جستجوی استاد راهنمای دانشگاهی

Kristen Wendellمشاهده پروفایل

دانشیار

• Learning Sciences
• Engineering Education
• Design Practices
• +۳ مورد دیگر

Kristen Wendell is an Associate Professor in Mechanical Engineering and Education at Tufts University, holding the Stacey and Robert Morse Fellowship. She is affiliated with the Center for Engineering Education and Outreach (CEEO) and coordinates the Learning Assistant Program. Her research focuses on inclusive engineering education, particularly in K-12 and undergraduate settings, emphasizing community-based curricula, classroom discourse, and responsive teaching strategies. Educationally, she holds a B.S.E. from Princeton University (2003), M.S. from MIT (2005), and Ph.D. from Tufts (2011). Her work addresses barriers to participation in engineering for marginalized groups through tools like engineering notebooking software and participatory curricula. Key research areas include productive disciplinary engagement, teacher education, and overcoming barriers in engineering learning. Notable awards include the 2016 U.S. Presidential Early Career Award for Scientists and Engineers (PECASE). She has secured NSF grants for projects like Biomimicry as an authentic anchor curriculum and Engineering Portfolios for inclusive assessment. Teaching spans courses such as Engineering Design I, Electronics & Controls I, and graduate-level research seminars. Her Wendell Lab explores engineering pedagogy through interdisciplinary collaborations, aiming to create equitable learning environments.

Raysa Geaquinto Rochaمشاهده پروفایل

مدرس

• Organizational Behaviour
• Human Resource Management
• Management
• +۵ مورد دیگر

Dr. Raysa Geaquinto Rocha serves as Lecturer in Organisation Studies and Human Resource Management at Essex Business School, University of Essex, where she also functions as Departmental Study Abroad Officer since October 2023. With a PhD from University of Beira Interior (2022) and MBA from Fucape Business School (2016), she brings substantial international academic experience to her role. Her educational background includes: PhD in Management, University of Beira Interior (2022) Master in Business Administration, Fucape Business School (2016) Dr. Rocha's research centers on practical wisdom and spirituality in organizational settings, corporate social responsibility, and entrepreneurship. Her scholarly approach bridges theoretical advancements with practical workplace applications, particularly focusing on enhancing productivity and gender equity. She employs an experiential, socio-cognitive constructivist teaching methodology that emphasizes inclusive assessment practices across her courses including Organisational Behaviour (BE410) and Business Ethics (BE439). Analysis of her recent publications reveals a cohesive research trajectory examining how organizational spirituality and practical wisdom intersect with knowledge management and ethical business practices. Her work demonstrates growing international recognition, with increasing publication in high-impact journals and conference presentations addressing contemporary organizational challenges through philosophical and ethical lenses. Her scholarly contributions have earned significant recognition: MSR Promising Dissertation Award from Management, Spirituality and Religion Division, Academy of Management (2021) Most Inspirational Paper Award at EURAM conference (2024) Promising Research Award at Conference of Research in Entrepreneurship, Education and Technology (2024) Karen Legge Bursary from Society for Advancement of Management Studies (2024) Dr. Rocha has successfully secured multiple research grants including an Erasmus Plus project (2023) and British Academy funding for her current study on neurodivergent workers' well-being. She actively supervises two doctoral students while maintaining leadership roles in academic communities, notably as Associate Chair of the Management Spirituality and Religion Division for the Academy of Management's 84th Annual Meeting.

• Multimedia
• E-learning
• Technology Enhanced Learning
• +۵ مورد دیگر

Laurent Moccozet is a Senior Lecturer at the University of Geneva's Research Institute for Statistics and Information Science. He holds a Ph.D. from the same institution. His research focuses on applying information and communication technologies (ICT) to education, culture, and health, with specialties in multimedia, e-learning, technology-enhanced learning, mixed realities, and digital literacy. Key research interests include: E-assessment frameworks and their evolution post-pandemic UV exposure modeling for health applications (e.g., eye protection, vitamin D synthesis) Digital literacy frameworks and educational mediation tools Peer-based learning platforms for programming education Multilingualism in higher education institutions His recent work spans computational models for UV protection (e.g., eyelash effectiveness), semantic digitization of historical records, and scalable coding platforms for novice learners. Collaborations involve health researchers (e.g., UV studies with Vernez and Bulliard) and educational technologists. Publications highlight interdisciplinary approaches, integrating healthcare, education, and computational methods. Ongoing projects include digital literacy tool development and pandemic-era e-assessment innovations.

