جست‌وجوی استاد و پژوهشگر

• Literacy Education
• Science of Reading
• Teacher Preparation
• +۳ مورد دیگر

Dr. Angela Rutherford is a Professor of Teacher Education at the University of Mississippi's School of Education and Director of the Center for Excellence in Literacy Instruction (CELI), with over 30 years of public education experience driving state and national literacy initiatives. Her academic background includes: Ph.D. in Education, Auburn University (2003) M.Ed. in Educational Administration, University of Southern Mississippi (1993) B.S. in Elementary Education, University of Southern Mississippi (1988) Dr. Rutherford's research centers on evidence-based literacy instruction and teacher preparation grounded in the science of reading. She champions educational equity through policy development and community engagement, notably shaping Mississippi's Literacy-Based Promotion Act (2013) to ensure third-grade reading proficiency. Her work addresses systemic barriers in K-12 literacy access while promoting school readiness and summer learning programs. As principal investigator, she secured over $13 million in grant funding for initiatives including the Mississippi Campaign for Grade-Level Reading and community-school partnerships engaging college volunteers as literacy tutors. Her projects focus on resource allocation for underserved populations and teacher training in reading diagnosis. She directs CELI and oversees the university's top-ranked lab school preschool, while serving on the Mississippi Reading Panel, Utah Expert Reading Panel, and REL Southeast Governing Board. Appointed by Governor Tate Reeves to the State Early Childhood Advisory Council, she also chairs the Mississippi Higher Education Literacy Council.

Alissa Flatleyمشاهده پروفایل

مدرس

• Physical geography
• Environmental geoscience
• Geomorphology
• +۹ مورد دیگر

Dr. Alissa Flatley is a Lecturer in Physical Geography at UNSW Canberra within the School of Science. Her research focuses on the interaction and management between human-physical systems, with expertise in geomorphology, remote sensing, and geochronological techniques. Dr. Flatley completed her PhD in 2022 at the University of Melbourne, where her research examined the geomorphology of small arid zone streams in the Eastern Pilbara, Western Australia, and implications for mining river relocation designs. After her PhD, she worked as a senior tutor, then associate lecturer and research assistant at the University of Melbourne, supporting research projects in cosmogenic isotope analysis and optically stimulated luminescence of Quaternary materials. Following a brief period in Wales, she joined UNSW Canberra in early 2025. Dr. Flatley integrates novel geomorphic techniques with remote sensing and GIS mapping to address issues relating to past Quaternary environments and anthropogenically driven environmental change. Her research applies geochronological techniques to understand the interaction between human-physical systems and landscape processes at various timescales. During her PhD, she was an AINSE scholar, conducting landscape research in dryland environments using cosmogenic isotope dating at ANSTO, Australia. Her research publications span geomorphology, hydrology, and environmental science, with a focus on arid environments, river systems, and mining impacts. Her work frequently addresses the Pilbara region of Western Australia, examining sediment dynamics, landscape change processes, and geomorphic reference criteria for river diversions around mine sites. AINSE scholar Dr. Flatley supervises postgraduate students interested in geography, fluvial geomorphology, remote sensing, catchment management, and geochronology. She welcomes potential project enquiries for Masters by Research or PhD programs at UNSW Canberra in areas including applied geomorphology, dryland geomorphology, and river diversion dynamics. She teaches Geography 1A (ZPEM1201), Geography 1B (ZPEM1202), Environmental Hazards (ZPEM3204), and Geographic Research Methods (ZPEM3208) at UNSW Canberra.

Linda Bradleyمشاهده پروفایل

دانشیار

• Digital Learning
• Mobile Learning
• Language Learning
• +۵ مورد دیگر

Linda Bradley serves as an Associate Professor at the Department of Education, Communication and Learning at the University of Gothenburg. She concurrently works as a higher education pedagogical developer at the unit for Pedagogical Development and Interactive Learning (PIL) within the same institution. Her academic profile demonstrates strong integration between research, teaching, and practical application of educational technologies. Dr. Bradley's research program centers on social interaction and digital technology in learning environments, with particular emphasis on digital and mobile learning across formal and informal settings. Her scholarly trajectory reveals consistent exploration of language learning, migration contexts, and digital professional development over the past decade. Current research leadership includes a co-creation project developing a mobile application with chatbot functionality for long-term unemployed job seekers, alongside responsibility for the research node 'Revitalizing higher Education research: Learning, IT and Higher Education.' Her work in Open Learning spans three EU projects focused on developing pedagogical methods for digital teaching tools. Analysis of her recent publications (2021-2025) shows a cohesive research trajectory at the intersection of technology, language acquisition, and social integration, particularly for migrant populations. Her work frequently employs collaborative methodologies including co-design approaches and interdisciplinary frameworks. The publications demonstrate strong international collaboration patterns with researchers across Europe. In teaching, Dr. Bradley brings extensive experience in technical communication and technical language instruction for engineering and naval officer students. Her current teaching responsibilities focus on higher education pedagogy courses at the PIL unit, serving participants from all university faculties, and instruction within the international master's program in information technology and learning.

