جست‌وجوی استاد و پژوهشگر

Tessa Consoliمشاهده پروفایل

پژوهشگر ارشد

• Digital Transformation in Secondary Education
• Technology Integration
• Teaching Quality in Technology-Supported Learning
• +۳ مورد دیگر

Tessa Consoli serves as a Research Fellow at the Institute of Educational Science, University of Zurich, within the Chair of General Didactics and Media Didactics. Her work focuses on the intersection of digital technologies and educational practices in upper secondary contexts. Her research program centers on: Digital transformation processes in Swiss upper secondary education Technology integration quality and its measurable impact on student outcomes Digital citizenship education frameworks Generative AI's role in learning environments Teacher profiles and professional development needs Recent publications reveal strong methodological diversity including large-scale comparative studies, qualitative case analyses, and policy evaluations. Her work consistently examines both technical implementation and human factors affecting educational technology adoption. Current projects investigate BYOD (Bring Your Own Device) implementations, media literacy instruction patterns, and transformational leadership approaches for technology integration. Professional trajectory shows progressive research engagement since 2020 through multiple funded projects including DigiTraSII and SCATT, complemented by practical teaching experience in Italian language education. Her scholarly contributions primarily appear in high-impact educational technology journals with significant Swiss policy relevance.

Birgit Schlachterمشاهده پروفایل

مدرس ارشد

• Literary Didactics
• Children's and Youth Literature
• Serial Storytelling
• +۳ مورد دیگر

Birgit Schlachter serves as Senior Academic Councillor at Weingarten University of Education, where she has held progressively senior positions since 2012, culminating in her 2017 appointment to Senior Academic Councillor and completion of her habilitation in 2020. Her academic foundation includes a doctorate from University of Freiburg (2004) focusing on second-generation Shoah literature and dual state examinations for German and French secondary teaching. Her research centers on literary understanding processes, particularly through her leadership in the PAuLi (Perspective and Tasks in Literature Teaching) project—a multi-year design research initiative developing perspective-understanding frameworks for literature classrooms. She has pioneered work on serial storytelling didactics, examining how book and television series function pedagogically across primary and secondary education levels. Her scholarship bridges theoretical literary analysis with practical classroom applications, especially regarding children's and youth literature reception. Dr. Schlachter's scientific recognition includes fellowships from prestigious foundations including the German Academic Scholarship Foundation and Friedrich Naumann Foundation. Her current research extends into designing literacy development modules for teacher training, particularly through the 'Starke Basis!' project focused on fostering independent reading habits. She actively contributes to academic governance as treasurer of Symposion Deutschdidaktik e.V. and serves as module representative for multiple German teacher education programs. Senior Academic Councillor since 2017 Habilitation completed 2020 (Venia legendi for German language/literature didactics) PAuLi research project co-lead since 2020s Design Research methodology specialist

• 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.

Tilman Michaeliمشاهده پروفایل

استاد

• Computer Science Education
• Debugging in Classroom
• AI/ML Literacy
• +۴ مورد دیگر

Prof. Dr. Tilman Michaeli is a Professor of Computer Science Education at the Technical University of Munich (TUM), affiliated with the TUM School of Social Sciences and Technology. His academic career includes a doctorate from Friedrich-Alexander University of Erlangen-Nuremberg (2020) and prior research roles at Erlangen and the Free University of Berlin under Prof. Ralf Romeike. He leads the Professorship for Computer Science Education, focusing on didactics, debugging pedagogy, AI/ML literacy, quantum computing education, and digital education transformation. Education Background: Studied Computer Science Teaching at FAU until 2017, completed state examinations, and earned his doctorate in 2020. Appointed to TUM in 2021. Research Interests: Prioritizes empirical and design-based research in computing education. Key areas include debugging strategies in classrooms, AI literacy for K-12, collaborative programming, and integrating quantum computing into curricula. His work emphasizes practical, student-centered approaches. Publications: Over 50 peer-reviewed articles since 2017, focusing on educational technology, teacher training, and curriculum development. Notable works include studies on debugging frameworks, MOOCs for AI literacy, and quantum computing in schools. Grants & Awards: Recipient of the 2019 Doctoral Award from the German Informatics Society for contributions to computer science didactics. Active in securing research grants for projects like DigiProMIN and the AI Training Initiative. Teaching: Leads courses such as Didactics of Computer Science 1/2 and Theoretical Computer Science for Vocational Education. Supervises advanced seminars and doctoral candidates. Teams: Directs a research group including employees like Sven Baumer, Luisa Gebhardt, and Heike Wachter, focusing on collaborative projects like InstaClone and Smerge tools.

