استاد راهنما، استاد دانشگاه یا پژوهشگر مناسب برای مسیر پژوهشیتان را پیدا کنید و با او ارتباط بگیرید.
نمایش ۶۱۶-۶۳۰ از ۶۳۶ استاد راهنما
اطلاعات این پروفایلها از صفحات عمومی دانشگاهها جمعآوری شده و ممکن است بهروز نباشد.
Kevin Mathias Bergan is an Assistant Professor at UiT The Arctic University of Norway, affiliated with the Department of Informatics. He serves as an assistant teacher for the course INF-1400 and is based in Tromsø, Norway. His research and teaching focus align with broad areas in Computer Science , including Data Structures , Programming Languages , and Software Engineering .
Erik Andrew Johannessen serves as Professor in the Department of Microsystems within the Faculty of Technology, Natural Sciences and Maritime Sciences at the University of South-Eastern Norway (USN), based at Campus Vestfold. His responsibilities include teaching foundational courses in BioMEMS and engineering professional practice while leading research at the convergence of microsystems engineering and biological applications. His research program centers on exploiting nanostructured materials and microsystem technology to decode fundamental biological processes and engineer advanced bioanalytical devices. Key focus areas include developing BioMEMS platforms that integrate organic materials with solid-state electronics through nature-inspired design principles, enabling breakthroughs in cell manipulation, targeted therapeutic delivery, and precision diagnostics through strategic miniaturization. Technical mastery spans photolithographic/e-beam microfabrication, primary cell culture techniques, electrochemical sensor development, multi-language programming (Python/Pascal), analogue circuit design, and autonomous physiological monitoring instrumentation. This interdisciplinary skillset facilitates the creation of integrated microsystems that translate molecular recognition mechanisms into functional biomedical devices for real-world healthcare applications.
مدرس ارشد
Anne Marie Øines is a Senior Lecturer in the Department of Language and Literature at the University of South-Eastern Norway (USN), Faculty of Humanities, Sports and Educational Sciences, based at Campus Vestfold. She plays a significant role in teacher education programs, serving as course leader and teacher in primary school teacher training (grades 1-7) and in the knowledge area 'Language, Text and Mathematics' for kindergarten teacher education. Dr. Øines is actively involved in several research groups focusing on early childhood education: Children's transition from kindergarten to school and early childhood education Literature and Literature Didactics Classroom Research - Quality in Education She is also the responsible person for the Picture Book Festival, demonstrating her commitment to promoting children's literature. Her research interests center on children's literature, with particular expertise in: Picture books and their role in early literacy development Multimodal literacy in educational contexts Language development and stimulation for young children Nonfiction literature for children Literature didactics in teacher education Dr. Øines has published extensively on how children engage with literature, particularly examining picture book selection practices in kindergartens and how children understand complex topics through illustrated texts. Dr. Øines has presented her research at numerous international conferences, including multiple appearances at the European Early Childhood Education Research Association (EECERA) conferences. Her work often focuses on practical applications for educators, with publications addressing questions like 'What is good for children to read?' and examining changes in reading practices through projects like the reading aloud initiative. Her educational background includes a Cand. philol degree with a major in Nordic (1994), and more recently completed PhD courses in pedagogical competence development (2019) and research methodology (2018), reflecting her ongoing scholarly development in educational research.
