جست‌وجوی استاد و پژوهشگر

• Biology Education
• Environmental Ethics
• Science Education
• +۲ مورد دیگر

Professor Sibel GÜRBÜZOĞLU YALMANCI is a distinguished academic at Kafkas University's Faculty of Education, Department of Mathematics and Science Education, specializing in Biology Education. She has been serving as a full-time Professor since 2022, following her progression through the academic ranks from Lecturer (2006-2010) to Assistant Professor (2010-2017), and Associate Professor (2017-2022). Her research interests span across Biology Education, Environmental Ethics, Science Education, Genetically Modified Organisms Education, and Biodiversity Education. She has made significant contributions to understanding students' environmental ethics approaches, conceptual understanding of biological concepts, and the impact of educational methodologies on learning outcomes. The analysis of her recent publications reveals a strong focus on environmental education, particularly examining students' attitudes toward biodiversity, genetically modified organisms, and eco-friendly behaviors. Her work employs diverse research methodologies including scale development, comparative studies, and educational interventions to address critical issues in science education. Professor GÜRBÜZOĞLU YALMANCI has successfully advised six master's students on diverse topics ranging from environmental behaviors to biodiversity awareness and socio-scientific issues in science education. She has also led or participated in multiple research projects, including a 2024 TÜBİTAK-supported project on digital content preparation for climate change education. Her leadership extends to institutional roles including serving on the Faculty Management Board since 2017 and as Head of Department since 2011. She has taught various courses at both undergraduate and graduate levels, including General Biology, Environmental Problems and Education, and Constructivist Approaches in Science Education.

• Learning and Motivation
• Instructional Strategies
• Educational Technology
• +۴ مورد دیگر

Timothy Newby serves as Professor in Purdue University's Department of Curriculum and Instruction, holding continuous faculty appointment since 1984 with promotion to full Professor in 1997. His academic home resides within the Learning Design and Technology program, where he teaches undergraduate and graduate courses spanning educational technology foundations to advanced instructional design theory. Education: Ph.D. in Instructional Psychology from Brigham Young University (1984) B.S. in Psychology from Brigham Young University (1979) Professor Newby's research program investigates learning-motivation dynamics through empirical studies of digital badge ecosystems in higher education, complemented by investigations into instructional analogies and technology-mediated mentoring . His theoretical work bridges behaviorist, cognitivist, and constructivist frameworks with contemporary instructional challenges, emphasizing practical applications of learning science. Current projects examine how digital credentials influence goal-setting behaviors and self-regulated learning across diverse learner populations. Analysis of his 2016-2020 publications reveals a cohesive research trajectory centered on digital credentialing systems , with methodological diversity spanning case studies, surveys, and experimental designs. These works consistently connect badge implementation to broader themes of learner agency , technology integration , and assessment innovation , particularly within teacher education and post-secondary contexts. Recurring co-authors (Ertmer, Koehler, Cheng) indicate sustained collaborative networks. Through courses like EDCI 53100 (Learning Theory) and EDCI 67500 (Instructional Strategies), Professor Newby mentors graduate students in the Learning Design and Technology program. His professional engagement includes active membership in AECT and AERA, though specific grant funding details remain unreported in current materials. The absence of awards documentation contrasts with his prolific publication record exceeding 60 articles and 16 books.

Maria Bergeمشاهده پروفایل

استاد

• Science and Technology Education
• Gender Studies
• Engineering Education
• +۳ مورد دیگر

Maria Berge is a Professor of Science and Technology Education at Umeå University , with a Ph.D. in Engineering Education Research. Her work bridges gender studies and engineering education , focusing on interactional patterns, emotional positioning, and social norms in STEM learning environments. She is affiliated with the Umeå Centre for Gender Studies (UCGS) as a visiting lecturer and contributes to interdisciplinary research groups like FemHum and Umeå Science Education Research (UmSER) . Key Research Themes : Gender and intersectionality in STEM, emotional dynamics in learning, power structures in classrooms, and socio-material approaches to education. Notable Projects : IMMPACT (2022-2025) on mathematics and physics education, The (un)emotional engineer (2021-2025) exploring emotional scaffolding, and The Geek as gatekeeper? (2019-2022) analyzing gender/racial dynamics in tech culture. Her recent publications emphasize humor as a pedagogical tool , emotional engagement in sustainability education , and critical analyses of whiteness and gender norms in academic settings. She also coordinates the course Work Technology and Gender , compulsory for Ph.D. students in computing science since 2020.

