جستجوی استاد راهنمای دانشگاهی

Olga Witczakمشاهده پروفایل

استادیار

• Translation Studies
• Translation Process Research
• Post-editing of Machine Translation
• +۷ مورد دیگر

Dr. Olga Witczak is an Assistant Professor at the Faculty of English, Adam Mickiewicz University in Poznań, where she conducts research and teaches in translation studies, with a focus on cognitive and technological aspects of translation. She holds a Ph.D. in English Linguistics and specializes in post-editing of machine translation, computer-assisted translation, and eye-tracking methodologies. Her educational background includes: B.A. in English, Poznań, 2013 M.A. in English (European Master's in Translation), Poznań, 2015 Ph.D. in English Linguistics, Poznań, 2021 Dr. Witczak's research centers on the cognitive processes involved in translation, particularly in post-editing environments. She investigates how translators interact with machine translation outputs, use external resources, and manage cognitive effort. Her work employs empirical methods such as eye-tracking, key-logging, and screen recording to analyze translation processes. She is particularly interested in information-seeking behavior, productivity in post-editing versus translation from scratch, and student attitudes toward machine translation. The trends in her recent publications reveal a strong interdisciplinary approach combining translation studies, cognitive science, and human-computer interaction. Her research consistently focuses on empirical analysis of translation processes, with an emphasis on Polish-English language pairs and the use of digital tools. Key themes include cognitive load, technological integration in translation, and pedagogical implications for training future translators. She has received several academic honors, including: Adam Mickiewicz University Vice-Chancellor's scholarship for outstanding PhD students (2017/2018, 2018/2019) Adam Mickiewicz University Vice-Chancellor's scholarship for the 30% best PhD students (2016/2017, 2017/2018, 2018/2019) Adam Mickiewicz University Rector’s scholarship for academic achievements (2017, 2019) Dr. Witczak is actively involved in research projects funded by the National Science Centre and the Polish National Agency for Academic Exchange. She serves as Principal Investigator on a project exploring boredom as a modulator of creativity in translation tasks. She supervises student research and has organized academic conferences such as the Young Linguists’ Meeting in Poznań. She also contributes to professional development through workshops on eye-tracking, E-Prime, and audiovisual translation. She is a member of academic and professional organizations including the Konsorcjum do Badań nad Edukacją Tłumaczy and the Stowarzyszenie Społeczności LGBT+ UAM, reflecting her commitment to both scholarly excellence and inclusive academic communities.

• Ethics and sustainability
• Governance
• Islamic Finance
• +۳ مورد دیگر

Dr. Fawad Khaleel (Edinburgh Napier University Business School) serves as Head of Global Online and Associate Professor in Accountancy and Finance since 2015. His work bridges social constructivist pedagogy with online learning innovation , focusing on student experience enhancement through institutional resource alignment. PhD from University of Durham's School of Governance (2017) Drives L&T innovation across UK HEIs Research Themes: Integrates Islamic finance principles with modern academic integrity challenges in AI era. Explores governance structures for Muslim charities and Syrian refugee socio-economic integration in Scotland. Recent Publications address: AI's impact on assessment integrity Decolonizing misconduct narratives Responsible finance for immigrant communities Supervisory Roles: Current Director of Studies for food industry management research and Second Supervisor for circular economy policy projects. Key Projects: £9,820 grant from Al-Maktoum College (2021-2023) for Post-pandemic Syrian Refugee Integration £900 Scottish Institute for Policing Research grant (2018-2021) on extremism drivers

William Penuelمشاهده پروفایل

استاد

• STEM Education
• Science Education
• Research-Practice Partnerships
• +۵ مورد دیگر