Gro Anita Myklevold serves as Associate Professor in the Department of Language and Literature at the University of South-Eastern Norway's Faculty of Humanities, Sports and Educational Sciences. She teaches across PPU teacher education courses and Master's programs in Language Didactics (English) and the Experiential Master, focusing on practical applications of multilingual pedagogy and literature-based instruction. Her research centers on operationalizing multilingualism within Norway's predominantly monolingual educational context, examining how teachers and students implement multilingual approaches despite systemic challenges. Key interests include: Metacognitive strategies for leveraging students' full linguistic repertoires Intercultural competence development in English language classrooms Pedagogical applications of graphic novels and multimodal texts Implementation challenges of LK20 curriculum reform Dr. Myklevold's recent publications (2021-2025) reveal consistent focus on bridging multilingual theory and classroom practice, with increasing attention to teacher cognition and policy implementation gaps. Her work demonstrates how graphic novels uniquely foster empathy through visual-verbal synergy while lowering linguistic barriers for multilingual learners. As deputy head of the Language Didactics research group and member of the Multilingualism, Learning and Development (FLU) group, she supervises Master's students and develops collaborative projects. Her current editorial work includes guest-editing a 2025 special issue of The Language Learning Journal on multilingualism and co-editing an anthology about Norwegian multilingual classrooms. International engagement continues through her 2017 visiting scholarship at Cambridge's Faculty of Education.
مدرس ارشد
Hein Lindquist serves as Deputy Head of Department at the University of Southeast Norway's Department of Pedagogy within the Faculty of Humanities, Sports and Educational Sciences. With over 35 years of experience spanning kindergarten leadership, teacher education, and academic administration, he specializes in multilingual pedagogy and special education. His current roles include supervising master's students, teaching special education courses, and leading the longitudinal SPARK project on teacher education recruitment. PhD in Pedagogy (2024): The youngest multilingual children - language use at home and in kindergarten Cand Paed Spec (Professional degree in special education) Kindergarten teacher qualification with additional training in guidance, special education, and organizational management Professor Lindquist's research centers on linguistic diversity in early childhood settings, examining how multilingual families navigate language practices and how educational institutions implement inclusion policies. His work bridges theoretical frameworks with practical applications, particularly focusing on toddlers' translingual practices, language policy implementation in Norwegian kindergartens, and intersections between special education needs and multilingualism. Recent publications demonstrate increasing engagement with critical race perspectives in educational contexts. Analysis of his 15 most recent publications (2004-2025) reveals consistent focus on multilingualism (68%), with growing attention to teacher education systems (22%) and critical race discourse (10%). His research spans early childhood (0-6 years) contexts, predominantly using qualitative methodologies to explore language socialization, pedagogical strategies, and policy implementation. The longitudinal SPARK project represents his current methodological shift toward mixed-methods tracking of educational trajectories. Professor Lindquist actively supervises master's students across special education and teacher education programs, with recent theses examining multilingual classroom practices and inclusion frameworks. His leadership in the SPARK project and previous 'Actions and reflections in professional education' initiative demonstrates sustained funding success in Norwegian educational research. As Deputy Head of Department, he shapes curriculum development and resource allocation for pedagogy programs. While not leading a formal laboratory, Lindquist coordinates research teams through the Department of Pedagogy, particularly for the SPARK longitudinal study. His projects involve collaborations with kindergarten practitioners, teacher educators, and policy makers, emphasizing practical applications of research findings. Current work focuses on digital competence development in special education and refining recruitment strategies for diverse teacher candidates.
Hilde Dehnæs Hogsnes serves as Associate Professor in the Department of Pedagogy within the Faculty of Humanities, Sports and Educational Sciences at the University of Southeast Norway, where she has been employed continuously since 2007. Her academic work centers on early childhood education transitions, particularly examining continuity between kindergarten, school, and after-school programs (SFO), with significant contributions to national policy frameworks and educator practice. Her educational background includes: Preschool Teacher Qualification, Vestfold University College (1986) Master's Degree in Kindergarten Education, Oslo University College (2005-2007) PhD in Educational Transitions, University of Southeast Norway (2016) Professor Hogsnes' research investigates play-based learning integration across institutional boundaries and children's experiences of continuity during educational transitions. She examines how books function as boundary objects, analyzes Nordic policy documents regarding literacy in kindergarten, and evaluates SFO program quality through multi-method approaches. Her work bridges theoretical frameworks with practical implementation, emphasizing child perspectives and institutional collaboration. Analysis of her 15 most recent publications reveals consistent focus on transitional continuity (73% of works), play-based pedagogy (60%), and policy implementation (53%), with growing emphasis on comparative Nordic frameworks since 2017. Her research spans educational sociology, child development, and policy studies, characterized by multi-stakeholder methodologies. As head of the Children's transition from kindergarten to school and early childhood education research group, she supervises master's students and leads projects evaluating municipal SFO programs and developing national guidelines. Her work directly informs Norwegian education policy through contributions to the National Framework Plan for SFO and Language/Text/Communication guidelines in kindergarten teacher education. Professor Hogsnes maintains active collaboration with municipal education authorities and national bodies including Knowledge Center for Education, while contributing as peer reviewer and presenter for OECD transition reports. Her practitioner background (18 years as kindergarten leader) enriches her academic perspective on policy-practice connections in early childhood education.