Joanelle Moralesمشاهده پروفایل

استادیار

• Qualitative Research
• Narrative Inquiry
• Counterstorytelling
• +۷ مورد دیگر

Joanelle Morales is an Assistant Professor of Teacher Education at Colorado Mesa University, where she contributes to the preparation of future educators through innovative and socially conscious pedagogy. Her academic work is rooted in the School of Education, with a focus on developing critical, collaborative, and inclusive learning environments. PhD in Curriculum & Instruction – University of South Florida MEd in English Education – University of Florida BA in English – University of Florida Her research and teaching are deeply influenced by critical and socio-constructivist theories, including Freire’s concept of critical consciousness and Vygotsky’s socio-cultural learning theory. She emphasizes qualitative methodologies , particularly Narrative Inquiry and Counterstorytelling , to explore issues of equity, identity, and power in education. Her interests extend to English education curriculum development and the application of constructivist learning strategies such as Socratic seminars, peer writing workshops, and jigsaw activities. Although no publications are listed in the provided text, her methodological and theoretical focus suggests a strong engagement with educational research centered on social justice, teacher development, and student voice. Her pedagogical philosophy promotes collaborative knowledge construction and values the diverse funds of knowledge students bring to the classroom. Dr. Morales has not been mentioned as receiving any formal scientific awards in the provided material. She is actively involved in mentoring and teaching future educators, fostering environments where students engage in dialogic, student-driven learning. While specific grant activities or advising relationships are not detailed, her focus on cooperative learning and critical inquiry suggests a strong commitment to educational equity and transformative teaching practices. There is no mention of specific research labs or formal research teams in the provided information.

• Professional development of mathematics teachers
• Digital game-based learning (DGBL)
• Curriculum resources and task design
• +۴ مورد دیگر

Dr. Ljerka Jukić Matić is an Associate Professor at the School of Applied Mathematics and Informatics , Josip Juraj Strossmayer University of Osijek . As Head of the Geometry and Mathematics Education Group , her work focuses on: Teacher professional development Digital game-based learning (DGBL) Curriculum resource design and utilization Her recent publications examine: Non-routine task approaches in undergraduate mathematics Constructionist DGBL implementation challenges Longitudinal curriculum material interactions Systematic reviews of teacher professional development Research trends in her 15 most recent articles highlight: Integration of DGBL in secondary mathematics Teacher-student-textbook dynamics Cross-cultural comparisons of mathematical concepts Assessment of conceptual vs procedural knowledge retention She employs mixed-methods research designs, combining: Longitudinal case studies Triangulated data collection Frameworks like curricular noticing and Ref*AER Her work contributes to understanding: Mathematics teacher design capacity Textbook's role in educational reform Implementation of creativity-fostering tasks Remote education challenges during the pandemic

Nick Stangerمشاهده پروفایل

دانشیار

• Environmental Education
• Environmental Sociology
• Ecological Identity
• +۵ مورد دیگر

Dr. Nick Stanger is an Associate Professor of Environmental Education at the Huxley College of the Environment, Western Washington University. He holds a PhD in Curriculum Studies from the University of Victoria (2014), where he was a SSHRC Doctoral Fellow. His research focuses on environmental sociology, ecological identity, and Indigenous responses to climate change, employing decolonizing methodologies and participatory techniques. He co-directs the Redfish School of Change and directs the Living Lab Project, emphasizing community-based research with local First Nations communities. Education: PhD in Curriculum Studies (Environmental Education), University of Victoria (2014); MA in related fields. Research Interests include: Indigenous-settler relations, transformative places, ecological pedagogy, and knowledge mobilization. His work supports Indigenous community storytelling and seeks pathways for settler-colonial communities to engage in ecological and cultural sovereignty. Publications span environmental education journals, edited volumes, and creative works, including the influential Transformative Inquiry iBook. Teaching emphasizes place-based education, project-based learning, and constructivist approaches. Labs/Initiatives: Redfish School of Change (field-based education), Living Lab Network (community-university partnerships), Transformative Places project (interactive website).

• Computational Thinking
• Mathematics Education
• Teacher Education
• +۳ مورد دیگر

Andre Rognes is an Associate Professor at Oslomet – Oslo Metropolitan University, affiliated with the Faculty of Education and International Studies within the Department of Primary and Secondary Teacher Education . He serves as Head of Studies and leads research initiatives focused on digital learning and mathematics education. His work emphasizes computational thinking integration in teacher training and K-12 curricula, as seen in the interdisciplinary MASCOT project. Research interests include computational thinking, mathematics education pedagogy, educational technology, and curriculum design. Notable projects investigate flipped classroom methodologies in university settings, birth month effects on academic performance, and early childhood math learning through digital tools. His publications span journals like Nordic Journal of Comparative and International Education and Scandinavian Journal of Educational Research , with recent work analyzing curricula in Nordic countries and LEGO robotics-based learning in elementary education. Rognes collaborates with international teams through research groups such as Digital Learning Arenas and Task Design in Mathematics Education . He has presented at conferences including NERA and the European Conference on Argumentation, focusing on computational thinking and argumentation development in young learners.

