Jonathan Santo is a Professor of Psychology at the University of Nebraska at Omaha (UNO), where he serves as Director of the Graduate Developmental Psychology Program and as a faculty member in the Office of Latino/Latin-American Studies. His research explores peer relations, cultural differences in self-esteem, and classroom-level influences on child and adolescent development, with a focus on improving school environments and fostering positive social interactions. ORCA Faculty Fellow His research spans broad areas including Developmental Psychology , Social Support Systems , and Cross-Cultural Peer Dynamics , with specific attention to peer victimization , self-continuity , school climate , and developmental trajectories in Brazilian and Colombian youth . Recent publications analyze topics like hikikomori experiences , friendship security , and HPA axis dysregulation in adolescents. Scientific awards include the ORCA Faculty Fellow recognition. His work often involves longitudinal assessments of peer relationships cross-cultural comparisons (Brazil, Colombia, China, Nigeria, Singapore, U.S.) policy-focused blog posts on family separations and school interventions
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نمایش ۱-۱۵ از ۷۳ استاد راهنما
اطلاعات پروفایلها از صفحات عمومی دانشگاهها گرفته شده و ممکن است بهروز نباشد.
Paulo Blikstein is an Associate Professor of Communication, Media, and Learning Technologies Design at Teachers College, Columbia University. He holds affiliations with the Mathematics, Science & Technology department and the Communication, Media, and Learning Technologies Design program. His expertise spans curriculum design, digital innovation, science education, and educational technology. Dr. Blikstein earned a Ph.D. in Learning Sciences from Northwestern University (2009), M.Sc. in Media Arts & Sciences from MIT Media Lab (2002), and degrees in Engineering from the University of São Paulo (Brazil). His research focuses on leveraging technology to enhance learning through computational modeling, maker education, and tangible interfaces. He leads the Transformative Learning Technologies Lab and the FabLearn Program, which develop innovative tools like MoDa and PlayData, integrating computational thinking with real-world science experiments. His work emphasizes equitable access to technology-driven education, particularly in the Global South. Recent projects include deploying cloud labs for biology education, analyzing disinformation dynamics via agent-based models, and exploring how social media influences political radicalization. He critiques commercial education technology discourse through a critical pedagogy lens, advocating for culturally responsive, hands-on learning. Blikstein’s research bridges theory and practice, addressing systemic challenges in science education through participatory design with teachers and communities. His labs create sustainable educational technologies, such as DIY liquid handling robots and haptic feedback systems, to democratize STEM access. He also investigates computational identity formation in K-12 students and the role of making in fostering gender equity in STEM.
Crina Damsa is a Professor at the Department of Education, University of Oslo. Her research focuses on collaborative learning, interdisciplinary learning, and the role of digital technologies (including AI) in knowledge work and education. She leads projects like Unpacking collaboration: Multimodal analysis and combined method designs and Learning Ecologies in Higher Education , and is involved in research groups such as HEDWORK and LIDA. PhD in Educational Research, University of Oslo (2013) MSc in Learning Design and Technology, Utrecht University (Netherlands) BA in Language and Literature, Babes-Bolyai University (Romania) Her work examines sociocultural and sociomaterial aspects of learning, with a focus on student-centered environments, design-based research, and multimodal learning analysis. She supervises PhD students and contributes to methodological advancements in learning sciences. Editorial roles: Area Editor for Learning in Context , member of editorial boards for journals like Journal of the Learning Sciences and Frontline Learning Research Projects: Academic Hospitality in Interdisciplinary Education (AHIE) , Digital Integration of Video Assessment (DIVA) , Digital Tracing of Collaborative Learning (DigiT) , Global Teacher Education (GatherED)
Rama Hartمشاهده پروفایل
دانشیار
Dr. Rama Hart is an Associate Professor in the Department of Management at the Opus College of Business, University of St. Thomas. Previously served as Director of the Master of Arts in Organization Development program in the College of Education, Leadership and Counseling before joining Opus in 2018. Specializes in global/virtual team communication, organizational change leadership, and workplace inclusion issues. Teaches Managing Organizational Behavior in Full-time MBA program Offers courses in Organization & Employee Development (MGMT 360) and Inclusive Leadership (MGMT 385) Active participant in equity, diversity, and intercultural competence initiatives Research Focus: Combines virtual communication studies with organizational change management, emphasizing inclusive leadership practices across domestic and global contexts. Her work examines relationship formation in distributed teams through communication patterns and technological mediation. Teaching Philosophy: Integrates experiential learning through virtual worlds and appreciative inquiry methodology, focusing on practical skill development for navigating modern workplace complexities. Institutional Roles: Involved with multiple academic units including the Schulze School of Entrepreneurship and various research centers like the Behavioral Research Center and Institute for Social Innovation.
