جست‌وجوی استاد و پژوهشگر

Elisabet Mellrothمشاهده پروفایل

پژوهشگر

• Gifted Education
• Mathematics Education
• Differentiated Instruction
• +۳ مورد دیگر

Elisabet Mellroth is a Researcher at Karlstad University's Department of Mathematics and Computer Science, focusing on gifted education and mathematics pedagogy. She contributes to advancing educational strategies for mathematically talented students, emphasizing differentiated instruction and teacher development. Her work bridges theory and practice through collaborative projects like the KLiMaT initiative, which explores professional learning communities in secondary schools. Education: Holds a Doctorate in Educational Work Her research interests center on identifying and nurturing mathematical talent, particularly in diverse classroom settings. She investigates topics such as enrichment programs, teacher training, and policy implementation, often using mixed-methods approaches. Recent work includes studies on online learning environments for gifted students, cross-European policy comparisons, and industry-academia collaborations in applied mathematics. She has edited conference proceedings and authored over 30 peer-reviewed publications since 2009. Awards: None explicitly stated Mellroth has advised/coordinated multiple research projects, including the KLiMaT program and collaborations with institutions like ECHA. She actively participates in international conferences on gifted education and mathematical creativity.

Marilena Mousoulidouمشاهده پروفایل

استادیار

• Cognitive Psychology
• Mental Health
• Child Development
• +۳ مورد دیگر

Marilena Mousoulidou is an Assistant Professor of Cognitive Psychology at the Department of Psychology, Neapolis University Pafos, and Program Coordinator of the BSc in Psychology. She holds a PhD in Cognitive Psychology from the University of Leicester (2010) and a BSc in Psychology from the University of Derby (2004). Her research focuses on cognitive processes linked to mental health, decision-making barriers, and children’s reading development. She was a Visiting Lecturer at Neapolis University from 2014-2015 before joining as faculty. Her work examines cognitive processes in mental health, including nomophobia, social media addiction, and pandemic-related behaviors. She collaborates on EU programs like COST and Erasmus+, and directs the Cognition, Emotion, and Language Laboratory (CELL). Recent studies address conspiracy theories during the pandemic, aggressive behavior interventions, and reading comprehension challenges in children. Mousoulidou’s research spans cognitive psychology, public health, and child development. Her articles often explore digital dependency, psychosocial development, and pandemic impacts on mental health, with a focus on Cyprus and European contexts. She participates in prevention programs for children’s socio-emotional skills and collaborates on experimental studies on mental health and social behaviors. No scientific awards are listed, but her contributions include over 20 peer-reviewed publications since 2008.

Mark Heslopمشاهده پروفایل

عضو هیئت علمی

• Chemical Engineering
• Adsorption
• Gas Phase Analysis
• +۳ مورد دیگر

Dr Mark Heslop is a Senior Teaching Fellow in the Department of Chemical and Process Engineering within the Faculty of Engineering at the University of Strathclyde. His academic career spans several decades with a focus on practical engineering education and student engagement. Heslop has established three pillars for an ideal learning experience: enjoyment, engagement, and understanding, emphasizing the importance of varied two-way communication between staff and students. Doctor of Philosophy, Binary gas adsorption on molecular sieves, Loughborough University (1988-1993) Master of Engineering, Chemical Engineering, Nottingham University (1983-1987) Master of Education, Proposed classification of the student learning experience for practical education, The University of Sheffield (2015-2018) Mark Heslop's research interests center around five main themes: adsorption from the gas phase, volume measurement of solids and porosity, novel detection methods, practical and laboratory education, and enhancing student engagement. His work in practical laboratory education has significantly influenced curriculum development, particularly in designing approaches for independent learning in undergraduate laboratory programs. Heslop's teaching philosophy emphasizes connecting academic content to real-world applications and domestic situations to enhance student familiarity and engagement with engineering concepts. His recent publications demonstrate a strong focus on engineering education methodology, particularly addressing challenges in capstone design projects, international student support, and remote practical education. Heslop has developed innovative approaches to teaching technical report writing through MOOC platforms and has contributed significantly to curriculum development in chemical engineering design. Heslop has been actively involved in professional activities including speaking at the Advance HE Teaching and Learning Conference 2023, serving as an examiner for IChemE accreditation at the University of Cambridge, and participating in the University Ethics Committee. His professional engagement extends to advising on design content in new undergraduate curricula and contributing to the International Symposium of Engineering Education. In terms of project leadership, Heslop has served as Principal Investigator for projects including 'Design and construction of an in-house EA experiment' (2022) and 'Binary and temporary adsorption isotherms from gas density measurements' (2004-2008), demonstrating both his practical engineering expertise and commitment to educational innovation.