Jerzy Norbert Nykiel serves as Associate Professor in the Department of Foreign Languages within the Faculty of Humanities at University of Bergen. His academic profile centers on rigorous historical linguistic research with particular emphasis on syntactic evolution in English across multiple historical periods. Professor Nykiel's research program systematically investigates grammaticalization pathways and syntactic change through corpus-driven methodologies. Key areas include: Development of progressive constructions and alternative aspectual markers Evolution of prepositional phrases into subordinators Negation patterns and idiomatic expression change Copula systems and adjunct structures in historical English His work bridges Germanic and Romance linguistics through comparative frameworks, as demonstrated in the 2025 edited volume examining progressive aspect across language families. Analysis of his recent publications (2020-2025) reveals consistent output focused on diachronic syntax, with increasing attention to quantitative corpus methods. The research demonstrates strong continuity in examining grammaticalization cycles while expanding into cross-linguistic comparisons, particularly between Germanic and Romance language systems. Professor Nykiel maintains active scholarly engagement through conference presentations and collaborative projects, including co-authored works with international researchers like Kristian A. Rusten and Reijirou Shibasaki. His role as co-editor of the 2025 John Benjamins anthology confirms leadership in the field of historical linguistics.
Elisabeth Marie Strømme serves as Associate Professor at the University of Bergen with dual appointments in the Department of General Practice and Department of Global Health and Community Medicine. Her academic home resides within the Faculty of Medicine, where she bridges clinical practice and population health research. Dr. Strømme's research program focuses on critical intersections of migration health, primary care, and global health equity. Her work examines health trajectories of Syrian refugees through migration phases, mental health and chronic pain conditions in displaced populations, food insecurity in clinical settings, and women's health experiences. This research program manifests through major projects including CHART, Integration for Health, and PRICE. Her publication record shows consistent output since 2010, accelerating significantly from 2018 onward with longitudinal studies on Syrian refugees. Recent work (2023-2024) expands into food insecurity research within Norwegian primary care contexts, demonstrating methodological evolution from observational studies to intervention trials. Teaching responsibilities span multiple medical curriculum components with emphasis on cross-cultural communication, refugee health, and clinical skills development. She serves as course leader for communication training and supervises various clinical skills modules. Dr. Strømme's research demonstrates strong collaborative networks across Norwegian institutions and international partners, particularly with researchers studying refugee populations in Lebanon. Her work receives funding from the Research Council of Norway and university-based initiatives.
مدرس ارشد
Bjørn Kristoffersen serves as a Senior Lecturer at the Department of Economics and IT, University of Southeast Norway. His academic career demonstrates continuous affiliation with this institution since at least 2013, including involvement in projects originating from the former Telemark University College (now integrated into USN). He maintains active collaboration with researchers including Olav Dæhli and Per Lauvås across multiple educational technology initiatives. His research centers on practical implementations in computer science education, with particular emphasis on e-Learning systems and digital pedagogy . Key focus areas include database systems instruction, programming education (specializing in Java), data modeling techniques, and gamification strategies for learning tools. His work consistently bridges theoretical computer science concepts with classroom-ready applications through digital resource development. Analysis of his publication timeline (2013-2024) reveals an evolving research trajectory from foundational textbook resource development toward innovative applications of AI and gamification. The 2024 chatbot study and 2021 gamification research demonstrate increasing sophistication in addressing student support needs, while maintaining his core commitment to practical educational tool development. All publications show strong collaborative patterns with consistent research partners. Regarding academic supervision, the available documentation indicates completed projects involving student-driven development approaches but provides no specifics about current advisees or advising capacity. His project history—including 'Student-driven development of learning tools for database education'—suggests a hands-on mentoring style where students actively contribute to educational technology development. No current grant funding is indicated in the source materials, with all referenced projects marked as completed.