Oliver Thielمشاهده پروفایل

استاد

• Motivation in Mathematics Education
• Preschool Teachers' Perspectives on Mathematics
• Children's Mathematical Development
• +۷ مورد دیگر

Oliver Thiel is a Professor of Early Childhood Mathematics Education at Queen Maud University College in Trondheim, Norway. With a PhD in Philosophy (Pedagogy) from Humboldt-University of Berlin, he has dedicated over two decades to researching and teaching mathematics education, focusing on preschool and kindergarten contexts. Current role since 2024: Professor at Queen Maud University College 2011–2024: Associate Professor at same institution 2010–2011: Substitute Professor at Schwäbisch Gmünd University College 1998–2005: Assistant Professor at Humboldt-University His research spans teacher beliefs about mathematics, children's mathematical development, and innovative pedagogy through video production and automata construction . He co-developed Norway's first Mathematics Room for experiential learning and co-authored the textbook Matematikkens kjerne , widely used in early childhood teacher training. Key research areas include: Quantitative methods in educational research Spatial reasoning in children Stochastic concepts in play Math anxiety among preservice teachers STEM integration through mechanical toys His recent publications focus on video-based learning, automata for STEM, and affective-motivational teacher training. Notable projects include ViduKids (video production) and AutoSTEM (mechanical learning). Academic achievements: Summa cum Laude doctoral distinction (Humboldt-University, 2005) He has supervised both bachelor's and master's students, emphasizing the integration of teaching and research through student participation in active projects. The Mathematics Room at Queen Maud University College exemplifies his approach, combining Bishop's six fundamental mathematical activities with Dewey's experiential learning theory in a social constructivist framework.

Stefan Degnerمشاهده پروفایل

مدرس

• Jazz Pedagogy
• Improvisation Didactics
• Guitar Teaching
• +۳ مورد دیگر

Stefan Degner is a lecturer at the University of Music Würzburg's Jazz Department since 2005, integrating empirical pedagogy with jazz improvisation didactics. He also teaches guitar at the municipal music school in Würzburg and serves as guitarist for the band Inswingtief, releasing works like "Homecookin'" (2022) and "Inswingtief in Studio 2" (Bavarian Radio collaboration). Academic background: Pedagogy (University of Regensburg, 1996-2002) Music credentials: Diploma (2006) and concert maturity (2008) in jazz guitar from University of Music Würzburg Research focus: Intersections between pedagogical theory and jazz improvisation practice His publications with Prof. Dr. Hans Gruber and others examine expertise development, deliberate practice mechanisms, and social contexts of high ability. Though not explicitly listing scientific awards, his work appears in prominent academic collections like Psychology Science Quarterly and Current Issues in Adult Learning. The CD "Homecookin'" (2022) demonstrates his ongoing creative output.

Thomas Jamborمشاهده پروفایل

پژوهشگر

• Electrical Engineering Didactics
• VR and AR Technologies in Education
• Educational Robotics
• +۷ مورد دیگر

PD Dr.-Ing. habil. Thomas Jambor serves as scientific staff in the Department of Didactics of Electrical Engineering and Computer Science at Leibniz University Hannover's Faculty of Electrical Engineering and Computer Science. With office hours by appointment, he maintains active roles in teaching, research, and academic administration. His position as Privatdozent (PD) with habilitation signifies his advanced academic qualifications in the German university system. Dr. Jambor's research spans five interconnected dimensions of electrical engineering education. At the subject level, he examines content selection for future engineers, disciplinary boundaries, and competence modeling. His teaching-level research investigates VR/AR technologies, activating methods for large cohorts, and robotics applications. Student-level work focuses on identifying preconceptions, supporting first-generation students, and reducing entry barriers. Social requirements research utilizes eye-tracking analysis, while teacher training research addresses requirements for future educators and introductory phase design. His work consistently bridges theoretical frameworks with practical classroom implementation. His publication trajectory demonstrates increasing emphasis on immersive technologies and data-driven educational approaches. Recent works show sophisticated integration of eye-tracking, mixed reality systems, and constructivist frameworks into electrical engineering pedagogy. He has developed numerous teaching-learning arrangements that combine traditional and digital approaches, with particular attention to practical implementation across different educational contexts. Subject advisor for multiple programs including Bachelor's "Technical Education" and Master's "Teaching at Vocational Schools" Third-party projects include "Leibniz works 4.0" (2020-2023), "Leibniz Prinzip" (2019-2024), and "TechColleges" (2014-2016) Institutional roles: Safety Officer, Fire Protection Assistant, Room Officer, StudIP administrator Externally, Dr. Jambor serves as Vice President of the Engineering-Pedagogical Scientific Society, board member at VDE Hannover, and holds teaching positions at University of Kassel and Hamburg Distance Learning University. His community involvement includes leadership roles at Michael Ende School as Deputy Chairman of the Parents' Council and Chairman of the Friends Association.