William Penuel is a Distinguished Professor and Director of the Learning Sciences & Human Development department at the University of Colorado Boulder. His work focuses on STEM education, particularly in designing curricula, assessments, and professional learning experiences for teachers. He emphasizes equitable classroom cultures, addressing epistemic injustices, and fostering compassionate learning environments. Penuel’s research also explores long-term research-practice partnerships to address systemic inequities linked to race, gender, and language. He has authored influential books on research-practice partnerships and co-edited a handbook on improvement research. His methods include design-based implementation research, combining theory and practice to drive educational equity. Education: PhD in Developmental Psychology, Clark University (1996) EdM in Human Development and Psychology, Harvard Graduate School of Education (1992) BA in Psychology, Clark University (1991) Research Interests: Penuel’s work spans three core areas: (1) curriculum materials and equitable classroom practices, (2) contemplative practices for compassion in education, and (3) research-practice partnerships. He advocates for inclusive, collaborative designs that center marginalized communities. Recent efforts include developing tools like the Student Experience Electronic Exit Ticket (SEET) system to visualize classroom inequities and the Community Builder (CoBi) tool for small-group collaboration. Grants & Partnerships: Penuel leads initiatives funded by NSF and other agencies, focusing on rural science education, computational thinking integration, and equity-centered assessment. His partnerships with educators aim to create scalable, evidence-based solutions for systemic change. Labs & Teams: He directs the National Center for Research in Policy and Practice, fostering collaborations between researchers and practitioners to advance equitable educational systems. His work emphasizes boundary-spanning roles for PhD students to bridge research, policy, and practice.

• Inclusive Education
• Creative Arts in Pedagogy
• Disability Studies
• +۳ مورد دیگر

Olivia Karaolis is a Lecturer in Special and Inclusive Education at the Sydney School of Education and Social Work, University of Sydney. She holds degrees in acting, early childhood intervention, and puppet therapy, alongside a PhD in education. Her research focuses on using creative arts, particularly puppetry and drama, to address ableism and foster inclusion in early childhood education. She has been recognized with the NSW Teachers Guild Award for Research (2021) and has extensive international experience, including roles with the Los Angeles Unified School District and the Kennedy Center. Education: Bachelor's in Acting (Ensemble Acting Studios) Master's in Early Childhood Intervention (Griffith University) PhD in Education (University of Sydney) Diploma in Puppet Therapy (Puppet Therapy Chile) Research Interests: Karaolis emphasizes joy and creativity in teaching, advocating for inclusive practices through puppetry. She explores how creative arts can transform pedagogy to support children with disabilities, particularly in underserved urban schools. Her work challenges traditional inclusion paradigms, promoting equity for all students. Publications and Impact: Her articles span journals like Education Sciences and Australasian Journal of Early Childhood , focusing on topics like puppet-based literacy and joy in education. Media features include discussions on puppetry’s role in supporting autistic teenagers. Awards and Engagement: In addition to the 2021 award, she contributes to academic associations like the Australian Association for Research in Education (AARE) and UNIMA Australia. She reviews for journals such as the European Journal of Early Childhood Education . Teaching and Mentorship: She teaches special education, creative arts, and play-based learning at the University of Sydney, mentoring students while prioritizing inclusive, joyful pedagogy.

Tony Liaoمشاهده پروفایل

دانشیار

• Augmented Reality
• Virtual Reality
• Human-Computer Interaction
• +۴ مورد دیگر

Tony Liao, Ph.D., serves as Associate Professor in the Department of Information Science Technology at the University of Houston, where he directs the CougAR Lab and teaches courses including DIGM 2325 (Information Technology Applications for Digital Media) and DIGM 4397 (Augmented and Virtual Reality). His academic appointments reflect deep integration within the university's digital media initiatives at the Sugar Land campus. His educational foundation includes: Ph.D. in Communication, Cornell University (2014) M.S. in Communication, Cornell University (2012) B.A. in International Relations and Political Science, University of Southern California (2007) Dr. Liao's research pioneers theoretical frameworks for augmented reality while examining practical applications across education, social interaction, and privacy. His work critically analyzes how users negotiate embodiment in VR environments, develop folk theories about personality recognition algorithms, and navigate ethical dilemmas in AI-mediated relationships. He investigates the tension between technological capability and user comfort—particularly regarding privacy in body tracking systems and the psychological impacts of immersive experiences. His educational research focuses on VR's capacity to transform complex STEM concepts like crystalline structures into tangible learning experiences. Analysis of his 2021-2025 publications reveals three dominant trajectories: theoretical development for AR (addressing fragmentation in the field), educational VR applications (with physics education as a key test case), and socio-technical implications of algorithmic systems (especially regarding intimacy and personality recognition). His work consistently bridges communication theory with human-computer interaction, emphasizing user-centered perspectives on emerging technologies. Notably, he documents how marketing narratives shape AR development cycles and how users reconcile the 'creepiness' of predictive algorithms with their practical utility. No scientific awards were documented in the provided materials. While specific student advising details and grant information remain undisclosed in available sources, his CougAR Lab leadership suggests active mentorship in AR/VR development. His Google Scholar profile indicates substantial scholarly influence through publications that shape discourse in immersive technology ethics and application design. As Director of the CougAR Lab, Dr. Liao cultivates a research ecosystem focused on practical AR implementation challenges, theoretical advancement, and ethical considerations. The lab serves as an incubator for projects examining spatial computing in public spaces, educational technology innovation, and the social dynamics of emerging media—positioning it at the intersection of technical development and human-centered design.