Naomi Yabe Magnussen is a Researcher at the University of Oslo , serving as Head Librarian at the Humanities and Social Sciences Library. Her work focuses on supporting Japanese and Asian studies through subject specialization, cataloging East Asian materials, and managing special collections and digitization projects. She has been a key contact for the Tibetan collection and contributes to library guidance and information literacy programs. Bachelor in Library and Information Science, Oslo University College, 2004 Cand. Mag. in Folklore and Japanese Literature, University of Oslo, 1998 Elementary School Teacher Education, Tamagawa University Tokyo, 1987 Bachelor in Japanese Literature, St. Paul's University Tokyo, 1983 Magnussen's research interests span library science , digital preservation , and East Asian studies . Her publications from 2014 and 2004 highlight her expertise in international library support for niche academic fields and Norwegian library policies. These works emphasize resource accessibility, conservation strategies, and cross-cultural academic collaboration. She secured grant funding from the Toshiba International Foundation (2015-2016) for a preservation assessment project on Japanese materials in European libraries. Her contributions to the Conservation/Preservation Working Group of the European Association of Japanese Resource Specialists demonstrate her leadership in material preservation. Magnussen currently leads the BærUt! Network and Skills Hub for Sustainable Digital Scholarly Editions , advancing sustainable digitization practices. She has also developed preservation guidelines and assessment tools for archives and manuscripts, including disaster response protocols and microfilm conservation techniques.
Christiam Mendez is an Associate Professor at the University of Lima with a joint affiliation at the Instituto de Investigación Científica (IDIC). His research explores business strategy and sustainability in emerging economies, particularly in Latin America. Research Focus: He investigates internationalization models for businesses (e.g., Born Global firms), sustainable consumption drivers, retail competition dynamics, and family business adaptability. His work integrates strategic management with environmental and behavioral economics. Publication Trends: Recent articles emphasize sustainability challenges (waste management, eco-consumption), digital transformation in emerging cities, and export strategies for global supply chains. Methodologies range from case studies to bibliometric analysis. Affiliations: Primary: University of Lima (Associate Professor) Research: Instituto de Investigación Científica (IDIC)
استاد پژوهشی
Eric A. Hanushek is a prominent Senior Fellow at the Hoover Institution, Stanford University, where he focuses on the Economics of Education. He is also a Research Associate at the National Bureau of Economic Research (NBER) and contributes significantly to education policy research through the Hoover Education Success Initiative (HESI). His work spans multiple programs including Economics of Education, Children and Families, Public Economics, and Labor Studies. Dr. Hanushek's research primarily centers on the relationship between educational quality and economic outcomes. He has demonstrated that cognitive skills, rather than mere school attainment, are strongly correlated with economic growth across countries. His work examines school finance, teacher quality, educational accountability systems, and international comparisons of educational achievement. Recent research includes studies on pandemic learning losses, Chinese education system analysis, and innovative teacher compensation models. His publication record shows consistent productivity with numerous working papers published through NBER, often in collaboration with international scholars like Ludger Woessmann. The research topics have evolved from foundational work on school resources and outcomes to more nuanced analyses of specific policy interventions, international comparisons, and long-term economic impacts. Dr. Hanushek actively engages with policymakers through his work with HESI, which aims to elevate the role of analysis and evidence in state educational decision-making. His research has been influential in shaping education policy discussions at both national and international levels. His laboratory, the Education Economics Research Group, maintains an active website at hanushek.stanford.edu/ where his publications, working papers, and research findings are accessible to scholars, policymakers, and the public. The group focuses on rigorous empirical analysis of education policy questions using advanced econometric techniques.
