جستجوی استاد راهنمای دانشگاهی

Daniel Bolt is the Nancy C. Hoefs Bascom Professor of Educational Psychology at the University of Wisconsin-Madison’s School of Education. His research focuses on psychometric methodologies in educational, social, and health sciences, including latent variable models, computational methods, and assessment of individual differences. He also collaborates on biostatistics projects at the Waisman Center. Education: PhD in Educational Psychology, University of Illinois at Urbana-Champaign (1999) MS in Statistics, University of Illinois at Urbana-Champaign (1995) BA in Psychology/Mathematics, Calvin College (1992) Research Interests: Bolt’s work bridges psychometrics and educational data science, addressing topics like response style modeling, computer-based testing, and measurement validation. His recent projects explore the intersection of IRT models with modern assessment challenges, including rating scale confusion and item complexity effects. Awards: Kellett Mid-Career Award (2019) Vilas Associates Award (2015, 2017) Chancellor’s Distinguished Teaching Award (2009) Outstanding Reviewer Awards (Journal of Educational and Behavioral Statistics, 2011/2020) Teaching & Leadership: Bolt teaches advanced courses in test theory and hierarchical linear modeling. He served as President of the Psychometric Society (2019–2021) and is a Teaching Academy Fellow at UW-Madison.

• Psychometrics
• Quantitative Methods
• Educational Data Science
• +۷ مورد دیگر

Ronny Scherer is Center Director and Professor at CEMO (Center for Educational Measurement) and Deputy Director at CREATE (Center for Research on Equality in Education) at the University of Oslo's Faculty of Educational Sciences. His work bridges educational measurement, assessment, and evaluation with a focus on research syntheses and complex sampling surveys. Dr. Scherer's research spans two interconnected domains: substantive areas including digital divides, equity and equality in education, and measurement of complex cognitive skills (such as complex problem solving, adaptability, computational thinking, and executive functioning); and methodological areas focusing on advanced meta-analytic techniques, multilevel structural equation modeling, and spatial analysis of complex survey data. His work frequently utilizes international large-scale assessment data from PISA, ICILS, TIMSS, PIRLS, PIAAC, and TALIS. His publication record demonstrates a clear trajectory toward increasingly sophisticated meta-analytic approaches, with recent work focusing on second-order meta-analyses, AI-assisted screening methods, and advanced techniques for handling complex survey data. His research consistently addresses critical educational challenges related to equity, digital literacy, and measurement of 21st century skills. Dr. Scherer has secured significant research funding for projects including ARISE (Academic resilience in mathematics and science among vulnerable students), DiDiRes (Digital inequalities in education), and ADAPT21 (Educational assessments of the 21st century: Measuring and understanding students' adaptability in complex problem solving situations). Co-director of CREATE (Centre for Research on Equality in Education) since 2023 Professor of Educational Assessment and Measurement at CEMO since 2019 Extensive experience with international large-scale assessments including ICILS, TALIS, and PIAAC As an educator, Dr. Scherer teaches advanced courses in measurement models, multilevel models, meta-analysis, and equity in education. He actively supervises graduate students interested in his research areas and has developed numerous workshops on structural equation modeling and meta-analytic methods for international audiences.

• Meta-analysis
• Educational Measurement
• Digital Divides
• +۶ مورد دیگر

Hanna Eklof is an Associate Professor at Umeå University's Department of Applied Educational Science within the Faculty of Social Sciences. Her research focuses on educational psychology and assessment, particularly examining test-taking motivation in international large-scale assessments. Her primary research interests include: Educational Psychology and Assessment Test-taking Motivation and Effort Mathematics Anxiety and Performance Working Memory and Cognitive Processes Large-scale Educational Studies (PISA, TIMSS) Psychometric Methods and Validation Dr. Eklof's recent publications demonstrate a consistent focus on understanding how student motivation affects performance in international assessments, particularly examining response processes, questionnaire-taking behavior, and the relationship between cognitive factors and academic achievement. Her work often employs sophisticated psychometric methods including Item Response Theory and process data analysis to investigate test-taking behavior. Her scientific contributions include numerous publications in high-impact journals examining test-taking motivation across different cultural contexts, the development of assessment tools like the Swedish MARS-E for measuring mathematics anxiety, and investigations into how cognitive factors like working memory mediate relationships between anxiety and performance.