• Educational Psychology
• E-learning
• Educational Technology
• +۵ مورد دیگر

Maria Beatrice Ligorio is a full Professor at the University of Bari , where she teaches Educational Psychology and E-learning. She co-founded the Collaborative Knowledge Building Group and has held leadership roles in the EARLI and ISCAR Executive Committees. Her research focuses on: Educational Technology Teacher Emotional Styles and Burnout Blended Learning and Professional Training Students’ Emotions in Socio-constructivist Approaches Virtual Learning Environments Recent publications highlight trends in AI-enhanced qualitative research, synchronous tutoring in virtual worlds, and the intersection of space-time dynamics with teacher development. She serves as Chief Editor for Psychology in Education at Frontiers in Education , emphasizing pedagogical rigor and technological innovation.

• Artificial Intelligence in Personnel Planning
• Employee Green Behavior
• Socio-Technical Systems
• +۴ مورد دیگر

Dominik Bentler is a researcher at the Research Institute for Cognition and Robotics and affiliated with the Faculty of Psychology and Sport Science at Bielefeld University . His work spans Artificial Intelligence applications in personnel planning , sustainable organizational behavior , and human-computer interaction . Email: dominik.bentler@uni-bielefeld.de Contact: Phone +49 521 106-4510, Office UHG N4-122 Research Interests include: Human-centered AI systems in organizational contexts Employee green behavior and sustainability strategies Augmented reality applications for workplace learning Behavioral analysis of unethical competition ("Winning Ugly") Technology acceptance models (TAM) with user experience factors Design of socio-technical systems in Industry 4.0 environments Recent Publications demonstrate expertise in: Intelligent scheduling systems Green leadership dynamics Augmented reality training solutions Workplace environmental behavior Human-AI collaboration models Change management in technology implementation Key Collaborations involve interdisciplinary projects with Bielefeld University's research centers including: CITEC (Cognitive Interaction Technology) CoR-Lab (Cognition and Robotics) ZiF (Center for Interdisciplinary Research)

• History Education
• Social Studies Education
• Citizenship Education
• +۸ مورد دیگر

Carla Peck is a Professor in the Department of Elementary Education at the University of Alberta. She holds a PhD from the University of British Columbia, along with MEd, BEd (Distinction), and BA degrees. Her research focuses on history education, citizenship, identity, and belonging, emphasizing constructivist learning theory and socio-cultural perspectives. Key projects include SSHRC-funded initiatives like 'Thinking Historically for Canada's Future' and studies on students' historical understanding and democratic concepts. Education: PhD (UBC), MEd, BEd (Distinction), BA (Combined Honours) Affiliations: Faculty of Education, University of Alberta; SSHRC Partnership Grant Lead Her work bridges research and practice, aiming to inform curricula and teacher training. Notable awards include the 2023 Children’s Identity & Citizenship Award and the Rutherford Award for Teaching Excellence. She advocates for social justice in education, integrating ethical considerations and multicultural perspectives into pedagogy. Grants and collaborations span national and international partnerships, including projects with museums, archives, and educators to enhance historical thinking. Current courses include 'Teaching for Social Justice' and 'Curriculum in Elementary Social Studies.'

Yoshiyuki Haraمشاهده پروفایل

استادیار

• Applied Linguistics
• Conversation Analysis
• Second Language Acquisition
• +۲ مورد دیگر

Yoshiyuki Hara is an Assistant Professor of Japanese at the University of Alabama at Birmingham (UAB). His research focuses on applied linguistics, conversation analysis, and second language acquisition, employing socio-constructivist perspectives and conversation analysis methodologies. He emphasizes the role of social interactions in language learning, particularly in classroom and individual instruction settings. Hara holds a PhD in Japanese Linguistics from the University of Wisconsin-Madison and an MA in Japanese Linguistics and Pedagogy from the University of Oregon. Teaching-wise, Hara incorporates technology-enhanced tools and critical pedagogy into Japanese language instruction at all levels. He prioritizes culturally significant materials and aims to bridge research insights with classroom practices. His work explores how language learning is embedded in social interactions and how pedagogical strategies can enhance student experiences. Research interests include foreign language pedagogy and content-based language instruction. While no specific awards are listed here, his publications reflect engagement with both theoretical and practical dimensions of language education.