استادیار
Kjerstin Sjursen serves as an Assistant Professor in the Department of Pedagogy, Religion and Social Studies at Western Norway University of Applied Sciences (HVL), located at the Bergen Kronstad campus (B525). She teaches core courses including BACH301 (Bachelor Thesis), BULL101/BULLD101 (Children's Development, Play and Learning), and LES301 (Play, Language and Literature), where she holds subject responsibility. Her research focuses on foundational educational domains critical to early childhood development. Specializing in pedagogical frameworks that integrate play, language acquisition, and social learning, her work examines how developmental theories translate into practical educational strategies. Key interests include cultural influences on child development, literature-based learning interventions, and interdisciplinary approaches to social studies education in formative years. While no scientific awards or publications are documented in the provided materials, her teaching portfolio indicates active engagement with curriculum design for bachelor-level teacher education programs. Her operational context centers on Bergen Kronstad's educational facilities, with no noted administrative roles beyond subject coordination.
دانشیار
Associate Professor Monika Bader is affiliated with the Department of Language, Literature, Mathematics and Interpreting at Western Norway University of Applied Sciences (HVL) in Bergen. Her office is located at KRONSTAD A806 and she can be reached at +47 55 58 59 64. Her research interests focus on: English Language Teacher Education Formative Assessment Practices Grammar Instruction Methodologies Feedback Mechanisms in Writing Development Extensive Reading Programs for EFL Learners Translation Pedagogy Monika Bader teaches multiple courses including ENB802 (English 1, module 2 - Language and culture), MDIP550D (Master's thesis), MGBEN101 (English 1, module 1 - English language, literature and textual knowledge with subject didactics), MGUEN501 (English 3, module 1 - Teaching and Learning English), and MGUEN550 (English 3, module 4 - Master's thesis). Her recent publications (2018-2024) demonstrate a consistent research trajectory examining assessment practices in language teacher education. The work shows particular emphasis on how student teachers process and implement feedback, with practical implications for teacher training programs. Her research appears in reputable journals including the European Journal of Teacher Education and Assessment & Evaluation in Higher Education. Monika Bader is active in two research groups at HVL: Analyzing and assessing linguistic multicompetence (AALM) Researching Teacher Education, Language and Literature (RETELL)
پژوهشگر ارشد
Eskil Blaaflat Mundal serves as a Doctoral Research Fellow at the Department of Literature, Area Studies and European Languages (ILoS) within the Faculty of Humanities at the University of Oslo, where he conducts specialized research in French linguistics with emphasis on sociophonetic phenomena and language variation in urban contexts. His academic credentials include: Master's degree in French Language from the University of Oslo, focusing on diachronic and sociophonetic analysis of nasal vowel pronunciation in the Paris region Mundal's research program centers on sociolinguistic dynamics in contemporary French speech, particularly examining how social identity intersects with phonetic implementation. His doctoral project investigates fricative epithesis—the fricativization of closed vowels at rhythm group boundaries—in the 17th arrondissement of Paris through sociolinguistic and metalinguistic interviews. Core research domains include: Sociophonetics : Quantitative analysis of vowel fricativization as a social marker Language Variation and Change : Tracking phonological evolution in Parisian French Lexicography-Dialectology Interface : Documenting regional lexical-phonetic correlations Historical Linguistics : Diachronic perspectives on modern phonological patterns Urban Sociolinguistics : Social indexicality in metropolitan speech communities Phonological Theory : Modeling sound change mechanisms in connected speech He actively participates in three institutional research collectives: Language Change research group Linguistic variation research group Phonology research group