Henryk Mizerekمشاهده پروفایل

استاد

• Educational Evaluation
• Teacher Education
• Quality of Higher Education
• +۶ مورد دیگر

Henryk Mizerek is a Professor at the Department of Social Pedagogy and Educational Research Methodology, University of Warmia and Mazury, with a focus on educational evaluation, teacher education, and quality assurance in higher education. His career spans decades of research and teaching, emphasizing the intersection of traditional pedagogy and postmodern challenges. Ph.D. in Pedagogy from University of Warsaw (1987) Habilitation in Educational Studies from Adam Mickiewicz University (2000) Mizerek’s research explores the theoretical and practical dimensions of educational evaluation, critical reflection, and evidence-based practices. He has contributed significantly to understanding how evaluation frameworks can enhance educational quality while addressing systemic inefficiencies. His recent publications analyze educational policies, constructivist evaluation models, and the role of dialogue in pedagogy. Themes include knowledge transfer, policy implementation, and the ethical dimensions of assessment. Scientific Awards: Rector's Award for Scientific Achievements (2001) Mizerek has supervised six doctoral students and numerous bachelor’s and master’s theses. He participated in international research visits (Denmark, UK, Spain, Scotland, USA) and over 50 conferences globally. His consultancy roles include the Central Examination Board and European Social Fund projects.

• 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

Michael Martinمشاهده پروفایل

استاد

• Vocational Education
• Digital Didactics
• Agricultural Education
• +۴ مورد دیگر

Prof. Dr. Michael Martin is a Professor in Vocational Didactics (Teaching in Ecotrophology) at Osnabrück University of Applied Sciences, affiliated with the Faculty of Agricultural Sciences and Landscape Architecture. He specializes in educational technology, digital qualification in agriculture, and curriculum development for vocational education. His research emphasizes integrating digital tools into teaching, sustainable education practices, and professional competency development. Education: He holds a degree in agricultural sciences from Humboldt-Universität Berlin and a PhD in educational sciences, focusing on promoting self-directed learning in horticultural education. He has extensive experience in teacher training and educational policy, including roles in professional organizations like the BAG E&H (Bundesarbeitsgemeinschaft für Berufsbildung in der Fachrichtung Ernährung und Hauswirtschaft). Research & Projects: He leads initiatives such as the Zentrum für digitale Qualifizierung in der Agrarwirtschaft (ZDQ-Agrar), focusing on digital education infrastructure. His work spans topics like AR-based teaching, sustainable agricultural training, and support for SMEs in vocational education. Professional Roles: He serves on committees for educational quality assurance, including roles in accreditation processes and curriculum development. He actively contributes to national and international networks promoting excellence in vocational education. Teaching: He designs flipped classrooms and research-oriented learning formats, emphasizing constructivist approaches and collaborative learning environments.

Martin Henneckeمشاهده پروفایل

استاد

• Computer Science Education
• Mathematics Education
• Educational Technology
• +۳ مورد دیگر

Prof. Martin Hennecke holds the Chair of Computer Science Education (W2) at the University of Würzburg's Institute of Computer Science. He leads a team including Stefan Brust, Dr. Silvia Joachim, and others. His academic journey includes a Diplom in Computer Science (1997) and a PhD (1999) from the University of Hildesheim, followed by a second Diplom in Business Mathematics (2003). He has held academic positions at the University of Hildesheim from 1997 to 2010 before moving to Würzburg. His research focuses on integrating computer science with mathematics education, educational technology, and teacher training. Key areas include algorithmic modeling, robotics in education, and adaptive learning systems. He has published extensively on topics like internet architecture models, facial recognition in classrooms, and gender differences in arithmetic learning pathways. Notable contributions include developing LEGO MINDSTORMS-based math laboratories and analyzing learning software adaptation. His work emphasizes practical applications of informatics to enhance STEM education across all school levels. Professional activities include further education programs and didactic initiatives. No scientific awards are explicitly listed, but his long-term academic contributions reflect sustained excellence in educational technology research.

Sophie Joffredo Le Brunمشاهده پروفایل

مدرس

• Mathematics Education
• Cooperative Didactic Engineering
• Student Autonomy
• +۳ مورد دیگر

Sophie Joffredo Le Brun is a Lecturer in Educational Sciences at the University of Nantes (UCO), affiliated with the Faculty of Education and the Department of Educational Sciences. She holds a PhD in Educational Sciences from the University of Western Brittany (2016) and a Master's in Research in Educational Sciences from the University of Rennes 2. Her roles include Head of L2 Educational Sciences and Head of the Department of Educational Sciences at the Nantes campus. She co-leads the 'Hot Questions in Training' research axis within the LIRFE team and represents EU research initiatives. Her research focuses on mathematics teaching in elementary schools, cooperative didactic engineering, student experience continuity, and the role of digital technology in fostering autonomy. Notable projects include the ACE network (Cooperative Engineering), the DEEC ANR project on educational effectiveness, and the E-fran IDEE initiative on digital tools for student autonomy. Her publications emphasize collaborative teacher-researcher practices, hypermedia systems for educational dissemination, and problem-solving in mathematics education. She actively contributes to international conferences and serves on scientific committees for events like the TACD Congress. Her work bridges theory and practice, aiming to improve educational practices through innovative curricula and teacher training programs.