• Context-oriented programming
• Software engineering
• Programming languages
• +۸ مورد دیگر

Kim Mens is a Professor at Université catholique de Louvain (UCLouvain), affiliated with the Louvain School of Engineering (EPL), the Institute of Information and Communication Technologies, Electronics and Applied Mathematics (ICTEAM), and specifically the Pôle en ingénierie informatique (INGI). His research spans multiple areas of computer science with a particular focus on context-oriented programming, software engineering, and programming education. Professor Mens' research interests center around context-oriented programming, software evolution, and programming education. His work explores how software systems can dynamically adapt to changing contexts, with applications in self-adaptive systems, feature-based programming, and context-aware applications. In programming education, he investigates how to improve student learning through better feedback mechanisms, pattern mining in student code, and explicit instructional strategies. His recent publications (2022-2025) demonstrate a strong focus on both theoretical and practical aspects of context-oriented systems. His work spans software testing for adaptive systems, program query languages, automated feedback for programming education, and context-aware programming frameworks. His research shows a clear progression from foundational work in context-oriented programming to practical applications in software engineering and education, with increasing integration of AI techniques like BERT for educational applications. Professor Mens actively collaborates with researchers across Europe, particularly in Belgium, the Netherlands, and other European countries. His work appears in top software engineering and programming conferences and journals, demonstrating the significance and impact of his contributions to the field. His current research trajectory suggests continued innovation at the intersection of programming languages, software engineering, and computer science education.

Elena Korshenkoمشاهده پروفایل

پژوهشگر

• Politics and government systems in Japan
• Comparative party politics
• Japanese parliamentarism
• +۳ مورد دیگر

Elena Korshenko is a Scientific Associate ( Wissenschaftliche Mitarbeiterin ) in Japanese Studies at the Department of History and Cultural Studies, Free University of Berlin. She holds an MA in Pacific Asian Studies from SOAS (London) and a BA in Asian and African Studies from Lomonosov Moscow University. Education : Doctoral studies at Graduate School of East Asian Studies (GEAS), Free University of Berlin; Visiting research at University of Tokyo; Intensive Japanese language program at Waseda University Research : Focuses on politics and economy of Japan, comparative party politics, and mixed-methods approaches to analyze political systems Teaching : Tutored courses in institutional theory at GEAS Her fieldwork and research design expertise stems from projects like the Leibniz competition project IMISEM GIGA, where she served as Japan focus consultant. She has received multiple scholarships including DAAD STIBET and Japan Foundation funding.

• High Performance Computing
• Parallel Computing
• Computer Systems
• +۴ مورد دیگر

Preeti Malakar is an Assistant Professor in the Department of Computer Science and Engineering at the Indian Institute of Technology Kanpur. She leads the Scalable Parallel Computing Laboratory (SParCL) and previously held positions as a postdoc and Assistant Computer Scientist at Argonne National Laboratory (USA) and was a Visiting Affiliate at Lawrence Berkeley National Laboratory (USA). She completed her PhD from the Indian Institute of Science Bangalore under Prof. Vijay Natarajan and Prof. Sathish Vadhiyar. Her research focuses on high-performance computing systems, parallel I/O optimization, in-situ analysis, and scientific visualization. Key areas include job scheduling, communication optimization for MPI applications, machine learning for performance prediction, and adaptive frameworks for large-scale simulations. Her work integrates HPC with climate modeling and extreme weather prediction. Recent publications emphasize job scheduling with SLURM, deep learning for climate applications, in-situ visualization, and auto-tuning of parallel I/O parameters. Her research consistently targets optimization of HPC systems for scientific domains. Awards: Best Paper Award, EduHiPC 2019 TCPP Best Paper Award, HiPC 2009 She actively advises students in HPC research, with alumni pursuing careers at NVIDIA, Microsoft, Apple, and SAP Labs. Her lab (SParCL) hosts internships and winter schools, including the ACM Winter School on HPC at IIT Kanpur.