Lan Nguyenمشاهده پروفایل

مدرس ارشد

• Ethics
• Education
• Audit
• +۴ مورد دیگر

Dr. Lan Nguyen is a Senior Lecturer in the Department of Accounting, Info Sys & Supply Chain at RMIT University, Australia. Her research focuses on the intersection of accounting and auditing regulations with ethical considerations, education, and technological advancements. She explores both emerging and traditional issues in accounting and auditing, emphasizing high-quality financial reporting and social impact. Her teaching adopts a social constructivist approach, equipping students to navigate digital, globalized environments. Key projects include studies on technology adoption in accounting, taxpayer compliance in the digital era, and value-based healthcare accounting. She is open to supervising Master's and PhD students in these areas. Dr. Nguyen holds an ORCID identifier (0000-0002-4282-6156) and actively collaborates on initiatives promoting ethical and technologically informed accounting practices. Research Interests: Ethics, Audit Technology, Financial Reporting Quality, Regulatory Compliance, Education in Accounting. Teaching Interests: Financial Accounting, Management Accounting, Technology in Teaching. Current Projects: Three essays on emerging technologies in accounting, taxpayers' non-compliance in the digital era, and accounting for value-based healthcare. Her work bridges theoretical insights with practical challenges, addressing how ethical frameworks and technological tools shape modern auditing and accounting practices.

• Mathematics Education
• Curriculum Development
• Teacher Professional Growth
• +۵ مورد دیگر

David Nutchey is a researcher affiliated with Queensland University of Technology, specializing in mathematics education and curriculum innovation. His work focuses on aligning teacher practices with reformed curricula, integrating robotics and STEM into mathematical learning, and operationalizing constructivist theories through frameworks like Popper's Three Worlds. Research Highlights: Curriculum alignment, RAMR framework, teacher professional growth, genetic decomposition in mathematics Collaborations: Regularly works with Tom Cooper, Lyn English, Edlyn Grant, Vinesh Chandra, and Phuntsho Dolma His publications span journals like the International Journal of Science and Mathematics Education and conferences such as the International Conference of STEM in Education. He has contributed to understanding how language and literacy impact mathematical learning and how technology can enhance educational outcomes. Nutchey completed his PhD in 2011 at Queensland University of Technology, titled Towards a model for the analysis and description of mathematical knowledge and understanding , which laid the foundation for his subsequent research.

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.

• Mathematics Education
• Educational Technology
• Cognitive Psychology
• +۳ مورد دیگر

Laurie D. Edwards is a Professor at the Kalmanovitz School of Education, Department of Teacher Education, Saint Mary's College of California. Her research bridges mathematics education, cognitive psychology, and educational technology, focusing on how gesture, multimodal representations, and computer microworlds shape mathematical understanding. Research Interests: Embodied cognition, gesture-driven learning, conceptual integration, bilingual mathematics reasoning, and computer-based learning environments. Key Publication Trends: 15 recent articles reveal sustained exploration of gesture's role in mathematical cognition (2007-2017), evolving digital microworlds (1988-2001), and bilingual group problem-solving dynamics (1997). Labs/Teams: Collaborative work with the Kalmanovitz School of Education faculty on mathematics pedagogy innovations.

Erik Jon Bykerمشاهده پروفایل

استاد

• Curriculum Foundations
• Educational Technology Integration
• Global Citizenship Education
• +۶ مورد دیگر

Dr. Erik Jon Byker is a full Professor in the Department of Reading and Elementary Education at the University of North Carolina at Charlotte (UNC Charlotte), housed within the Cato College of Education (COED). He holds a Ph.D. in Curriculum, Teaching, and Educational Policy from Michigan State University and a M.Ed. in Curriculum and Instruction from the University of Virginia. His academic roles include membership in the Honors College and leadership of initiatives like the TedXCraverRoad Countdown and the Global-ready Research and Equitable Education in Teaching (GREET) Center. Byker’s research focuses on global citizenship education , educational technology integration , and comparative and international education . He has conducted field studies in India, Cuba, Germany, South Africa, and others, investigating how technology shapes teaching practices and student learning. His work emphasizes critical cosmopolitan theory and participatory action research , particularly through collaborations with organizations like ASER in India. Teaching responsibilities include courses on culturally responsive pedagogy , instructional design , and social studies methods . He also supervises student teaching at Patriots STEM Elementary School and leads study abroad programs in South Africa. Byker has received numerous awards, including the Best Dissertation Award from the South Asia SIG (2013) and multiple recognitions for teaching excellence. His community involvement includes leadership roles in professional organizations like the American Educational Research Association (AERA) and the Comparative and International Education Society (CIES). Recent publications (2023) address global networked learning between German and U.S. students, K-12 cybersecurity practices , and inquiry-based teacher education frameworks . His work bridges international educational research with practical pedagogical innovation.