• Educational Psychology
• Test-taking Motivation
• Educational Assessment
• +۵ مورد دیگر

Assoc. Prof. Dr. Serkan Arıkan is a faculty member at Boğaziçi University's Faculty of Education, Department of Mathematics Education. His research focuses on educational measurement, computerized adaptive testing, non-routine problem solving, and large-scale assessment frameworks like PISA and TIMSS. He has developed psychometric tools for STEM competency evaluation and conducted bias detection studies in international exams. Education : PhD in Secondary Science and Mathematics Education (METU, 2010), Postdoc (Tilburg University, 2015) Awards : Outstanding Achievement in Teaching Award (2021-2022) Research Trends : His recent work includes psychometric validation of self-compassion scales, extending the Community of Inquiry framework for technology integration, and adaptive test design using multiple matrix sampling. He investigates how socioeconomic factors, item bias, and emotional skills intersect with academic performance. Projects : Leads TÜBİTAK-funded AI-based test design and computerized adaptive mathematics test initiatives. Conductor of Boğaziçi University Adaptive Testing Laboratory.

• Educational Measurement and Evaluation
• Computerized Adaptive Testing
• Large-Scale Educational Assessments
• +۵ مورد دیگر

Prof. Dr. Heiner Rindermann is a Professor of Educational and Developmental Psychology at Chemnitz University of Technology (TUC). Affiliated with TUC's Institute of Psychology under the Behavioural and Social Sciences school, his work bridges educational practices and cognitive development. Academic Timeline: 1988-1993 Heidelberg RA, 1994-1999 LMU Munich RA, 1999-2007 Otto-von-Guericke-University Magdeburg RA, 2001 University of Graz visiting professor, 2003-2004 University of Kassel interim, 2004-2006 Saarland University interim, 2006-2007 Paderborn University interim, 2008-2010 University of Graz Professor, 2010-present TUC Professor. Educational Background: 1972-1985 Baden-Württemberg schools, 1986-1995 University of Heidelberg (PhD 1995), 2005 Landau habilitation. Research Interests focus on cognitive competence development , cross-cultural comparisons , intelligence-societal development links , kindergarten quality assessments , and international comparative studies . His work examines psychometric vs. Piagetian frameworks, emotional competence, and educational program evaluation. Academic Contributions include the William-Stern-Preis (2007) , APS Fellowship (2010) , and Mexican National Award of Giftedness (2016) . He serves on editorial boards for journals like Zeitschrift für Pädagogische Psychologie and Intelligence , and reviews for over 40 journals and institutions. Projects include BMBF-funded SoKonBe (external educational consultation using socio-cognitive conflicts) and international collaborations like the Study of Latin American Intelligence with Earl Hunt and Jelte Wicherts. His publications span books including Cognitive Capitalism (Cambridge University Press, 2018) and chapters in encyclopedias.

• Educational Psychology
• Developmental Psychology
• Cognitive Competence
• +۵ مورد دیگر

SumeYYE Aydin Gurler serves as an Associate Professor in the Department of Mathematics and Science Education at Gaziantep University's Nizip Faculty of Education since 2024, following her promotion from Doctor Lecturer (2018-2024). Her academic career builds upon prior experience as a Science Teacher at Turkey's Ministry of National Education (2008-2018). Her educational foundation includes: Doctorate in Science Education, Firat University Institute of Educational Sciences (2011-2016) Master's in Science Education, Firat University Institute of Science and Technology (2008-2011) Bachelor's in Science Teaching, Firat University Faculty of Education (2004-2008) Professor Gurler's research centers on Science Education with specialized focus on STEM/STEAM integration, educational assessment methodologies, teacher development, and environmental education. Her work investigates critical thinking cultivation, student attitudes toward science, curriculum evolution in Turkish contexts, and identification of science misconceptions. She has produced significant analyses of historical developments in Turkish science education across multiple eras (1938-2020) through book chapters. Analysis of her 15 most recent publications (2018-2023) reveals consistent emphasis on innovative assessment tools (rubrics, achievement tests), STEM/STEAM attitude measurement, and contextualized science teaching. Her work spans primary/middle school levels, addressing Turkish educational challenges including Syrian student integration, sustainable development awareness, and TIMSS performance evaluation. Her scientific recognition includes: TÜBİTAK Direct Domestic PhD Scholarship (2211), 2011 TÜBİTAK Domestic Master's Scholarship (2210), 2009 Triple First Place Awards at Firat University (Department, Faculty, and University-wide), 2008 Professor Gurler actively mentors three master's students on science concept understanding, educational game efficacy, and environmental awareness. She has secured Horizon 2020 funding for public science engagement projects including Researchers' Night events and the Sustainable Environment and Climate Change Science Festival. Her service extends to TÜBİTAK-funded school science fairs and teacher training workshops on context-based assessment. She maintains active scholarly engagement through scientific committee memberships, session chairing at national congresses, and organizing international symposia on science education developments.

