جستجوی استاد راهنمای دانشگاهی

David J.M. Kraemer is an Associate Professor of Psychological and Brain Sciences and Adjunct Associate Professor of Computer Science at Dartmouth College . He chairs the Cognitive Science Program and serves as a Graduate Advisor. His research bridges Education, Cognitive Psychology, and Neuroscience , focusing on how learning alters brain activity and how emotions like anxiety impact STEM education. He teaches courses such as EDUC 16: Educational Psychology and EDUC 56: STEM and Education , emphasizing critical thinking and evidence-based learning strategies. Education : B.S. from Tufts University (2002), Ph.D. from Dartmouth College (2007). His lab, the Dartmouth Cognitive Neuroscience of Learning Laboratory , investigates questions like: How learned knowledge forms neural representations Neuroscience-informed educational technologies Emotion-cognition interactions in STEM fields Optimal task strategies for relational reasoning His work spans neuroimaging, psychophysiological studies, and classroom interventions , aiming to mitigate academic anxiety and enhance reasoning skills. Lab alumni include researchers now at institutions like Harvard, University of Pennsylvania, and Gallaudet University . Collaborative projects explore topics such as mixed-reality language instruction and neural correlates of creativity in analogical reasoning.

• Cognitive Neuroscience
• STEM Education
• Individual Differences
• +۶ مورد دیگر

Prof. Dr. Katrin Lohrmann holds the Chair of Primary School Education and Didactics at the Department of Education and Rehabilitation within LMU Munich's Faculty of Psychology and Education. Her work spans pedagogical theory, empirical classroom research, and instructional design for primary education. PhD from University of Bayreuth (2007) W3 Professor at Freiburg University of Education (2010-2019) Research at Northwestern University (2017) Her research focuses on learning emotions (particularly boredom), conceptual development in science education , and comparative pedagogical methods . She investigates how contextual and decontextualization processes affect knowledge transfer, with recent work examining pandemic impacts on self-regulated learning and student well-being . Key trends in her 15 most recent publications include: analogical reasoning in physics education, gender-specific learning patterns , needs-support frameworks in classrooms, and collaborative lesson planning strategies. Her work bridges empirical research with practical didactic implementations. Teaching Award 2010/2011 (Freiburg University of Education) Bayreuth City Prize for Young Scientists (2007) Democratic Action Program Award for 'Children Have Rights!' (2003) Primary School Working Group Award for Democracy Learning (2002) As academic chairholder, she leads research initiatives on basic education and instructional quality , while serving on editorial boards and scientific advisory committees. Her methodological expertise combines classroom observations with person-centered approaches to student profiling.

• Primary School Education
• Science Didactics
• Educational Psychology
• +۷ مورد دیگر

Richard Kimbell is a Professor at Goldsmiths, University of London , with over two decades of contributions to technology education, design learning, and innovative assessment methodologies. His work focuses on redefining pedagogical frameworks through authentic task design, digital portfolio systems, and comparative judgment models. Key Roles : Developer of the e-scape project, a web-based platform for design and technology assessment Collaborations : Extensive work with Kay Stables, Niall Seery, and Jeffrey Buckley on STEM education and assessment reliability Research Interests : Technology education reform and 21st-century skills Adaptive Comparative Judgment (ACJ) for holistic assessment Metacognitive development through design tasks Emergent pedagogies for complex STEM learning Recent Article Trends (2021-2022) emphasize algorithmic assessment reliability, teacher-driven standard-setting, and epistemological shifts toward metacognitive learning in STEM. His scientific awards are not explicitly mentioned in the provided texts. Kimbell’s advising contributions focus on collaborative research with colleagues rather than formal student supervision. He has led R&D projects like e-scape, which transformed digital portfolio assessment and addressed GCSE examination limitations. The Technology Education Research Unit (TERU) at Goldsmiths served as a key platform for his work with governmental bodies like DfES and QCA.