Darko Odicمشاهده پروفایل

دانشیار

• Cognitive Development
• Language Acquisition
• Psychophysics
• +۵ مورد دیگر

Darko Odic is an Associate Professor in the Department of Psychology at the University of British Columbia, Faculty of Arts. He holds a PhD from Johns Hopkins University (2014) and is affiliated with the Early Development Research Group, focusing on language, learning, and social understanding in infants and children. His research spans cognitive development, psychophysics, and the interface between language and number representation. Odic teaches courses in developmental, social, and clinical psychology, and his work has been recognized through awards like the Jacobs Foundation Fellowship and APS Rising Star honor. Research Interests: His primary areas include numerical cognition (approximate number system), developmental psychophysics, and how language acquisition interacts with semantic-cognitive processes. Notable projects explore how children’s intuitive number sense develops, the role of non-numeric features in perception, and metacognitive confidence judgments. Publications & Awards: Odic has published extensively on topics like number representation, perceptual discrimination, and educational interventions. His work appears in journals like Developmental Psychology and Perception. Awards highlight his contributions to both research and teaching. Academic Engagement: He advises students in cognitive and developmental psychology and collaborates on interdisciplinary projects involving robotics education and visual perception studies.

• Mathematics Education
• Educational Research
• Classroom Interaction
• +۵ مورد دیگر

Professor Yvette Solomon is a distinguished academic in Mathematics Education, holding concurrent positions as Professor of Education at Manchester Metropolitan University (since 2009) and Professor in Mathematics Education at OsloMet Oslo Metropolitan University in Norway. Her research focuses on classroom interaction, learner identities, gender and social class dynamics in mathematics education, and socio-cultural theory. She has a PhD in Educational Research from Lancaster University (1986) and has authored influential books such as Mathematical Literacy (2008). Her work spans over three decades, addressing how family relationships and pedagogical practices shape mathematical learning across primary to undergraduate levels. Key projects include the Inclusive Mathematics Teaching (IMaT) initiative funded by the Norwegian Research Council (2019–2022), and the Realistic Mathematics Education at Key Stage 3 project supported by the Education Endowment Foundation (2018–2021). She has also led studies on teacher education for inclusion in Ireland and the impact of reform-based teaching approaches on post-16 mathematics resit classes. Professor Solomon is a member of the British Educational Research Association (BERA), British Psychological Society (BPS), and British Society for Research into Learning Mathematics (BSRLM). Her editorial contributions include serving as Editor of Research in Mathematics Education (2013–2017). She supervises research on mathematics teacher education, gender dynamics, and professional identities in STEM fields. Her research outputs emphasize equity, teacher agency, and the socio-cultural dimensions of mathematical learning, with a particular focus on fostering inclusive classroom practices and addressing systemic barriers to mathematical engagement.

Alena Barysevichمشاهده پروفایل

دانشیار

• Applied Linguistics
• Sociolinguistics
• French as a Second/Foreign Language (FSL) Teaching
• +۶ مورد دیگر

Dr. Alena Barysevich is an Associate Professor in French Studies and Linguistics at the School of Languages and Literatures, University of Guelph. She specializes in Applied Linguistics and sociolinguistic competence in second language acquisition, with a focus on French as a Second/Foreign Language (FSL) in minority settings. Her research emphasizes bilingual/plurilingual education, innovative pedagogical approaches (e.g., translanguaging, task-based instruction), and the integration of technology in language learning. She has designed and evaluated online, hybrid, and face-to-face language curricula, and her work addresses social justice and equity in language education. Education: Ph.D., Sociolinguistics, University of Western Ontario M.A., French Studies/Linguistics, University of Western Ontario D.E.A., Interdisciplinary Studies, Université Libre de Bruxelles B.A.H. & B.Ed., French Studies & Applied Linguistics, Minsk State Linguistic University Research Interests: Sociolinguistics, FSL pedagogy, translanguaging, technology-enhanced learning, minority language education, and socio-constructivist theory. She investigates how language variation, identity, and social factors influence language learning and teaching, particularly in minority contexts like Franco-Ontarian communities. Recent Research Projects: Language Education for Social Justice (2024–Present): Explores social justice frameworks in language education. Translanguaging Pedagogy in a Canadian University (2022–2023): Evaluates cross-language learning tools. Fundamentals of Language and Language Learning (2020–2022): Developed an online course for language learners. Awards: Lynne-Lionel Scott Award (2011) Best Teacher of the Year (2010) Excellence in Teaching (2006) Advising & Grants: Supervised research assistants including W. Lindinger and E. Langlois. Secured grants from SSHRC, AVPA, and the Learning Enhancement Fund. Co-organized conferences like the International Second Language Pedagogies Conference and led initiatives such as the Multilingual Trivia Night . Labs/Teams: Active in the School of Languages and Literatures’ initiatives, focusing on interdisciplinary language education and technology integration.