• Science Education
• STEM Education
• Educational Assessment
• +۵ مورد دیگر

GÜÇLÜ ŞEKERCİOĞLU is an Associate Professor at Akdeniz University, Faculty of Education, Department of Educational Sciences. Currently serving as Director of the Center for Measurement, Evaluation, Certification Research and Application and Director of the Institute of Educational Sciences since 2022, they also hold the position of Vice Dean of the Faculty of Education (2022-2025). Their academic career spans over 15 years at Akdeniz University, progressing from Research Assistant (2010-2011) to Assistant Professor (2011-2019) and currently Associate Professor (2019-present). Academic background includes: Doctorate (2003-2009): Ankara University, Institute of Educational Sciences, Measurement and Evaluation Postgraduate (1998-2001): Ankara University, Institute of Educational Sciences, Measurement and Evaluation Undergraduate (1993-1997): Ankara University, Faculty of Educational Sciences, Psychological Services in Education Dr. Şekercioğlu's research focuses on the intersection of psychometrics, educational measurement, and statistical analysis in educational contexts. Their work demonstrates deep expertise in measurement invariance, differential item functioning, scale development and validation, and advanced statistical methods in education. They have developed specialized knowledge in analyzing international assessments like PISA and TIMSS, with particular attention to cross-cultural measurement equivalence. Their research methodology combines rigorous quantitative approaches with practical applications in educational settings, contributing significantly to the understanding of how psychological constructs can be reliably measured across diverse populations. Analysis of their publication record reveals a strong emphasis on measurement theory and its practical applications in educational contexts. Their work consistently addresses critical issues in cross-cultural assessment, scale adaptation, and the psychometric properties of educational instruments. A notable trend is the application of advanced statistical techniques to solve practical measurement problems in education, particularly focusing on how tests function across different language groups and cultural contexts. They have made significant contributions to understanding measurement invariance in international assessments like PISA, with implications for fair and valid cross-national comparisons. Dr. Şekercioğlu has supervised 8 theses at various levels and serves on numerous doctoral and master's thesis committees. Their research is supported by multiple grants, including several TÜBİTAK projects addressing critical educational issues such as child sexual abuse prevention, nursing education assessment, and language acquisition among immigrant children. They actively contribute to the academic community through peer review activities for journals like Educational Sciences: Theory & Practice and Hacettepe Education Faculty Journal.

• Educational Measurement and Assessment
• Psychometrics
• Statistics in Education
• +۶ مورد دیگر