• Computer Science Education
• Distributed Systems
• Performance Modelling
• +۳ مورد دیگر

Professor Katrina Falkner is the Pro Vice Chancellor for Learning and Teaching at the University of Adelaide and leads the Computer Science Education Research Group (CSER). She previously served as Executive Dean of the Faculty of Sciences, Engineering and Technology, and Head of the School of Computer Science. Her roles include leading initiatives such as the CSER Digital Technologies Education Program, funded by a $7.2M government contract, and driving cultural transformation within the university. She is a Fellow of the Australian Academy of Technological Sciences and Engineering (ATSE). Affiliations: Merger Integration Management Office, Division of University Integration Research Focus: Computer Science Education, Distributed Systems Modelling, Computational Thinking in K-12 Grants: Over $26M in government and industry funding Her work addresses inequities in education and technology access, including supporting over 45,000 teachers through CSER MOOCs. Key projects include the MEDEA modelling environment for distributed systems and collaborations in conservation drones with ecology researchers. Scientific Awards: Includes EdTechSA Leader of the Year (2015), ACS Gold Award (2015), and recognition as one of Australia's top 100 innovators (2021). Advising and Grants: Supervised numerous PhD and master's students, with ongoing recruitment for projects in computational thinking and educational technology. Her grants include initiatives to expand MOOCs for mathematics and teacher training. Labs/Teams: Leads the CSER group and previously directed the Modelling & Analysis Program within CDIT (2011-2021). Current research explores NLP for learning analytics and collaborative programming environments.

Kok-Sing Tangمشاهده پروفایل

استاد

• STEM Education
• Science Education
• Language and Multimodality
• +۵ مورد دیگر

Kok-Sing Tang is a Professor and Director of Graduate Research in the School of Education at Curtin University, Faculty of Humanities. With dual expertise in physics and education, he bridges scientific knowledge with pedagogical practice. He serves as Co-Editor-in-Chief of the journal Research in Science Education (RISE) and founded the ESERA Special Interest Group "Languages & Literacies in Science Education," establishing himself as a leader in international science education research. Professor Tang earned his BA and MSc in Physics from the University of Cambridge, UK, where he was recognized as a Cambridge Tripos Scholar, followed by a Postgraduate Diploma in Education from Nanyang Technological University, Singapore. He completed his MA and PhD in Educational Studies from the University of Michigan, USA, specializing in Science, Literacy, and Technology. His academic journey reflects a unique integration of scientific discipline knowledge with educational theory and practice. His research program centers on language, discourse, multimodality, and their intersections with science learning. Professor Tang investigates how students construct scientific understanding through multiple modes of representation and communication, with recent work focusing on generative AI's transformative potential in educational contexts. His scholarship examines classroom discourse patterns, disciplinary literacy development, and the material aspects of science learning. His publications reveal a clear trajectory toward integrating cutting-edge technology with foundational educational principles while maintaining rigorous theoretical grounding in sociolinguistics and semiotics. Professor Tang has received numerous prestigious awards, including the 2024 Humanities Teaching Excellence Award for HDR supervision and the Humanities Research Excellence Award for his research impact on generative AI in education at Curtin University. His work has also been recognized with the Top Cited Paper award from the Journal of Research in Science Education and multiple awards from the National Institute of Education in Singapore. As Director of Graduate Research, Professor Tang oversees doctoral programs while maintaining an active research agenda. His grant history demonstrates sustained funding success, with multiple projects as Principal Investigator from 2012-2016 focusing on disciplinary literacy and multimodal learning. His leadership extends to coordinating the STEM Education Research Group at Curtin University and shaping scholarly discourse through his editorial role at Research in Science Education.