Svanhild Breive is an Associate Professor at the Department of Mathematical Sciences, University of Agder. Her research focuses on mathematics education in early childhood settings, particularly exploring how play and inquiry-based approaches enhance mathematical learning in kindergartens and early primary years. She has contributed significantly to understanding teacher-child interactions, classroom orchestration, and the role of physical environments in fostering mathematical thinking. Her work examines key themes such as the balance between structured and free play, embodied cognition in mathematics, and the application of semiotic theories to analyze learning processes. She has published extensively in journals like For the Learning of Mathematics and European Early Childhood Education Research Journal , and co-authored influential books including Lekende læring og lærende lek i begynneropplæringen (2022) and the Lekbasert læring series. Her research often intersects with broader educational psychology topics, such as curriculum design for preschool systems and the impact of pedagogical frameworks on child development. Collaborations with projects like the Agder Project highlight her commitment to evidence-based early education practices.
Manuela Fabbriمشاهده پروفایل
دانشیار
Manuela Fabbri is an Associate Professor in Didactics and Special Pedagogy at the Department of Education Studies 'Giovanni Maria Bertin' at the University of Bologna. She specializes in educational technology, teacher training, and inclusive education. She has been involved in projects like Cl@ssi 2.0 (ICT integration in schools) and the FIRB L4ALL initiative (innovative pedagogy). Her research focuses on E-learning environments, technologies in childhood, and socio-constructivist learning. She teaches courses in Bologna and Rimini, including Educational Technology and Special Education for Mathematics students. Education : PhD in Didactics (2004), Post-Doctoral Research (2006-2007), and extensive grant-funded research in E-learning and educational innovation. She is affiliated with SIPED (Italian Pedagogy Society), SIREM (Media Education Research), and CKBG (Collaborative Knowledge Building Group). Research Contributions : Over 50 publications on topics like AI in education, hybrid learning feedback, and digital citizenship. Her work bridges technology integration, teacher professional development, and inclusive educational practices. She has led projects in El Salvador on educational inclusion and collaborated with the Italian Ministry of Education on ICT initiatives. Grants & Collaborations : Funded by the Italian Foreign Ministry, University of Bologna, and regional educational programs. Key partnerships include the Centre for Studies and Higher Education on Addiction (CESAF) and the SINAPSI Project with Alma Mater Foundation. Labs/Teams : Active in multidisciplinary teams focusing on educational robotics, digital pedagogy, and technology-mediated learning. Her work emphasizes boundary objects (e.g., learning logs) and collaborative tools for teacher reflection.
- Educational Technology
- Didactics
- Special Pedagogy
- +۷ مورد دیگر
António Augusto Gaspar Ribeiro serves as Professor at the Polytechnic Institute of Viseu's School of Education, where he has maintained continuous academic service since 1986, progressing from Assistant to current Professor Coordenador rank. His scholarly identity centers on Mathematics Education with specialized expertise in geometry pedagogy and educational technology integration across primary and teacher education contexts. His academic formation includes: Doctorate in Didactics of Mathematics (2005, University of Aveiro) Doctorate in Didactics (2005, University of Aveiro) Master's in Mathematics Teaching Methodology (1995, University of Lisbon) Licenciatura in Mathematics Teaching/Nature Sciences (1987, Polytechnic Institute of Viseu) Ribeiro's research program demonstrates sustained innovation in mathematics education, particularly through dynamic geometry environments like Cabri-Géomètre for primary classrooms. His work bridges theoretical frameworks with practical applications, examining teacher cognition, curriculum implementation challenges, and technology-enhanced learning. Recent scholarship shows expanded focus on interdisciplinary approaches in higher education and the pedagogical potential of humor in mathematics instruction. Analysis of his 25+ publications reveals evolving thematic trajectories: early work (2002-2006) established foundations in geometry education and technology integration; mid-career research (2009-2014) addressed curriculum reform and teacher development; current output (2017-2021) emphasizes interdisciplinary collaboration, early childhood mathematics, and socio-emotional dimensions of learning. His scientific recognition includes: 1º Concurso Nacional de Software Educacional - PUZZLE (1993) 1º Concurso Nacional de Software Educacional - JornalHist (1993) Ribeiro has supervised eight master's theses in Educational Sciences, primarily focusing on geometry education, technology integration, and teacher cognition. He leads the SmartCityKidsLab initiative (2019-present) and previously coordinated the PRINT interdisciplinary project (2017-2018) with Brazilian partners. His research portfolio includes four funded projects through the Center for Research in Education, Technologies and Health. As an institutional leader, he serves on the School of Education's Scientific Council and has held multiple governance roles including Pedagogical Council Secretary (1996-1998) and Vice-President of the School Board (2000-2002). His professional engagement extends to the Association of Mathematics Teachers and international collaborations with Brazilian institutions.