• Translation Studies
• Language Education
• Digital Literacy
• +۴ مورد دیگر

Kerry McDonald serves as a Senior Lecturer in Spanish within the Faculty of Humanities & Social Sciences at the University of Strathclyde. She manages research-integrated teaching at honours and masters levels with specializations in translation, interpreting, and language policy. Her academic profile combines professional industry experience in translation with multidisciplinary expertise in nineteenth-century Latin American socio-political history. Her educational background includes a PhD in The Experience of the Pronunciamiento in San Luis Potosí (1821-1855) from the University of St Andrews, a PGDE in Secondary Education (German and Spanish) from Strathclyde, and a Postgraduate Certificate in Academic Practice from Glasgow. She holds professional qualifications including a PG Dip in Translation & Technology from Heriot-Watt University and an MA in Modern Languages from St Andrews. McDonald's research focuses on the intersection of translation studies, digital literacy, and political history. Her recent work examines cooperative learning strategies in Spanish language education, reflective learning methodologies, and the development of digital literacy through translation practices. She actively investigates how AI impacts language education while maintaining historical perspectives on language policy. Her upcoming 2025 engagements include speaking at 'Translation and Language Education in the Age of AI' and contributing to national discussions about 'The Future for Languages in Scotland' through multiple invited talks and organizational roles. She serves as a member of the University Council for Languages, influencing national language education policy. Key professional recognitions: Higher Education Academy Fellowship (HEA) PGDE in Secondary Modern Foreign Languages Education As an active researcher and educator, McDonald bridges historical scholarship with contemporary language teaching challenges, particularly examining how digital transformations affect translation pedagogy while maintaining connections to her foundational work on nineteenth-century Mexican political history.

Catherine Cawsمشاهده پروفایل

استاد

• Computer-Assisted Language Learning (CALL)
• Data-Driven Learning
• Technology-Mediated Language Teaching
• +۷ مورد دیگر

Catherine Caws is a Professor in French and Francophone Studies at the Department of French and Francophone Studies within the Faculty of Humanities at the University of Victoria. She has been teaching at UVic since 2002. PhD (University of British Columbia) Her research focuses on technology-mediated language learning, data-driven learning, constructivist pedagogy, and socio-cultural theories of learning, particularly activity theory applied to CALL. She also explores digital literacy, lexicology, and socio-interactive competencies in language education. The articles highlight her expertise in CALL, digital literacy, and socio-interactive pedagogy. Recent works (2023-2024) emphasize digital citizenship, translation tools, and ergonomic design in language learning technologies, while earlier publications (2019-2021) analyze metacognitive scaffolding, Twitter-based learning, and open digital learning environments. Caws leads research projects funded by ACFAS and collaborates with the Council of Europe on digital citizenship initiatives. She has served as an associate partner in programs addressing digital literacy and language education from 2016-2022. Her work involves partnerships with institutions like the European Centre for Modern Languages, UC Louvain-La-Neuve, and the e-lang citizen team. She has presented keynotes on digital language pedagogy at international conferences since 2021.

• Architecture
• Urban Planning
• Historical Preservation
• +۵ مورد دیگر

Prof. Dr. Sennur Akansel is a prominent Turkish academic at Trakya University , where she has served in the Department of Architecture since 1985. Her career spans roles from Research Assistant to Professor (2020), with significant administrative contributions as Vice Dean of the Faculty of Architecture (2013-2021) and ongoing Department Head since 2011. She leads the Edirne Research and Application Center and contributes to UNESCO-related heritage governance. B.Sc. and M.Sc. in Architecture (1985, 1991) and Ph.D. (2000) from Trakya University Her research interests center on urban transformation , historical preservation , sustainable design , and spatial analysis of cultural heritage. She integrates Space Syntax with computational methods like Particle Swarm Optimization to address contemporary urban challenges. Recent work explores urban forests , post-pandemic housing , and digital heritage exhibitions . Her scholarly output includes over 15 recent publications analyzing public space design , historical fabric , and socio-spatial dynamics in the Balkans and Turkey. She supervises 15+ graduate students, focusing on topics ranging from adaptive reuse to ecological planning . Despite active roles, no scientific awards are explicitly mentioned in the provided text.