Meesuk Ahnمشاهده پروفایل

مدرس

• Educational Policy
• Learning and Cognition
• Trauma Education
• +۷ مورد دیگر

Meesuk Ahn is a Lecturer in the Psychometrics & Educational/School Psychology Department at SUNY Old Westbury. She holds multiple advanced degrees including a Ph.D. in Epistemology (Curriculum and Pedagogy) from University College London and a Ph.D. in Psychometrics from Ewha Womans University. Dr. Ahn has over 30 years of experience in social science research, curriculum development, and teacher/mental health professional training. Education: Ph.D. in Epistemology (2000), Institute of Education, University of London Ph.D. in Psychometrics (1996), Ewha Womans University MSW in Children and Family (2007), Fordham University MA in Curriculum and Instruction (1990), George Washington University Her research focuses on learning theory, psychometrics, trauma education, media literacy, and instructional technology. Current projects include evaluating NSF STEM teacher programs, video games' cognitive impacts, and NYC K-3 reading improvement networks. She has extensive experience with statistical software (SPSS, AMOS) and social network analysis tools (UCINET). Recent publications emphasize K-3 literacy ecosystems, federal budget education for teachers, and cross-national education policy analysis. Her work spans 100+ peer-reviewed articles, book chapters, and grant reports for organizations like NCREST and the Federal Reserve. She has advised on major educational initiatives including the NYC 21st Century Community Learning Centers and trauma education programs. Dr. Ahn's professional service includes peer review for USDOE grants and accreditation standards. She collaborates with major institutions like Teachers College Columbia University and the National Center for Social Work Trauma Education.

Warren Barrمشاهده پروفایل

استاد

• Charity Law
• Property Law
• Social Housing Law
• +۳ مورد دیگر

Warren Barr is the current Dean of Birmingham Law School and Professor of Law at the University of Birmingham. He has held leadership roles including Head of the School of Law and Politics at Cardiff University and Interim Dean at the University of Liverpool. His research focuses on Charity Law, Property Law (particularly social housing and landlord-tenant issues), and the intersection of charity operations with property management. He co-authored the seminal textbook Pearce & Barr: Trusts & Equitable Obligations (8th ed., OUP 2022) and has contributed to REF Impact Case Studies through his work with the Charity Law and Policy Unit. Professor Barr has pioneered educational leadership roles, serving as Student Experience Lead and Academic Standards Lead in Liverpool University’s Humanities Faculty. He actively participates in national legal education initiatives, including the TEF Business and Law Subject Level Pilot Group and the QAA Law Benchmark Statement Advisory Board. His teaching philosophy emphasizes constructivist learning design and student-academic partnership. Professional Roles: Vice-Chair, Committee of Heads of University Law Schools Chair, Modern Studies in Property Law Subject Board Academic Member, Property Bar Association Awards: Law Teacher of the Year (2006) Principal Fellow, Higher Education Academy Key Research Themes: Charitable property management Social housing policy Legal frameworks for vulnerable populations Contractualization of leasehold law His recent research addresses carbon-neutral initiatives’ impact on charitable social housing providers and explores anti-terror financing risks in shell charities. He has advised on international student recruitment strategies in Asia and contributed to over 20 university education reform committees.