• Curriculum and Instruction
• Educational Psychology
• Teacher Education
• +۲ مورد دیگر

Prof. Dr. Hasan Hüseyin ÖZKAN serves as a Professor in the Faculty of Education, specializing in Curriculum and Instruction. With an active academic profile reflected in current contact details and recent publications, he contributes significantly to Turkish educational research through empirical studies and theoretical frameworks. His academic qualifications include: Licence in Educational Programs and Instruction from Ankara University (1987) Doctorate in Educational Sciences from Atatürk University (2005) Özkan's research centers on Curriculum and Instruction, Educational Psychology, and Teacher Education, with notable emphasis on curriculum implementation challenges, teacher performance evaluation, and student mental health. His work bridges educational sociology and technology integration, particularly examining national values education through Turkish holiday activities and autism research trends. Recent publications demonstrate methodological diversity spanning quantitative anxiety studies and qualitative policy analyses. Analysis of his 15 most recent publications (2014-2023) reveals persistent focus on Turkish educational contexts, with increasing attention to technology integration (e.g., interactive whiteboards) and socio-emotional factors (e.g., exam anxiety). His scholarship consistently connects theoretical constructs like constructivist learning to practical classroom applications, while national identity and character education emerge as cross-cutting themes. Özkan actively mentors graduate researchers, supervising master's theses on mathematics curriculum evaluation and teacher technology adoption. His academic service includes developing foundational textbooks like 'Eğitim Sosyolojisi' (2018) and 'Bilimsel Araştırma Teknikleri' (2010), supporting next-generation scholars in educational methodology.

Sudha Swaminathanمشاهده پروفایل

استاد

• Early Childhood Mathematics
• Educational Technology
• Teacher Education
• +۳ مورد دیگر

Dr. Sudha Swaminathan is a Professor of Early Childhood Education and Director of the Center for Early Childhood Education at Eastern Connecticut State University. She specializes in early childhood mathematics, educational technology, and teacher education, with a focus on play-based learning and technology integration. Her research explores how coding, robotics, and play-based interactions impact children’s cognitive and mathematical development, particularly among bilingual learners. Dr. Swaminathan holds a PhD and Master’s in Early Childhood Education from SUNY Buffalo. Her teaching emphasizes inquiry-based learning, where students engage with materials and apply knowledge through projects. She is passionate about action research, guiding in-service teachers in designing classroom research projects across disciplines. Her research spans six studies on math talk during play, published in journals like Early Child Development and Care , and has been featured at the American Educational Research Association conferences. She advocates for innovative teaching methods to enhance children’s mathematical reasoning through play and technology. Dr. Swaminathan’s advising philosophy prioritizes student growth, exemplified by her mentorship at conferences where students showcase their research. She believes Eastern’s programs prepare students for diverse careers in education, including roles beyond traditional classroom teaching. She directs the Center for Early Childhood Education, fostering interdisciplinary collaboration in early childhood development. Her work emphasizes the importance of staying connected with alumni and faculty to advance educational practices.

Davoud Masoumiمشاهده پروفایل

دانشیار

• Educational Technology
• E-Learning
• Digital Pedagogy
• +۴ مورد دیگر

Davoud Masoumi is an Associate Professor and docent in educational science at the University of Gävle, specializing in e-learning, digital pedagogy, and educational technology integration. His research focuses on the intersection of communication technology, media, and learning processes in educational settings, with particular emphasis on quality assurance in virtual education and cultural considerations in educational design. His pedagogical qualifications include the title of 'Excellent Teacher,' reflecting his contributions to innovative teaching methodologies. Key research areas include cyberbullying prevention strategies in primary education, digital competence frameworks for early childhood educators, and the socio-ecological factors influencing school environments. Developed a cultural-pedagogical model for integrating norms/values into e-learning systems Conducted extensive studies on IT integration in teacher education and preschool environments Explores how digital tools impact teaching practices and student engagement Research trends show a strong focus on: Addressing cyberbullying through institutional strategies Enhancing digital competencies for educators Improving e-learning quality through culturally-aware frameworks Notable contributions include: Framework for quality assurance in virtual higher education institutions Meta-synthesis model for e-learning instructor competencies Cross-cultural studies on educational technology adoption Labs/Teams: Actively involved in educational technology research groups focusing on digital wellbeing, teacher education innovation, and cultural-pedagogical systems design.