• Clinical Psychology
• Evidence Synthesis
• Oncology Psychology
• +۶ مورد دیگر

Dr. Gemma Cherry is a Clinical Professor in the Department of Primary Care and Mental Health at the University of Liverpool, where she has held academic and clinical positions since October 2016. She serves as Research Tutor for Year 3 of the Doctorate in Clinical Psychology Programme and teaches across both the MBChB and Psychology undergraduate degree programmes. Her academic work bridges clinical practice and research, with a focus on integrating psychological approaches within physical healthcare settings. Her educational background includes a BSc in Psychology (2005) from Newcastle University, and a PhD in Medical Education (2013), Doctorate in Clinical Psychology (2016), and Certificate in Professional Studies in Learning and Teaching in Higher Education (2018) from the University of Liverpool. She is registered with the Health and Care Professions Council as a Practitioner (Clinical) Psychologist (PYL33875) and holds an honorary Clinical Psychology post with the Clinical Health Psychology Service, Liverpool University Foundation Hospitals NHS Trust. Cherry's research spans three interconnected domains: decision-making and clinical communication (particularly within oncology contexts), development of trans-diagnostic psychological interventions for chronic physical health conditions, and evidence synthesis methodology. Her work often focuses on patient experiences, optimizing communication in clinical trials, and developing psychological support for cancer patients and survivors. She has published over 30 evidence syntheses including Cochrane reviews and Health Technology Assessments. Her recent publications (2025) demonstrate a strong focus on qualitative evidence synthesis across diverse healthcare contexts including chronic pain management, dementia care, autism in perinatal settings, and post-ICU recovery from COVID-19. These works consistently apply methodological rigor while maintaining patient-centered perspectives, with particular attention to understanding the lived experiences of vulnerable populations. Fellow of the Higher Education Academy (2019 - present) Co-author of "Doing a Systematic Review: A Student's Guide" (2023), adopted by over 200 courses internationally Lead investigator on multiple NIHR-funded studies including the ACTIOHN study and BIG BOSS study As an educator, Cherry supervises doctoral trainees and teaches research methods with a specialty in evidence synthesis. She serves as external examiner for clinical psychology programs at Swansea University and University of Manchester, and leads Postgraduate Research within her department. Her grant portfolio includes projects funded by the Department of Health & Social Care, Cancer Research UK, and North West Cancer Research, reflecting her significant contributions to healthcare research. Cherry leads the Liverpool Reviews and Implementation Group, which focuses on methodological innovation in evidence synthesis. Her current work emphasizes translating research findings into clinical practice, particularly in oncology settings, through the development of patient-centered communication strategies and psychological interventions.

• Educational Psychology
• School Improvement
• Evidence-Based Education
• +۵ مورد دیگر

Dr. Anabel Bach is a Researcher in the Department of Education and Psychology at Free University of Berlin, affiliated with the Institute of School Pedagogy and School Improvement Research . Since 2015, she has focused on evidence-based educational governance, teacher training, and collaborative learning mechanisms. Diploma in Psychology (2011) and Doctorate in Education and Psychology (2018), both from Free University of Berlin Her research examines school improvement strategies , evaluation policies , and teacher collaboration . Key projects include K2teach (video-based learning), SteBis (governance), and StABil (evaluation practices). Recent publications analyze collaborative online learning , problem-based learning questionnaires , and data-driven school policies . She has presented internationally on low-stakes testing and school-based staff development . Her work integrates educational psychology , organizational theory , and policy analysis to enhance teacher competencies and school effectiveness. Dr. Bach's methodological expertise includes survey development , questionnaire validation , and empirical educational research . She has contributed to technical reports for the StABil project and collaborated with institutions like Humboldt University Berlin.

• Management of social work
• Management of social-pedagogical institutions
• Preventive pedagogic
• +۱ مورد دیگر

Assoc. Prof. Bozhidara Kriviradeva, PhD, is an academic at the Faculty of Education of Sofia University 'St. Kliment Ohridski', affiliated with the Department of History and Management of Education . As a lecturer, her responsibilities include teaching and research in social work and pedagogy. Research focus on organizational culture in social-pedagogical institutions Development of preventive pedagogy models for student behavior Training programs for child care systems in Central and Eastern Europe Her recent publications highlight interdisciplinary work at the intersection of education, social work, and child welfare, emphasizing practical training, behavioral prevention, and institutional communication. Key themes include: Substance abuse prevention in schools Experiential learning for social work students Aggression management in educational settings She contributes to curriculum development in Bachelor’s and Master’s programs , specializing in: Management of social work Innovation in interpersonal relations

