy and trainer at Fontys Teacher Professional Development. With a Psychology background, she has guided students in research design since completing her studies, specializing in Acceptance and Commitment Training (ACT) since 2017. Her educational foundation includes: Master's degree in Psychology (Drs. qualification) Her research centers on student well-being, resilience, and identity development, advocating for explicit focus on these elements in higher education. She contends resilient students gain greater life control, enhancing personal development. As an active member of the "Parenting for the Future" research group, she investigates how resilience frameworks support student identity formation through practical coaching applications. Publication analysis reveals evolving expertise from health psychology (2000 pulmonary fibrosis study) through educational research (2004 reading aloud and nature childcare projects) to specialized trauma treatment (2009) and current ACT applications. Her 2021 physiotherapy papers demonstrate systematic translation of psychological flexibility principles into clinical practice, emphasizing the ACT matrix for managing chronic conditions. She mentors students in research methodology while actively contributing to the "Parenting for the Future" initiative, where her current work examines resilience-building interventions for student populations through identity-focused coaching frameworks.