Kathryne Fordمشاهده پروفایل

مدرس

• Biofiction
• Life-writing
• Literary Studies
• +۷ مورد دیگر

Dr Kathryne Ford is a Lecturer in Curtin University's School of Education and serves as Director of Learning and Teaching (non-Initial Teacher Education). Previously, she worked as a researcher at the Australian National University where she completed her PhD. Her academic journey includes a BA and MA from the University of Memphis and a PhD from the Australian National University. Her research spans biofiction, life-writing, literary studies, gender studies, cultural memory, narratology, creative writing, student wellbeing and engagement, art, and literacy. She investigates biofictional literacy, narrative agency, and student wellbeing, contributing to interdisciplinary dialogues on memory, identity, and pedagogy through publications in journals like a/b: Auto/Biography Studies and Life Writing . Dr Ford's recent publications reveal strong thematic continuity in neo-Victorian studies with focus on Charles Dickens, biofictional representation, and cultural memory, while simultaneously expanding into educational sociology through studies on Ukrainian migrant teachers' professional transitions in Australia. Her work consistently bridges literary analysis with contemporary social issues including gender, wellbeing, and intercultural communication. Her scientific recognition includes: Team Award, 2025 Curtin University School of Education Innovation & Excellence Grant Associate Fellow of the Higher Education Academy (AFHEA) Visiting Fellow, The Australian National University The Dickens Fellowship Team Award, 2013 Customer Service Benchmarking Australia “Best University” As an active HDR supervisor, Dr Ford leads diverse projects including feminist discourse in Chinese contexts, Ukrainian migrant teacher experiences, neurodivergent preservice teacher education, and narrative textiles. She directs the funded project 'Strive to Thrive: Enhancing Engagement and Wellbeing through a Positive Education Program' and serves on examination committees for multiple MPhil/PhD candidates. Her scholarly engagement extends through memberships in the Australasian Victorian Studies Association, Western Australian Institute for Educational Research, and The Dickens Fellowship.

Joanna Mirekمشاهده پروفایل

استادیار

• Translation Studies
• Simultaneous Interpreting
• Comparative Phraseology
• +۳ مورد دیگر

Dr. Joanna Mirek is an Assistant Professor at the Department of History of English and Translation Studies, John Paul II Catholic University of Lublin. She holds a PhD in Linguistics and BSc in Applied Linguistics, with research specialization in conference interpreting pedagogy, cognitive processes in translation, and comparative phraseology. Primary research areas: simultaneous interpreting training, self-repair mechanisms in trainee interpreters, certified translation standards Key contributions: Pioneering online SI course adaptation during pandemic, SI portfolio development for self-regulation Her peer-reviewed publications (2014-2022) focus on: Neurocognitive aspects of bilingualism Phraseological equivalence across English/German/Polish Remote interpreter training methodologies Scientific recognition: Inner Reward Award (2022) for best-scoring publication. She actively participates in national (Translators' Congresses) and international conferences (Wrocław Meetings, Łódź-ZHAW Colloquium), presenting research on self-repair mechanisms and virtual interpreter training. As editorial board member of Roczniki Humanistyczne , she contributes to academic discourse in applied linguistics.

• Gender studies
• Feminist and critical social pedagogy
• Intercultural communication
• +۲ مورد دیگر

Professor Natalija Mažeikienė is affiliated with the Department of Social Work at Vytautas Magnus University's Faculty of Political Science and Diplomacy , while also contributing to the Vytautas Kavolis Interdisciplinary Research Institute . With a Doctorate in Sciences (2002) and Professor status (2009), her work spans critical social pedagogy, gender studies, and intercultural communication. Research interests focus on inclusive education , dialogic communication , and empowerment strategies for marginalized groups. Her recent ETD supervision includes studies on stigma in social work , LGBT+ community engagement , and resilience in homeless women , reflecting her commitment to socially relevant interventions. Her 15 most recent works (8 shown) emphasize dialogic frameworks through empirical analyses of topics like intimate partner violence against disabled women , cyberbullying prevention , and rhizomatic learning models . These studies employ qualitative methodologies, including narrative analysis and critical discourse theory. As an advisor, she has mentored students on issues spanning social worker ethics and institutional barriers , though no scientific awards are documented in the metadata. Her influence extends across Lithuania's social sciences community through interdisciplinary research and pedagogical innovation.