Daguo Liمشاهده پروفایل

استاد

• Second Language Pedagogy
• Transnational Education (TNE)
• Intercultural Communication
• +۴ مورد دیگر

Professor Daguo Li is a prominent academic at the University of Reading's Institute of Education (IoE), where he holds the position of Deputy Dean and Programme Director for International Professional Development. He leads the NUIST-Reading Academy and ISLI Programme, focusing on Chinese partnerships and transnational education initiatives. His responsibilities include managing the MA in English Language Education programme in Guangdong and contributing to modules such as Academic English and Research Methods in English Language Education. He actively supervises MA, PhD, and EdD students in areas like second language pedagogy, intercultural communication, and transnational education. His research focuses on international education dynamics, teacher professional development, and the experiences of Chinese students and educators in global academic contexts. Notable projects include studies on TNE student challenges in STEM practical classes and curriculum innovation in Western China through overseas teacher training. He has secured grants totaling over £38,000 for initiatives such as developing intercultural communication competence and evaluating training impacts on classroom practices. Professor Li has co-authored influential publications on topics ranging from TNE barriers to the socio-cultural impact of transnational partnerships. He serves as a reviewer for System , Sage Open , and TESOL Journal , and contributes to the Reading Researcher Development Programme. His work bridges educational policy, cross-cultural pedagogy, and institutional collaboration, with a particular emphasis on supporting educators and students in international settings. His academic supervision spans diverse topics including student identity formation, teacher training efficacy, and trilingual education in Chinese ethnic minority contexts. He collaborates with institutions across China, Oman, and Europe, fostering global educational partnerships.

• Mathematics Education
• History and Philosophy of Education
• Indigenous Studies
• +۳ مورد دیگر

Jose Gutierrez is an Assistant Professor in the Department of Education, Culture & Society at the University of Utah, specializing in critical mathematics education. His work bridges historical analyses of curriculum policies with community-based initiatives, focusing on equity and social justice for historically marginalized groups such as Native American and Latinx students. He employs archival research and collaborative learning frameworks to address systemic barriers in mathematics education. University of Utah (2017–present) Research Interests: Gutierrez examines the intersection of mathematics education, cultural identity, and power dynamics. His research emphasizes family engagement, multilingual learner support, and the role of mathematics curriculum in assimilationist policies, particularly in Indigenous boarding schools. Recent Publications: His studies explore topics like arithmetic word problems in historical contexts, collaborative problem-solving dynamics, and metaphorical reasoning in mathematics instruction. These works highlight interdisciplinary approaches combining cognitive science, mathematics education, and critical theory. Scientific Awards & Grants: National Science Foundation Grant: Building Coherence in STEM Learning Opportunities (2017–2020) National Science Foundation Grant: Signs of Power in Indian Boarding Schools Mathematics Curriculum (2022–2024) Teaching Activities: Gutierrez has taught courses in qualitative research methods, STEM education, and critical cultural studies, alongside supervising Ph.D. and Master’s thesis research. His instruction integrates community partnerships and social justice frameworks.

• Philosophy of Education
• Curriculum and Pedagogy
• Education Policy
• +۶ مورد دیگر

Jan Derry is a Professor of the Philosophy of Education at the Institute of Education , University College London. Her work bridges philosophy, education, and cognitive psychology, with a focus on inferentialism, social epistemology, and the legacy of thinkers like Vygotsky and Dewey. Research Highlights: Curriculum theory, educational epistemology, technology-enhanced learning, and statistical education. Collaborative Networks: Engages with international scholars in Denmark, Finland, USA, and Iran, emphasizing socio-historical and socio-cultural research frameworks. Her publications explore abstract rationality, powerful knowledge, and the integration of philosophical principles into pedagogical practices. Derry’s scholarship critiques contemporary educational theories and advocates for knowledge-centric approaches in curricula. Key Articles: Cognitive Load Theory (2020) Inferentialism in Mathematics Education (2017) Abstract Rationality in Education (2014) She contributes to debates on technology’s role in education and the epistemological foundations of learning technologies. Email: j.derry@ucl.ac.uk