Daniel Kasper is a researcher at the University of Hamburg's Faculty of Education, specializing in Educational Science with a focus on International Educational Monitoring and Reporting. He currently serves as the National Project Manager for TIMSS 2027, continuing his leadership role from previous TIMSS cycles (2023, 2019). His work centers on large-scale educational assessments, statistical methodology, and primary education research. Dr. Kasper completed his Habilitation in Educational Science with special consideration of empirical educational research at TU Dortmund (2012-2020), followed by his PhD in Educational Science at the same institution (2010-2012). He earned his Diploma in Educational Science from the University of Münster (2001-2007). His research interests span evaluation of education systems, primary school research, educational disparities, and advanced statistical methods in education. He has developed significant expertise in TIMSS methodology, multilevel modeling, and analysis of large-scale assessment data, with numerous publications addressing methodological challenges in international comparative studies. Analysis of his 15 most recent publications reveals a strong focus on TIMSS methodology and results, particularly regarding mathematics and science competencies in primary education. His work demonstrates expertise in statistical methodology for educational assessment, with several publications developing and refining analytical techniques for large-scale data. A recurring theme is examining educational disparities related to student composition, socioeconomic factors, and gender differences. Dr. Kasper has served as National Project Manager for multiple TIMSS cycles (2019, 2023, 2027) and has been involved in PIRLS studies, demonstrating sustained leadership in major international educational assessments. His work bridges methodological innovation with practical application in educational monitoring. He teaches courses across all academic levels, including 'Introduction to Empirical Research Methods' for Bachelor students, 'Methods of Empirical Educational Research' for Master students, and advanced workshops on longitudinal scaling and the Rasch model for doctoral candidates. His teaching reflects his dual expertise in educational research methodology and statistical analysis.

• Evaluation of Education Systems
• Primary School Research
• Educational Disparities
• +۴ مورد دیگر

Meltem ACAR GÜVENDİR is an Associate Professor in the Department of Educational Sciences at Trakya University's Faculty of Education. She holds a PhD in Measurement and Evaluation in Education from Ankara University (2013) and has conducted postdoctoral research at the University of California, Los Angeles (UCLA). Her research focuses on large-scale educational assessment, including analyses of PISA, TIMSS, and OBBS datasets using hierarchical linear modeling. She specializes in value-added assessment, meta-analyses of study abroad impacts, and psychometric evaluation of educational policies. Academic roles include serving as Head of the Measurement and Evaluation Commission (since 2018) and Deputy Head of the Department of Educational Sciences (2016–2018). She co-edits the International Journal of Assessment Tools in Education and has contributed to over 60 peer-reviewed articles and book chapters. Her work explores student achievement predictors, test anxiety measurement, and international student integration. Key projects include a TÜBİTAK-funded study on scale development processes and participation in the EU-funded CA19103 initiative addressing LGBTI+ inequalities. She has supervised numerous research projects and delivered keynotes on educational measurement methodologies.

• Educational Measurement
• Large-Scale Assessment
• Hierarchical Linear Modeling
• +۵ مورد دیگر

Dr. Francis L. Huang is a Professor in the Department of Educational, School, and Counseling Psychology at the University of Missouri-Columbia 's College of Education and Human Development. An applied quantitative methodologist , he teaches courses in program evaluation, multilevel modeling, and data management while researching school climate, bullying prevention, and large-scale educational data analysis. PhD in Research, Statistics, and Evaluation (University of Virginia) MA in Instructional Technology and Media (Teachers College, Columbia University) BS in Legal Management (Ateneo de Manila University) His methodological expertise spans clustered data analysis , plausible values modeling , and robust standard error estimation . He develops tools like the MLMusingR package for multilevel modeling in education research. Recent work focuses on 2025 grant-funded studies about data weighting in international assessments and 2024 open-access replication frameworks for nonexperimental datasets. He advocates for rigorous causal inference and equitable discipline policy analysis through projects like the National Center for Rural School Mental Health (funded by Institute of Education Sciences). Dr. Huang contributes to Missouri Prevention Science Institute as Methodology Co-Director and collaborates with interdisciplinary teams on school violence prevention and behavioral threat assessment systems. His 2023-2025 publications demonstrate technical innovations in three-level cluster-robust errors and missing data handling for large-scale assessments.