• Second Language Acquisition (SLA)
• Language Assessment
• Digital Resources for Language Teaching
• +۳ مورد دیگر

Marie-Pierre Jouannaud is a Lecturer in Linguistics and English Language Teaching at Paris 8 Vincennes-Saint-Denis University, affiliated with the UFR Foreign Languages and Cultures (LLCER-LEA). She is a member of the TransCrit laboratory's 'Cognition, Society, and Language' research axis. Her primary role includes teaching courses such as Practical English Grammar, Dissertation Construction, and Project Management for postgraduate education programs. Research Interests: Her work focuses on Second Language Acquisition (SLA), particularly listening comprehension and vocabulary learning in English as a foreign language. She emphasizes bridging SLA research with practical language teaching and assessment methods, especially through digital tools. Key projects include the LUCIOLE tablet game for primary school learners and the FLUENCE project funded by France 2030. Recent Projects: Trans-3 (2022-2024): Evaluating tablet-based teaching tools' impact on pedagogical practices. Copolangues (2019-2021): Applying data clustering to language assessment. FLUENCE (2017-2022): Designing the LUCIOLE game for oral comprehension. Publications & Presentations: Recent contributions include studies on open science in SLA (2024), phonological awareness (2021), and digital game-based learning (2017). She regularly presents at conferences like AILA, CALICO, and EuroSLA. Labs & Collaborations: Active in the TransCrit lab and the RéAL2 scientific network. Involved in collaborative initiatives such as the SELF formative assessment system and tablet application development for language learning.

• English Language Teaching
• Curriculum Development
• Teacher Professional Development
• +۳ مورد دیگر

Prof. Dr. Evrim ÜSTÜNLÜOĞLU is a faculty member at İzmir Ekonomi Üniversitesi's Foreign Languages High School (Yabancı Diller Yüksekokulu) since 2004, currently serving as a Professor in English Language Teaching . Previously served as Director of Foreign Languages High School (2007-2018). Holds a PhD in Curriculum Development from Marmara University (1998), MA in English Language Teaching from Bilkent University (1992), and BA in English Language Teaching from Dokuz Eylül University (1983). Primary research areas: Teaching Methods, Curriculum Development, Teacher Professional Development Key projects: Tertiary education pedagogical skills (TUBITAK/BAP), ERASMUS/Socrates Lingua program, USA-Turkey educational exchange Published extensively on lecture capture systems, teacher evaluation, language learning autonomy, and cross-cultural educational comparisons. Recent work (2022) explores lecture capture usage patterns across stakeholders, while 2021 studies faculty perspectives on technology-based implementations. International collaboration evident through Slovakia and US academic ties. Recognized with prestigious scholarships including: TÜBİTAK Postdoctoral Research Scholarship (2015-2016) Slovak State Research Scholarship (2013-2014) Lewin Fellowship (2011-2012) New York State University academic support (2011-2012)

• Educational Technology
• Learning with Media and ICT
• Cognitive, Emotional, and Social Aspects of Learning
• +۴ مورد دیگر

Foteini Paraskeva is a Professor in the Department of Digital Systems at the University of Piraeus, specializing in learning psychology with technology. Her research focuses on leveraging ICT in educational settings to enhance cognitive, emotional, and social learning aspects. She emphasizes developing practical teaching methodologies, including computer-based learning, digital tools, and authentic assessment. Her academic contributions span over two decades, with a focus on e-learning frameworks, gamification, collaborative learning environments, and sustainable development in education. She teaches courses such as Instructional Methods, Educational Psychology, IT-Centric Professional Development, and Collaborative Learning Environments. Paraskeva’s work integrates technologies like escape rooms, agile methodologies, and e-portfolios to address 21st-century skills and sustainable development challenges. She explores motivational frameworks (e.g., ARCS model) and self-regulated learning strategies, often applied in platforms like Moodle and 3D virtual environments. Her research highlights the transfer of skills from virtual environments (e.g., MMOGs) to real-world contexts, and she advocates for bridging educational needs with workforce readiness through innovative pedagogical approaches.