Anna Keuneمشاهده پروفایل

استاد

• Learning Sciences
• STEM Education
• Educational Design Technologies
• +۴ مورد دیگر

Prof. Anna Keune is a Professor of Learning Sciences and Educational Design Technologies at the Technical University of Munich (TUM), affiliated with the TUM School of Social Sciences and Technology. Her research focuses on the intersection of learning sciences and design studies, particularly examining how design technologies and materials influence STEM learning, with an emphasis on gender equity and posthumanist methodologies. She holds a PhD in Learning Sciences from Indiana University (2020) and has conducted postdoctoral research at the University of California, Irvine and Ruhr University Bochum. Keune's work explores the materiality of learning through crafts like weaving and sewing, linking these practices to computational thinking and mathematical reasoning. She advocates for inclusive educational technologies that support diverse learners, leveraging participatory design approaches. Key theoretical frameworks in her research include constructivism and posthumanism. Education: PhD in Learning Sciences (Indiana University, 2020), MSc in New Media Arts and Design (Aalto University) Awards: Indiana University Distinguished PhD Dissertation Award (2020), ASEE PCEE Best Paper Award (2021) Her recent publications emphasize posthumanist methodologies, AI ethics in education, and the role of fiber crafts in fostering STEM engagement. She co-leads projects like the #quiltsforpulse initiative, which uses craftivism for socio-political activism, and explores material-based learning in makerspaces to enhance equity and accessibility.

Donatella Cesareniمشاهده پروفایل

دانشیار

• Collaborative use of technologies in education
• Educational technologies
• Blended learning
• +۵ مورد دیگر

Donatella Cesareni is an Associate Professor in Educational Studies at the Faculty of Medicine and Psychology, Sapienza University of Rome. She serves as a member of the teacher staff for the PhD program in "Social Psychology, Developmental Psychology and Educational Research" and has been the co-editor of the scientific journal "QWERTY, journal of technology, culture and education" since 2006. Her work focuses on the collaborative use of technologies in educational settings, with significant contributions to understanding how digital tools can enhance learning experiences in schools and universities. Dr. Cesareni's research interests center on the collaborative use of technologies in education, with particular emphasis on blended learning, trialogical learning approaches, and the integration of ICT in educational settings. Her work explores how technology can support knowledge building, collaborative learning, and professional development for teachers. She has investigated the impact of digital tools on student engagement, teacher well-being, and educational quality across various educational contexts from primary schools to higher education institutions. Her extensive publication record demonstrates consistent engagement with evolving educational technologies and pedagogical approaches. Recent work has focused on the adaptation to distance education during the pandemic, the trialogical learning approach for active citizenship education, and the relationship between teacher engagement, burnout, and interest in ICT training. Her research shows a clear trajectory from examining basic technology integration in classrooms to more sophisticated investigations of collaborative knowledge building and the socio-technical aspects of educational technology implementation. Dr. Cesareni has been actively involved in numerous research projects, including European initiatives such as CL-Net, Euroland, ITCOLE, Knork, and Commons, which focused on the use of technologies in educational settings at both national and international levels. She is also a member of Sapienza University's Quality and Innovation of Didactics working Group (QUID), contributing to institutional efforts to enhance teaching quality and innovation.

• Elementary and Preschool Pedagogy
• Inclusive Education
• Comparative Education
• +۷ مورد دیگر

Bronislava Kasáčová is a Lecturer at the Department of Elementary and Preschool Pedagogy , Faculty of Education , Matej Bel University in Banská Bystrica, Slovakia. International research on teacher job satisfaction and workload (Slovakia, Poland, Czech Republic) Focus on inclusive education attitudes and SEN student care Comparative studies of reading preferences in younger learners Her methodological expertise includes professiography for analyzing teachers' professional activities and qualitative research. Current projects examine: VEGA 1/0415/22: Subjective workload perception vs. life satisfaction KEGA 001UMB-4/2022: Supporting materials for 2-year-old education VEGA 1/0732/19: Teacher attitudes toward diversity

• Biology Education
• Science Education
• Inclusive Education
• +۳ مورد دیگر

Dr. Melanie Basten is a Research Associate in Biology Didactics at the Faculty of Biology , University of Bielefeld, with expertise in science education, inclusive pedagogy, and digital teaching methods. Her work bridges educational theory with practical implementation, focusing on student autonomy, motivational frameworks, and nature-based learning. She has held temporary acting professorships and contributes to open educational resources through projects like BInQ-Bio . Current affiliation: University of Bielefeld (on leave) Previous roles: Acting Professor at University of Trier, University of Bielefeld Research Interests include: Inclusive education strategies for diverse learners Impact of digital tools (e.g., Inverted Classroom) on pedagogy Connectedness to nature in early childhood education Autonomy-supportive teaching to reduce gender gaps Integration of socio-scientific issues into curricula Academic Appointments reflect her interdisciplinary focus across biology, chemistry, and general studies. She co-leads initiatives like the NaveL project for digital self-learning environments and participates in the InChangE focus area on individualization in changing environments.