• Technology Education
• Design Learning
• STEM Education
• +۳ مورد دیگر

Dr Dominic Edsall serves as an Honorary Senior Research Fellow in the Department of Curriculum, Pedagogy and Assessment at the UCL Institute of Education. His current research investigates the impact of artificial intelligence on higher education and English as a Foreign Language (EFL) instruction, conducted in collaboration with Professor Sandra Leaton Gray. Appointed from September 2024 to September 2026, he maintains active scholarly output despite the non-salaried nature of his honorary position. His research centers on Learner Autonomy, TESOL, and Higher Education pedagogy, with specialized focus on Japanese university contexts. Key themes include the negotiation of learner autonomy by EFL teachers, transitions from dependent test-taking to autonomous learning, and critical challenges posed by AI in academic integrity. His work bridges theoretical frameworks like game theory and legitimation code theory with practical classroom applications, emphasizing sociocultural dimensions of education. Analysis of his 2023-2025 publications reveals a strategic pivot toward AI ethics in education, while maintaining core expertise in learner autonomy. The 2025 article on AI-based digital cheating exemplifies his timely intervention in emerging academic integrity crises, proposing ethical pedagogical responses rather than technical fixes. Earlier works establish foundational contributions to autonomy theory through Japanese EFL case studies and complexity-aware research methodologies. Dr Edsall explicitly states he cannot accept or supervise doctoral students in his current role. He is available for collaborative projects, conference speaking, consultancy, and journal reviewing. His professional background includes secondary science teaching in the UK and extensive EFL instruction in Japanese higher education, providing unique cross-disciplinary and cross-cultural perspectives.

• Learner Autonomy
• TESOL
• Higher Education
• +۵ مورد دیگر

MaryAnn Christison is a Distinguished Professor of Linguistics at the University of Utah, holding concurrent appointments as Professor and Adjunct Professor in Teacher Education programs. She serves as Director of Graduate Studies and Co-chair of The International Research Foundation's Research Advisory Committee. PhD in Linguistics (University of Utah, 1987) MA in Theatre Arts (Utah State, 1977) and multiple English-related advanced degrees Her research focuses on multilingual education frameworks, language teacher training, and neurolinguistic approaches. She has developed models like MADE (Multilingual Approach to Diversity in Education) and Dominant Language Constellation, with extensive fieldwork across 35+ countries. Recent publications emphasize: Multilingual identity formation in educators Integrating content and language instruction Emotional intelligence in language leadership Strategic planning for language programs Technology-enhanced teacher education Policy implementation in linguistically diverse contexts Scientific recognitions include: TESOL International Association Alatis Award (2012) TESOL 50@50 Service Recognition (2016) Distinguished Graduate Student Mentoring Award (2024) As a global teacher trainer, she has impacted over 6,000 English educators through U.S. State Department programs, combining classroom research with policy advocacy.

• Applied linguistics
• Educational linguistics
• Multilingualism
• +۴ مورد دیگر

Daniel Berry is an Associate Professor at the Institute of Child Development , University of Minnesota. His research focuses on how children’s experiences shape self-regulation skills, including impulse control, attention management, and information processing, with applications to vulnerable populations and high-risk contexts. EdD, 2010, Harvard University His work integrates developmental neuroscience , hormones and behavior , and quantitative methods for longitudinal data . Key themes include: Neurophysiological mechanisms of self-regulation Impact of caregiving environments on development Statistical modeling of complex longitudinal data Recent publications highlight trends in autonomic nervous system dynamics , cross-system regulation , and causal inference in developmental contexts . He is open to advising new PhD students in fall 2026. Dr. Berry leads the Bioecology, Self-Regulation and Learning Lab , which employs experimental and longitudinal approaches to study mind-brain-environment interactions. No scientific awards are explicitly mentioned in the text.