• Translation Studies
• Interpreting Studies
• Intercultural Communication
• +۵ مورد دیگر

Professor Kayo Matsushita is a distinguished scholar in Translation and Interpreting Studies at Rikkyo University in Tokyo, Japan. She serves as Professor in the College of Intercultural Communication, Department of Intercultural Communication, and holds concurrent appointments in both the Master's and Doctoral Programs of the Graduate School of Intercultural Communication. Previously an Associate Professor at Rikkyo University (2017-2022) and International Christian University (2014-2017), she also maintains visiting positions at European institutions including KU Leuven and University of Tartu. Her academic career builds upon extensive professional experience as a journalist with The Asahi Shimbun and as a professional interpreter. Professor Matsushita's academic background reflects her interdisciplinary expertise across journalism, translation, and intercultural communication: PhD in Intercultural Communication from Rikkyo University Master of Science in Journalism from Columbia University Graduate School of Journalism Bachelor of Arts in Journalism from Sophia University Professor Matsushita's research focuses on the intersection of translation, journalism, and intercultural communication, with particular emphasis on risk management in translation decision-making. Her work explores remote interpreting technologies, corpus-based interpreting studies using the Japan National Press Club (JNPC) Interpreting Corpus, and the unique translation practices of Japanese newspapers. She investigates how political speeches are translated across cultures, the impact of the pandemic on interpreting practices, and develops innovative methods for interpreter training using parallel corpora. Her research bridges theoretical frameworks with practical applications in the translation industry. Professor Matsushita's recent publications reveal a strong focus on the transformation of interpreting practices during and after the pandemic, with several studies analyzing remote simultaneous interpreting (RSI) technologies and their impact on the Japanese interpreting industry. Her work consistently applies corpus-based methodologies to examine translation and interpreting phenomena across multiple language pairs. She has pioneered research on the JNPC Interpreting Corpus, exploring linguistic interference patterns in Japanese-English, Japanese-Chinese, and Japanese-Spanish interpretation. Her scholarship demonstrates increasing interest in AI applications for translation quality assessment and the cognitive aspects of interpreter performance. Professor Matsushita's scholarly contributions have been recognized with prestigious awards: 2002: Association of Alternative Newsweeklies (AAN) Alternative Newsweekly Awards (1st place, Feature Writing) for 'Seven Days at Ground Zero' 1996: Sophia University Russel Brines Scholarship Professor Matsushita actively supervises graduate students in the Master's and Doctoral Programs of Intercultural Communication at Rikkyo University, guiding research on translation, interpreting, and intercultural communication. Her courses include Advanced Seminar series, Conference Interpreting, Translation and Interpreting Practicum, and Master's Thesis Supervision. She has led significant research projects including the construction of the Japan National Press Club Interpreting Corpus, a government-funded four-year project (2016-2020) that created a valuable resource for interpreting studies. Her research has been supported by grants from Japanese academic funding bodies, and she serves on the Science Research Committee of the Japan Society for the Promotion of Science. Professor Matsushita co-leads the research team developing the Japan National Press Club (JNPC) Interpreting Corpus, a bilingual Japanese-English resource that has expanded to include Chinese and Spanish language pairs. This collaborative project involves multiple institutions and has produced significant research outputs in corpus-based interpreting studies. She is actively involved with the Japan Association for Interpreting and Translation Studies (JAITS), where she previously served as Head of the Kanto Chapter and Director. Her research group focuses on applying corpus linguistics methodologies to solve practical problems in translation and interpreting, particularly examining risk management strategies in professional practice.

Marco Pavoneمشاهده پروفایل

دانشیار

• Autonomous Systems
• Robotics
• Control Systems
• +۶ مورد دیگر

Dr. Marco Pavone is an Associate Professor of Aeronautics and Astronautics at Stanford University, directing the Autonomous Systems Laboratory and the Center for Automotive Research at Stanford (CARS). He is also a Distinguished Research Scientist at NVIDIA leading autonomous vehicle research. He holds courtesy appointments in Electrical Engineering and Computer Science, and affiliations with HAI and ICME. His research focuses on autonomous systems, including self-driving cars, aerospace vehicles, and mobility systems, emphasizing control methodologies and system design. Education: Ph.D. in Aeronautics and Astronautics from MIT (2010). Former roles include Research Technologist at NASA JPL and participation in the National Academy of Engineering’s Frontiers program. He teaches courses on optimal control, robotics, and autonomous systems. Research Interests: Development of methodologies for analysis/design/control of autonomous systems, with emphasis on self-driving cars, aerospace vehicles, future mobility systems, and integration with energy networks. His work spans robotics, AI, control theory, and transportation systems. Publications reflect expertise in autonomous vehicle coordination, energy systems optimization, real-time perception, and multimodal decision-making. Recent work explores generative models for scenario analysis, transformer-based control, and safety-critical systems. Awards: PECASE (2017), ONR YIP (2017), NSF CAREER (2015), NASA Early Career (2012), Hellman Scholar (2012) Labs: Autonomous Systems Laboratory (ASL) and CARS Grants: Extensive funding from NSF, ONR, NASA, and industry partnerships Students: Mentors over 30 graduate students and postdocs, focusing on robotics, control, and AI