Zoltán Sturczمشاهده پروفایل

دانشیار

• Language pedagogy
• History of language education
• Educational theory
• +۷ مورد دیگر

Dr. Zoltán Sturcz serves as an Associate Professor at the Budapest University of Technology and Economics (BME), Faculty of Economics and Social Sciences, Department of Technical Pedagogy. With a career spanning over three decades at BME, he has held various academic and administrative positions including Director of the BME Language Institute (1990-2001) and GTK General and Educational Vice Dean since 1998. His educational background includes: Hungarian-Russian language and literature department, ELTE (1973) History major, ELTE (1978) Doctor of Humanities (ELTE, 1982) Candidate of Educational Sciences/Ph.D. (MTA TMB, 1992) Protocol and behavioral culture course (ELTE, 1996) Distance learning tutor expert training (NTT-PTE, 2003) Sturcz specializes in language pedagogy, history of language education, and technical language research. His work examines the complex relationships between language, literature, culture, vocational training, and economy. His research particularly focuses on professional language cultivation, stylistics, and the evolution of technical language within educational contexts. He has investigated employer language expectations, language policy in higher education, and the role of linguistic culture in school management. His publication record shows consistent scholarly output over four decades, with research concentrating on language education history (particularly 1910-1920 reforms), technical language development, professional communication, and the relationship between language education and economic needs. His work demonstrates a clear trajectory from linguistic theory to practical applications in educational settings, with increasing focus on the economic dimensions of language skills. As an academic leader, Sturcz has directed numerous research projects including FEFA Foreign Language Education Projects (1991-1997), MKM Research Development Applications (1994-1996), and Klebelsberg Kunó Foundation projects (1994-1998). He established and accredited the BME Language Examination Center (2000-2001) and has supervised multiple PhD theses. His professional activities extend to academic leadership through membership in numerous associations including the National Association of Language Teachers, Hungarian Association of Language Teachers and Applied Linguists, and the International Society for Engineering Education. He has also served on various university committees and contributed to accreditation processes for academic programs.

• Japanese Language Education
• Languages Education for Children
• Language Education Policy
• +۳ مورد دیگر

Yuko OTA is an Associate Professor at Waseda University's Global Education Center, specializing in Japanese Applied Linguistics. With a PhD and MA from Waseda University and study abroad experience at The University of Queensland, she focuses on plurilingual education, language policy, and teacher development. PhD in Japanese Applied Linguistics (Waseda University, 2009) MA in Japanese Applied Linguistics (Waseda University, 2006) Study Abroad Program (The University of Queensland, 2004) Her research explores Japanese language education for children in multicultural contexts, teacher professional development, and academic writing. Recent publications highlight mobility, plurilingual practices, and identity formation. Key article trends include mobility studies, plurilingual literacy, and intercultural pedagogy. She has received the Waseda University Teaching Award (2021) and leads projects funded by Japan Society for the Promotion of Science and Waseda University.

Etienne Zinkمشاهده پروفایل

پژوهشگر

• Software-Defined Networking (SDN)
• P4 Programming Language
• Network Security
• +۳ مورد دیگر

Etienne Zink is a PhD Student & Research Assistant at the University of Tübingen , affiliated with the Faculty of Science and the Department of Computer Science , specifically the Chair of Communication Networks. His research focuses on Software-Defined Networking (SDN) and P4 programming language applications in network monitoring and softwarization. B.Sc. in Computer Science (2019-2022) at DHBW Stuttgart Campus Horb M.Sc. in Computer Science (2022-2024) at the University of Tübingen Etienne contributes to network softwarization research through projects involving Snabb-Based Service Functions and Rust Barefoot Runtime (RBFRT) . His work addresses performance optimization, protocol enhancements, and runtime control in SDN architectures. Recent publications focus on histogram-based RTT monitoring and P4TG framework improvements. He supervises courses including Network Security I/II and Public Cloud Computing , while tutoring Network Softwarization and Informatik der Systeme . Etienne's programming expertise includes Rust and P4 for network device control.