• Child care
• Cognitive development
• Developmental neuroscience
• +۱۲ مورد دیگر

Tess Killpack is an Associate Professor in the Department of Biology at Salem State University. She specializes in biology education, focusing on skill-building in introductory courses, active and inclusive pedagogy, and faculty professional development for inclusive practices. Lead Faculty for Biology Secondary Education Biological Systems (BIO105) Course Coordinator Her research emphasizes pedagogical innovation, including equity-focused lab course redesign, scaffolding experimental design skills, and integrating inclusive teaching practices. She collaborates on projects involving DNA barcoding, remote-learning frameworks, and curriculum interventions for anti-racism in biology education. Her publications span biology education, ecological immunology, and environmental science, with recent work centered on inclusive teaching tools like First-Day Info Sheets and Deep Teaching Residency workshops. Key presentations include invited webinars and practitioner workshops at institutions like Howard Hughes Medical Institute and DePauw University. Scientific Awards : Editor’s Choice, Journal of Avian Biology (2013) She has delivered numerous refereed and invited presentations on inclusive pedagogy, including collaborations with Bryan Dewsbury on the Deep Teaching Residency program. Her teaching portfolio includes courses in DNA barcoding, biology internships, and methods of teaching secondary science.

• Biology Education
• Inclusive Pedagogy
• Experimental Design in STEM
• +۲ مورد دیگر

Jenefer Husman is a researcher in the Psychology in Education department at Arizona State University. Her work focuses on post-secondary student motivation, affect, and the intersection of career development with academic engagement. She has secured a prestigious NSF CAREER grant to explore how students' future goals influence their motivation in science and engineering disciplines. Her research spans theories like Self-Determination Theory and Social Learning Theory, emphasizing autonomy, control, and community-building in educational settings. She has collaborated with geoscience educators to analyze connections between course relevance and student motivation, contributing to understanding utility perceptions in learning. Key Research Areas: Student Motivation Future Goals and Career Development Time Perspective Intrinsic and Extrinsic Motivation Instrumentality in Education Self-Determination Theory In her publications, Husman investigates how structured autonomy, collaborative learning, and self-regulation enhance educational outcomes. She has notably demonstrated that student-driven assessments and peer modeling improve engagement and achievement. Scientific Awards: NSF CAREER grant

• Student Motivation
• Educational Psychology
• Affective Domain in Education
• +۴ مورد دیگر

Dr. Mary Sasmaz serves as an Assistant Professor in the Department of Accountancy at Case Western Reserve University's Weatherhead School of Management, bringing dual professional credentials as a Certified Public Accountant (CPA) and Certified Financial Planner (CFP) alongside 15+ years of field experience in public accounting and family office finance. Her academic foundation includes a Ph.D. (2019) and Master of Accountancy (2005) from Case Western Reserve University and a BS in Accounting and Finance from Miami University (1998). Research focuses on behavioral taxation dynamics and personal finance systems , with specialized expertise in entrepreneurial family wealth management, work-life balance structures in accounting professions, and financial literacy initiatives across demographic groups. Her scholarship consistently bridges theoretical frameworks with practical financial planning applications. Recent publications reveal a pronounced emphasis on social influences in tax compliance, accounting education innovation, and longitudinal analysis of academic inbreeding in faculty hiring—demonstrating interdisciplinary connections between behavioral economics, organizational psychology, and accounting pedagogy. Recognition includes: 2022 AAA Ohio Region Best Review Award 2019 AAA Mid-Atlantic Region Best Paper Award for Teaching Innovation 2016 Center for Audit Quality Research Grant Teaching responsibilities encompass Foundations of Accounting I and Essentials of Personal Finance, where her industry background directly informs curriculum development. She actively mentors students on career progression strategies while researching organizational support systems for work-life integration in high-pressure accounting environments.

• Taxation
• Personal Finance
• Wealth Management for Entrepreneurial Families
• +۳ مورد دیگر