Channine Clarke is a Professor at the University of Brighton , serving as Associate Dean for Practice Learning and Partnerships in the School of Education, Sport and Health Sciences. An occupational therapist since 1998, she specializes in mental health and has held leadership roles in clinical governance and education development. Her 2012 PhD on role-emerging placements established her as an international authority in practice learning innovation. MSc in Occupational Therapy, University of Exeter (2002) PhD in Professional Identity Development, University of Brighton (2012) Her research focuses on practice learning , professional identity formation , and diverse clinical placements . She pioneered curriculum reforms requiring all Brighton occupational therapy students to complete placements in non-traditional settings. Her work in interpretative phenomenological analysis has shaped understanding of therapist-patient interactions across physical and mental health domains. Recent publications examine placement diversification in podiatry and identity development in UK community roles. She has developed a digital platform for occupational therapists and organizes annual conferences on diverse practice settings. Her teaching methodology combines problem-based learning with experiential theories, creating student-centered environments that emphasize critical reasoning and reflective practice. AdvanceHE National Teaching Fellowship (2024) Two Excellence in Facilitating Learning Awards (University of Brighton) As an MSc/PhD supervisor, she guides research on practice education, occupational science, and therapeutic interventions. Her Higher Education Academy grant funded the creation of authentic digital learning triggers that facilitate lifelong learning readiness. Active collaborations span multiple UK institutions, focusing on clinical education reform and therapist-patient dynamics.
Kara Grayمشاهده پروفایل
استادیار
Kara Gray is an Assistant Professor of Physics in the School of Education at Seattle Pacific University , specializing in physics education and teacher preparation. She teaches physics content courses and trains learning assistants for introductory STEM instruction, with a focus on constructivist learning, formative assessment, and integrating energy education with equity frameworks. Education : BS (2003), MS (2004) in Physics from Kansas State University; PhD (2013) in Curriculum and Instruction – Science from University of Colorado, Boulder. Dr. Gray’s research emphasizes curriculum design grounded in Next Generation Science Standards , particularly for elementary energy education. Her work explores dynamic transfer of learning , student model-building , and social justice integration in physics instruction. Recent courses include Development of Concepts in Physical Science and Preparing to Teach . Her publications span energy education, the Learning Assistant Model , and formative assessment strategies. Google Scholar highlights 15 recent articles, including studies on environmental justice in energy instruction (2023), NGSS-aligned curriculum evaluation (2022), and mindset impacts in graduate admissions (2017). These reflect her commitment to equity-driven science pedagogy and teacher development .
Dirk Morrisonمشاهده پروفایل
دانشیار
Dirk Morrison is an Associate Professor of Educational Technology and Design in the Department of Curriculum Studies at the University of Saskatchewan's College of Education. He holds an Ed.D. from the University of Toronto, along with an M.Sc. and B.A. His research focuses on instructional design for distance/e-learning, educational technology in higher education, and the societal impacts of ICT. He has authored numerous publications including peer-reviewed articles, book reviews, and technical reports. Notable works explore constructivist online learning environments, the role of continuing education in social change, and the application of activity theory in instructional design. Education: Ed.D., University of Toronto M.Sc. (institution unspecified) B.A. (institution unspecified) Research Interests: Morrison investigates how digital technologies reshape learning across formal and informal settings. Key areas include: Design of online environments for critical thinking Non-formal/informal online learning ecosystems Ethical implications of ICT adoption in education Socio-cultural dimensions of educational technology Key Contributions: His work bridges theory and practice through studies like activity theory-based instructional design frameworks and analyses of socio-demographic factors affecting online participation. Recent publications emphasize e-learning's role in health promotion and organizational training innovations. Awards & Recognition: No specific awards mentioned, though his sustained academic output demonstrates scholarly impact. Advising & Grants: While specific grant details are not provided, his publications indicate active research collaborations including work with Cypress Hills Regional College and the Prairie Region Health Promotion Research Centre (PRHPRC). Labs/Teams: Affiliated with the Department of Curriculum Studies' educational technology initiatives.