Mariam Cristina Ait-Chaib Corcheroمشاهده پروفایل

مدرس

• Psychosocial Intervention
• Health Psychology
• Social Psychology
• +۳ مورد دیگر

Mariam Cristina Ait-Chaib Corchero is a Lecturer at Camilo José Cela University's Faculty of Education since 2022, specializing in psychoeducational and psychosocial intervention for vulnerable groups. She is an International PhD candidate in Health and Social Psychology at UNED and a certified General Health Psychologist. Higher Technician in Social Integration (IES Barrio Bilbao) Diploma in Social Work (UNED) Graduated in Psychology (UNED) Master's in Emergency Psychology (Autonomous University of Madrid) Master's in Organizational Psychology (Rey Juan Carlos University) Master's in General Health Psychology (Nebrija University) Postgraduate in Neurocriminology (University of Valencia) Her research focuses on mental health in vulnerable populations, including at-risk children, migrants, and people with disabilities. She has led studies on pandemic impacts, social exclusion, and integration strategies, often collaborating with FRONTEX, Red Cross, and COP Madrid. Recent publications highlight her work on visual impairment inclusion, bullying interventions, and neurocriminological profiling. She also serves as a psychopedagogical tutor for well-being workshops and provides clinical services at Milenium Medical Center and Virgen de la Luz Hospital. Her professional network spans educational institutions like British St. George School and Mejorada del Campo Sports Center, with a 20-year track record in educational and psychological support programs.

Abhik Roychoudhuryمشاهده پروفایل

استاد

• Program Analysis
• Software Testing
• Software Security
• +۵ مورد دیگر

Abhik Roychoudhury is a Provost's Chair Professor of Computer Science at the National University of Singapore (NUS), where he has been working since 2001. He serves as the Editor-in-Chief of ACM Transactions on Software Engineering and Methodology (TOSEM) and chairs the FSE Steering Committee. Professor Roychoudhury leads the TSUNAMi center, a five-year research effort funded by the National Research Foundation in trust-worthy software, and is the Lead Principal Investigator of the Singapore Cyber-security Consortium. Professor Roychoudhury received his Ph.D. in Computer Science from the State University of New York at Stony Brook in 2000. His academic journey has been primarily at NUS, where he has built a distinguished career in software engineering research. His research focuses on software testing and analysis, software security, and trust-worthy software construction. Professor Roychoudhury's research group has developed scalable techniques for testing, debugging, and repair of programs using systematic semantic analysis. His work on automatic program repair has been particularly influential, contributing to the vision of self-healing software. Current research directions include integrating large language models with traditional program analysis techniques for autonomous software engineering, as exemplified by the AutoCodeRover project. Professor Roychoudhury's recent publications demonstrate a strong focus on automated program repair, with increasing integration of large language models and AI techniques. His work spans both theoretical foundations and practical applications, with numerous contributions to top software engineering conferences. The research shows a clear trajectory toward more autonomous software engineering systems that can understand code intent, generate repairs, and verify their correctness. IEEE TCSE New Directions Award (2022) ICSE 2023 Most Influential Paper Award ACM Distinguished Speaker (2013-2019) Fellow of the ACM Professor Roychoudhury has successfully mentored numerous Ph.D. students who have gone on to academic positions at prestigious institutions worldwide, including University College London, Max-Planck Institute, and University of Melbourne. His research is supported by significant grants, including a five-year program on Automated Program Repair at NUS funded by the National Research Foundation, and collaborations with industry partners through the Singapore Cyber-security Consortium. The TSUNAMi center represents a major research initiative with substantial funding for trust-worthy software research. Professor Roychoudhury leads an active research group focused on software analysis and repair. The group has developed several notable systems including AutoCodeRover, an autonomous software engineer that can resolve GitHub issues with minimal LLM cost. The group collaborates extensively with industry, as evidenced by the recent acquisition of AutoCodeRover by Sonar. Current research directions include next-generation fuzzing of stateful systems and the integration of AI techniques with formal methods for more reliable software.

• Psychological Assessment
• Psychopathology
• Child and Adolescent Psychology
• +۴ مورد دیگر

María Inmaculada Gómez Becerra serves as Professor in the Department of Psychology at the School of Engineering, University of Almeria, teaching core courses across Psychology degrees and specialized Master's programs in General Health Psychology and Early Intervention. Her research concentrates on: Diagnostic assessment methodologies Developmental disorder interventions Epidemiology of child/adolescent mental health Family-centered care systems Autism and ADHD treatment protocols She leads the HUM057 research group Advances in Intervention and Epidemiology with Children, Adolescents and Families. No scientific awards are documented in available records. Clinical activities include weekly engagements at Imparables (UAL spin-off clinic) and ANECA, with structured student tutoring via hybrid appointments.