Professor Yasuhiro Hayashi is a distinguished academic at Waseda University's School of Advanced Science and Engineering, where he serves as Professor in the Faculty of Science and Engineering and Director of the Smart Society Technology Integration Research Institute (ACROSS). He holds leadership positions including Vice President of the Institute of Electrical Engineers of Japan (since 2025.06) and Chair of the Utsunomiya Zero Carbon Promotion Council (since 2023.02). His educational background includes a Ph.D. from Waseda University (1993), following undergraduate and graduate studies at the same institution. Prior academic appointments include Associate Professor at University of Fukui (2000-2009) and Lecturer at Ibaraki University (1997-2000). Professor Hayashi's research focuses on energy management systems, power engineering, and renewable energy integration. His work spans critical areas including optimization of advanced electrical energy systems, cooperative operation and control of distributed generation, photovoltaic systems integration, CO2 emissions reduction, and climate change mitigation. He has made significant contributions to smart grid technology, demand-side management, and zero-carbon transition initiatives, with particular emphasis on practical implementation through smart meter data analysis and real-world demonstration projects. His publication record is extensive, with 365 papers according to Scopus (citation count: 3,423, h-index: 27) and even more according to Google Scholar (citation count: 12,332, h-index: 51, i10-index: 253). His recent work demonstrates strong focus on practical applications of smart meter data for urban carbon intensity analysis, electric transportation integration, and advanced control strategies for distributed energy resources in real distribution networks. Best Paper Award from Big Earth Data Journal (2024) Best Paper Award for 'Development of Evaluation Process for Demand-Side Resilience against Power Outage' (2023) The Commendation for Science and Technology by the Minister of Education (2019) Multiple Waseda Research Awards (2014-2019) Distinguished Paper Award from the IEE of Japan (2008) Professor Hayashi serves on numerous high-impact committees including as Special Commissioner of the Electricity and Gas Trading Surveillance Commission under METI, Chair of the Energy-Resource-Aggregation-Business-Forum at ACROSS, and leadership roles in developing Japan's smart grid standards and distributed energy resource policies. His work bridges academic research with practical policy implementation in Japan's energy transition, with recent focus on sector coupling between transportation and energy systems, advanced data analytics for grid operations, and practical implementation strategies for achieving Net Zero emissions in urban environments.

• Energy management systems
• Power engineering
• Renewable energy integration
• +۵ مورد دیگر

Chandan Dasgupta is an Assistant Professor in the Educational Technology department at Indian Institute of Technology Bombay. He holds a Ph.D. in Learning Sciences from the University of Illinois at Chicago and a Master’s in Human-Computer Interaction from Georgia Institute of Technology. His research focuses on collaborative learning, uncertainty management in STEM, and distributed creativity in makerspaces. Education: Ph.D. in Learning Sciences, University of Illinois at Chicago M.S. in Human-Computer Interaction, Georgia Institute of Technology Dasgupta designs technology-enhanced environments for STEM education, emphasizing embodied learning, inquiry-based pedagogy, and artificial intelligence integration. His recent work explores AR/VR applications for spatial reasoning and critical action curricula in engineering education. Analysis of his 88 research outputs reveals trends in collaborative learning technologies (19 publications in 2023-2025), uncertainty management frameworks (13 papers), and makerspace creativity (7 studies). Key technologies include augmented reality (GeoSolvAR, MathReality), virtual reality conversational agents, and adaptive learning systems. Dasgupta actively contributes to EdTech policy discussions in India, advocating for contextualized solutions aligned with UN Sustainable Development Goals. His collaborations span institutions in the USA (Purdue, Georgia Tech) and India (IIT Bombay, Tulna partnership).

• Collaborative Learning
• Uncertainty Management in STEM
• Feedback Mechanisms
• +۱۲ مورد دیگر

Elena Boadas Mir is an Associate Professor in the Department of Educational Sciences at the Faculty of Psychology, Educational Sciences and Sports, Blanquerna (Ramon Llull University), Spain. She is an active member of the GREDA Research Group in Education, Didactics and Learning, contributing to innovative teacher education and science education research. Research Interests: Science education in early childhood and primary levels Teacher training and professional development Informal learning environments (science centers, museums) Interdisciplinary approaches combining science and mathematics Environmental and sustainability education Special education and inclusive pedagogies Her research emphasizes bridging formal and informal learning contexts, developing scientific competence in young learners, and preparing educators through innovative, collaborative programs. She has extensively explored how non-formal educational settings like science museums can complement classroom instruction. Scientific Awards: No specific awards mentioned in the provided text. Research Projects & Collaboration: She actively participates in the GREDA research group, funded by the University and Research Grants Management Agency (AGAUR) from 2022 to 2025, focusing on advancing educational research and didactic innovation. Labs & Teams: She collaborates within the GREDA Research Group in Education, Didactics and Learning, a multidisciplinary team investigating contemporary educational challenges and innovative teaching methodologies.