• Digital Learning
• Mobile Learning
• ICT for Development (ICT4D)
• +۵ مورد دیگر

John Traxler is a Professor in Digital Learning at the University of Wolverhampton , affiliated with the Faculty of Education, Health and Wellbeing and the Institute of Education . He holds the UNESCO Chair in Innovative Informal Digital Learning in Disadvantaged and Development Contexts and a Chair from the Commonwealth of Learning. Additionally, he serves as a Visiting Professor at the University of Gloucestershire . His career spans pioneering mobile learning research and extensive international collaboration, with projects in England, Europe, the Middle East, and Africa. MPhil in Computer Science, University of Brighton MSc in Computer Science, University of Sussex Traxler’s research focuses on digital learning , mobile learning , and their intersections with ICT4D (Information and Communication Technologies for Development), ethics for development , researcher capacity building , and the sociology of mobilities . His work addresses the sociocultural impacts of mobile technologies in marginalized contexts, particularly in the Global South, and explores postdigital education, decolonizing pedagogy, and digital health interventions. His 15 most recent publications highlight trends in decolonizing education , mobile health (mHealth) , language learning , and equity in digital spaces . He has contributed to the field through co-editorship of seminal works like Mobile Learning: A Handbook for Educators and Trainers and Mobile Learning: The Next Generation . His journal papers have been cited over 10,000 times, placing him in the top 2% of his discipline globally. Grants include projects like Zikamob (health interventions), TEFLePal (language learning), and EdTech Hub (mentoring). Fellow of the Royal Society of Arts (FRSA) Member of the British Computer Society (MBCS) Associate Fellow of the Institute of Mathematics and its Applications (AFIMA) Member of the Institution of Engineering and Technology (MIET) Traxler supervises PhD and EdD students on topics like critical digital literacies , mobile social media for language learning , and digital responses in conflict zones . He is a frequent international keynote speaker and collaborates with agencies like UNESCO, the International Telecommunication Union (ITU), and the Commonwealth of Learning. His work emphasizes methodological innovation , ethical EdTech , and capacity building for educators in under-resourced contexts.

• Modern Foreign Languages Pedagogy
• Language Policy and Strategy
• Latin American Cultural Studies
• +۵ مورد دیگر

Lidia Acosta is a Senior Lecturer in the Department of Spanish at the University of Strathclyde , where she has worked since September 2005. She specializes in Spanish language pedagogy , with a focus on discourse analysis, written production, and debate skills, integrating research into her teaching at Honours and Masters levels. Her academic expertise also extends to Latin American Cultural Studies, particularly electoral reform in Mexico and representations of revolution and dictatorship through literature and film. Education: Doctor of Philosophy (2008) from the University of Glasgow; Master of Arts (1998) and Bachelor of Arts (1996) from the Complutense University of Madrid. Her research spans two primary areas: Modern Foreign Languages (MFL) pedagogy , emphasizing structured debates, oral interaction, collaborative learning, and reflective practices to enhance language acquisition, and Latin American Cultural Studies , informed by her multidisciplinary background in comparative politics and political communication. Her recent publications (2015–2023) reflect trends in pedagogical innovation, critical thinking, and historical-political analysis in Hispanic contexts. Acosta actively contributes to academic networks through roles such as organizer of the Annual Debate in Spanish between Glasgow and Strathclyde Universities and co-investigator in internally funded projects like the Teaching and Scholarship seminars of the School of Humanities . She has also coordinated language certification programs (DELE exams) and Continuing Education initiatives, aligning her work with the UN Sustainable Development Goal 4 (Quality Education).