Christine Pehamمشاهده پروفایل

پژوهشگر

• Music Education
• Gender Studies
• Occupational Psychology
• +۳ مورد دیگر

Christine Peham is a Senior Scientist at the Mozarteum University, holding a post in the Department of Music Education Innsbruck within the School of Music & Art Education (SOMA). She also serves as the Rectorate Representative for University Didactics and is affiliated with the Institute for Equality & Gender Studies. Her academic background includes studies in music and German studies at Mozarteum University and Leopold-Franzens-University Innsbruck, with ongoing doctoral research at Cologne's University of Music and Dance under Anne Niessen, focusing on professional music education teacher research using empirical social research methods. Her research interests span the intersection of occupational psychology and music education, with a systemic-constructivist approach to examining structural gender equality, career socialization factors, and organizational development. She actively collaborates with cultural institutions like 'klangspuren' to implement music education projects that address power dynamics, biography reflection, and institutional culture. Notable projects include 'klangspuren 2.0' and 'mo*BIL*DING*dong', emphasizing innovative participatory music creation with youth. Her recent work highlights institutional change management, as seen in her 2024 analysis of Code of Conduct implementation. Earlier research has explored gender representation in music teaching roles (2019), interdisciplinary challenges in teacher training programs (2017), and assessment center methodologies for fair admissions (2017). Her publications also reflect a focus on bridging theory and practice, including conference impact evaluations and digital pedagogy innovations. Despite extensive research output, no scientific awards are explicitly mentioned. Her advising and grant activities remain undocumented in the provided texts. She maintains active collaborations through the Mozarteum's outreach initiatives and participatory music projects, contributing to both local and international music education discourse.

• e-Learning
• Informatics Didactics
• Software Verification
• +۳ مورد دیگر

Gerald Futschek is a retired Professor at Technische Universität Wien, affiliated with the Faculty of Informatics and the Department of Software Engineering. His primary roles include advancing e-Learning , informatics didactics , and software verification . He has been deeply involved in educational initiatives such as the Bebras Computational Thinking Challenge and the Biber der Informatik contest, aimed at fostering computational thinking skills among students. Key Projects: TELFI (e-Learning for imprisoned individuals), Step by Step (EU-funded), Open Dock (EU-funded). Teaching: Offers research seminars for PhD students and contributes to introductory programming MOOCs. His research focuses on computational thinking education , unplugged computer science workshops , and algorithmic thinking . He advocates for integrating informatics into teacher training and school curricula. Futschek has supervised over 50 theses, spanning topics like MOOC design, CT in primary education, and e-Learning systems for diverse demographics. Awards: Ehrenmedaille des ABZ der ETH Zürich (2020) Ehrenmitglied Österreichische Computer Gesellschaft (2018) eAward 2018 (Biber der Informatik) Labs/Teams: Leads the Informatics Didactics group and collaborates with the OCG (Austrian Computer Society) on initiatives like Bildung 4.0 . His work emphasizes constructionist learning and didactic reduction to simplify complex informatics concepts.

Henrik Stigbergمشاهده پروفایل

استادیار

• Mathematics Education
• Digital Fabrication in Education
• Teacher Training
• +۳ مورد دیگر

Henrik Stigberg is an Assistant Professor at Østfold University College, affiliated with the Department of Natural Sciences, Practical-Aesthetic, Social and Religious Studies. His research focuses on mathematics education, digital fabrication, and integrating technology into teaching. He holds a Master's degree in Mathematics and Physics from Linköping University, Sweden. Education: Teacher Education at Linköping University (2004-2009) Work Experience: Østfold University College (2018–present), Strömstad schools (2009–2018), and national educational initiatives like 'Matematiklyftet' (2013–2015) Research Interests: Digital fabrication for mathematics learning, programming integration in teacher education, and the use of manipulatives to enhance mathematical thinking. Current projects explore digital competences, making tools for mathematics, and programming in primary education. Publications emphasize critical reflections on educational technologies, teacher training strategies, and innovative teaching methods. Notable works include studies on digital fabrication's role in mathematics education and programming approaches for secondary teachers.