• Science Education
• Teacher Education
• Informal Learning Environments
• +۴ مورد دیگر

Kathrin Karsay is an Assistant Professor at the Faculty of Social Sciences, Institute of Journalism and Communication Studies, focusing on the psychological and social impacts of digital media. Her research spans topics like social media's influence on adolescent well-being, self-objectification, and health communication through influencers. Current Employment: Assistant Professor (2021-2023), Faculty of Social Sciences Previous Role: Postdoctoral Researcher at Catholic University of Leuven (2020-2031) Projects: Co-PI for PROMISE (2025-2028), sole PI for Mental Health in Social Media project (2024-2027) Her research emphasizes adolescent psychology , media objectification , and digital disconnection strategies . Recent publications analyze fitspiration , sexualized self-presentation , and privacy concerns . Scientific recognition includes the Reviewer Award (2023) . She engages with public discourse through media contributions, including analyses of TikTok's cultural impact and smartphone use during the pandemic.

• Media Psychology
• Social Media
• Adolescent Development
• +۵ مورد دیگر

David Fonseca Escudero is a Professor at the La Salle Technical School of Architecture within Ramon Llull University . His research focuses on Artificial Intelligence , Learning Analytics , and Generative AI in education, particularly addressing Self-Regulated Learning and Early Dropout Prevention in higher education. Lead researcher in projects like IA3T4DOR (AI & Machine Learning for dropout reduction) PI for ASPA4DOR (Academic Analytics for student profiling) Collaborator in Divintech (Robotics for autism support) His work integrates Augmented Reality and STEAM Education to enhance Student Engagement and Data Privacy in schools. Current projects emphasize GDPR Compliance and Collaborative Learning frameworks.

• Artificial Intelligence
• Learning Analytics
• Educational Data Mining
• +۷ مورد دیگر

Professor Jan Blecharz is a distinguished faculty member at the University of Physical Education in Kraków (AWF Kraków), where he serves in the Institute of Social Sciences. With over four decades of experience in sports psychology, Professor Blecharz has established himself as a leading expert in mental preparation for top-level competitions, psychological aspects of sports injuries, and stress management techniques for athletes. His work bridges academic research with practical application in elite sports settings. Professor Blecharz's research spans multiple critical domains in sports psychology, with particular emphasis on psychological aspects of physical injuries, mental preparation for elite competition, psychosomatic regeneration, and stress management techniques. His work has evolved to address contemporary challenges, including the unique psychological profiles of Generation Z athletes and self-regulation processes in sports performance. He has developed practical frameworks that translate complex psychological theories into actionable strategies for coaches, athletes, and sports organizations. His extensive publication record shows a clear trajectory from foundational work on sports injuries and mental preparation to contemporary research on self-regulated learning, burnout prevention, and the psychological impact of extreme conditions like winter swimming. This evolution reflects both his adaptability as a researcher and the changing landscape of sports psychology as a discipline. Knight's Cross of the Order of Polonia Restituta (2002) Gold Badge of Merit for Sport (2004) Award of the Royal City of Kraków for scientific contributions (2002) Multiple team awards from Polish sports authorities (1984-2003) Professor Blecharz has mentored numerous students and collaborators, most notably Małgorzata Siekańska, with whom he has developed a robust research program spanning over 15 years. His teaching portfolio includes sports psychology, clinical psychology and psychotherapy, general psychology, and psychosomatic regeneration, reflecting the comprehensive nature of his expertise. He has also secured research funding including a significant project at the University of Physical Education in Kraków (2004-2006) and an international collaboration at Florida State University (2008).

• Sports psychology
• Psychology of physical injuries in sports
• Mental preparation for top-level competitions
• +۶ مورد دیگر