• Interpersonal Communication
• Persuasion
• Communication Theory
• +۳ مورد دیگر

Susan Kline is an Associate Professor at Ohio State University with a distinguished academic career focused on interpersonal communication, persuasion, and communication theory. Her work bridges theoretical inquiry with practical applications in social and organizational contexts. Education: B.A., University of Illinois at Urbana-Champaign M.A., University of Illinois at Urbana-Champaign Ph.D., University of Illinois at Urbana-Champaign Dr. Kline investigates how communication shapes identity, relationships, and social influence. Her research spans three core areas: - Constructivist approaches to message design and interpersonal competence development in children - Persuasion and argumentation in deliberative contexts, particularly around colorism and civility - Technology-mediated communication dynamics in organizational and person-centered systems Recent publications highlight her expertise in argumentation frameworks across media formats, stereotype evolution through dialogue, and the socio-political dimensions of communication. Her work integrates cognitive development models with rhetorical analysis to examine how communication technologies reshape learning and relational maintenance. Dr. Kline contributes to academic discourse through graduate student mentorship and innovative teaching at both undergraduate and graduate levels, covering topics like persuasive communication, language/social interaction, and technology-mediated discourse analysis.

Eric M. Moodyمشاهده پروفایل

استادیار

• Empathy Studies
• Humility in Leadership
• Constructivist Pedagogy
• +۵ مورد دیگر

Dr. Eric M. Moody is an Assistant Professor and Internship Program Coordinator in the Department of Integrative Studies Leadership and Interdisciplinary Studies at the University of South Alabama's College of Education and Professional Studies. He holds a Ph.D. in Political Science from the University of Florida, specializing in International Relations and American Politics, along with an MBA and B.S. from the University of North Alabama. With a 20-year U.S. Air Force career, he retired as a Lieutenant Colonel after deployments including Operation ENDURING FREEDOM in Afghanistan. His teaching philosophy emphasizes student engagement in online education, striving for parity with in-person learning through innovative methods. Research focuses on empathy's societal impact, celebrity philanthropy, and constructivist pedagogy. He hosts the Optimistic Tales podcast exploring human achievements through citizen narratives. Additional interests include compassionate cosmopolitanism and strategic environment analysis. Dr. Moody actively participates in community outreach, including judging the National Shrimp Festival's Singing for Scholarships event. He has received multiple military and academic awards, including the Allen E. Dorn Researcher of the Year and Philip D. Caine Instructor of the Year awards. A dedicated Beatles fan, he teaches courses like Global Leadership, Community Development, and Internship Capstone Experience.

ANTONIA LARRAIN SUTILمشاهده پروفایل

استاد

• Discourse Analysis
• Argumentation in Education
• Socio-Cultural Psychology
• +۳ مورد دیگر

Antonia Larraín Sutil is a Professor of Psychology at the Universidad Alberto Hurtado , Chile, where she has held leadership roles including Director of the Doctorate in Psychology (since 2018) and former Director of Postgraduate Studies and Research in the Faculty of Psychology (2014-2018). She holds a PhD in Psychology from the Pontificia Universidad Católica (PUC) and completed a postdoctoral fellowship at the University of Cambridge, UK, focusing on argumentation and science teaching. Her research integrates discourse analysis , socio-cultural theories (Vygotsky), and argumentation studies , exploring how dialogic processes enhance learning and teaching in science education. Notable grants include a FONDECYT Regular (2021-2025) on deliberative teaching for citizenship and a FONDEF project (2021-2023) evaluating curriculum-supported argumentation tools. She has supervised over 20 doctoral and master’s theses, mentoring scholars in education, psychology, and science pedagogy. Larraín Sutil serves on editorial boards of journals like Journal of Theoretical and Philosophical Psychology and Psyche , and has contributed to global academic networks such as the International Society for Theoretical Psychology. Her work bridges theoretical psychology with practical educational interventions, emphasizing the role of argumentation in fostering critical thinking and scientific literacy.