Isabelle Drewelow is an Associate Professor of French and Applied Linguistics at the University of Alabama, Department of Modern Languages & Classics. Her research focuses on intercultural competence, affective dimensions of foreign language learning, and pedagogical strategies for fostering cognitive flexibility. PhD, University of Wisconsin-Madison (2009) Maîtrise & Licence in Applied Foreign Languages, Université Michel de Montaigne-Bordeaux III Research Interests: Intercultural Competence Foreign Language Pedagogy Instructed Second Language Acquisition Affective Dimensions of Learning Experiential & Transformational Learning Her recent publications emphasize decentering pedagogies, technology-mediated learning, and blending translation with service learning to cultivate resilience and solidarity dispositions. She received the 2017 Alabama World Language Association’s Educator of Excellence Award. Scientific Awards: 2017 Alabama World Language Association’s Educator of Excellence Award She teaches advanced French language and culture courses, graduate qualitative research methods, and special topics in Second Language Acquisition (SLA). Her work integrates critical pedagogy, digital tools, and social responsibility frameworks.
Esa Saarinenمشاهده پروفایل
پژوهشگر
Esa Saarinen is a Senior Advisor in the Department of Industrial Engineering and Management at Aalto University. His research focuses on Systems Intelligence, Applied Philosophy, and Organizational Systems. He holds a Doctoral degree in Humanities from the University of Helsinki (1978) and has been recognized with awards including the Aalto Act of the Year Award (2021) and the Eino Kaila award (1990). His work spans over 68 publications, emphasizing interdisciplinary approaches to human factors, team dynamics, and philosophical methodologies. Key research interests include positive psychology, organizational learning, and systems-based design strategies. Recent articles highlight applications of Systems Intelligence in safety management, esports, and empathic design. Dr. Saarinen has contributed to international conferences and collaborative research projects, advocating for systems thinking in education and professional settings. His lectures on philosophical practices and methodologies have gained attention in both academic and public domains.
Marc Jambonمشاهده پروفایل
استادیار
Marc Jambon is an Assistant Professor in the Department of Psychology at Wilfrid Laurier University's Faculty of Science. His research integrates constructivist and systems theories to investigate socio-moral development in children, focusing on psychological, social, and contextual factors shaping moral understanding, emotions like sympathy/guilt, and behavioral tendencies including prosociality and aggression. B.A., Louisiana State University (2006) Ph.D., Developmental Psychology, University of Rochester (2016) Current work examines longitudinal developmental trajectories of emotional regulation, moral judgments, and behavioral outcomes, with methodological expertise in intensive longitudinal data analysis. His lab website provides updates on ongoing projects: https://www.maplabresearch.com/ Recent publications demonstrate engagement with diverse topics including: Family interventions and child emotion regulation Physiological stress markers in developmental contexts Moral complexity in middle childhood Coparenting dynamics and child adjustment Autism implementation research Pandemic impacts on child development Contact: mjambon@wlu.ca | Office: N2026, Science Building, Waterloo campus
Anna Costantinoمشاهده پروفایل
مدرس ارشد
Anna Costantino is a Senior Lecturer in Languages at Regent's University London, specializing in applied linguistics and Italian language education. With over 35 years of experience (since 1986), she has held roles at multiple institutions including the University of Greenwich and Bishopsgate Institute. She leads the Foundation Certificate in Acting (Humanities and Social Sciences) and contributes to course development in acting and global theatre programs. Her qualifications include a PhD in Education from King's College London and an MA in Journalism Studies from the University of Westminster. Her research focuses on inclusive practitioner research, critical pedagogies, and language teacher/learner development. Notable methods include materials development, creative research approaches, and transdisciplinary perspectives. She has authored/co-authored works such as Obiettivo: Professione and contributed to journals like Scenario: A Journal for Performative Teaching and Rethinking Multimodal Literacy . Anna's teaching spans undergraduate and postgraduate levels, emphasizing collaborative and ethical pedagogical practices. She has advised on curriculum design and serves on the editorial board of Tuttitalia , a journal for language learning. Her work bridges theory and practice, addressing challenges in multilingual and multicultural education contexts.
Erik Knain is a Professor at the University of Oslo’s Department of Teacher Education and School Research, specializing in science education with a focus on sustainability, inquiry-based learning, and socio-scientific issues. He leads the H2020-funded SEAS project (2019-2022) and previously directed the REDE (2016-2019) and ElevForsk (2007-2012) projects. His research explores scientific literacy, multimodal representations in teaching, and fostering student agency through science education. Knain holds a Dr. scient from the University of Oslo (1999) and has extensive academic experience, including roles as a Postdoc (2002-2005) and Professor at the Norwegian University of Life Sciences (2004-2007). He has authored over 50 publications, focusing on topics like climate change education, student reasoning, and teacher support strategies. Awards : HM The King's Gold Medal (2001) Key Projects : SEAS, REDE, ElevForsk Labs/Teams : Challenges of Sustainability in Educational Research (COSER) group