• Quantitative Methods
• Multilevel Modeling
• School Climate
• +۴ مورد دیگر

Kajsa Hansen Yang is a Professor at the Department of Education and Special Education, University of Gothenburg. Her work focuses on school equity, achievement gaps, and the impact of social background on academic performance, with a particular emphasis on changes in the Swedish educational system over time. She specializes in quantitative research methods, including multilevel analysis, latent variable modeling, and structural equation modeling. Her research examines how educational policies, teacher practices, and socioeconomic factors influence equity in mathematics and science education across Nordic and international contexts. She has led projects like Research on Educational Outcomes (FUR) , School Segregation in Sweden (SSIS) , and Quantitative Research Methods in Education (QRM) , often analyzing large-scale datasets (TIMSS, PISA, PIRLS) to explore global trends in educational inequality. Recent publications highlight her focus on academic resilience, teacher quality, and methodological rigor in international comparative studies. Her work appears in journals like European Journal of Psychology of Education , Studies in Educational Evaluation , and ZDM - the International Journal on Mathematics Education , with key themes spanning from classroom dynamics to systemic policy impacts.

• School Equity
• Achievement Gaps
• Educational Sociology
• +۷ مورد دیگر

David A. Bergin is a Professor of Educational Psychology at the University of Missouri, specializing in student motivation, STEM learning, and the development of interest. He holds a PhD and an Educational Specialist degree from Stanford University. His work emphasizes understanding how motivation influences academic and informal learning, particularly for underrepresented groups. Bergin is a past president of APA's Division 15 (Educational Psychology) and has contributed to editorial boards of top journals like Journal of Educational Psychology . Research Interests : Bergin investigates how interest and motivation drive learning outcomes, classroom engagement, and career choices. He explores the impact of teacher-student relationships, competition, and cultural factors on student achievement. His recent work includes studies on robotics-based engineering education, interdisciplinary neuroscience curricula, and interventions for underrepresented students. Awards & Recognition : Outstanding College Teaching Award (University of Missouri College of Education, 2018) Fulbright Scholar (2013, teaching motivation courses in Chile) Key Contributions : Co-author of Child and Adolescent Development in Your Classroom (3rd ed.), a widely used teacher-training textbook. He has also developed the Classroom Engagement Inventory and contributed to TIMSS data analysis on international education trends. Advising & Grants : Bergin has advised numerous studies on STEM motivation, low-stakes testing, and college access programs for marginalized students. His grants include funding for neuroscience education initiatives and engineering design learning projects.

• Educational Psychology
• Student Motivation
• STEM Learning
• +۴ مورد دیگر

Krisztián Széll is a Habil. Associate Professor at Eötvös Loránd University’s College of Education, specializing in educational inequality and school resilience. His research explores student achievement, school climate, Roma student integration, adaptive testing, and school dropout risk. He leads the Research Group on Innovation and Equality in Education and serves on the university’s Research Ethics Committee. Key Research Areas: Educational equity, resilience development, language policy, psychometric testing, and pandemic-era learning patterns. Publications: Focus on Hungary, cross-national comparisons, and methodological advancements in educational assessment. Affiliations: Eötvös Loránd University, Research Ethics Committee, Research Group on Innovation and Equality in Education. His recent work analyzes contextual factors in student belonging, adaptive testing formulas, and pandemic impacts on learning. He contributes to debates on reliability metrics like Cronbach’s alpha and institutional factors shaping educational outcomes.

• Educational Inequality
• School Resilience
• Student Achievement
• +۷ مورد دیگر

Rolf Vegar Olsen is a Professor at the Centre for Educational Measurement (CEMO) at the University of Oslo . His research focuses on educational measurement, international large-scale assessments (e.g., PISA, TIMSS), school effectiveness, teacher evaluation, and educational policy. He has published extensively on topics such as academic resilience, numeracy development, and the impact of school leadership. Current projects include A scale for numeracy (PhD project) , Linking Instruction and Student Achievement (LISA) , and The Evaluation of the New National Curriculum (EVA2020) . Research Trends : Olsen’s recent work examines resource allocation in education, cross-national performance disparities, and the role of leadership in instructional quality. His publications highlight challenges in educational equity and the importance of data-driven policy decisions.

• Educational Measurement
• International Large-Scale Assessments
• School Effectiveness
• +۳ مورد دیگر

Min Li is an Assistant Professor in the Department of Measurement and Statistics at the University of Washington's College of Education. His research focuses on linking cognitive foundations to assessment design, particularly in science education and large-scale testing. He holds a PhD from Stanford University (2001) and degrees from Beijing Normal University. His work emphasizes improving formative assessment practices through tools like science notebooks and enhancing validity in international assessments like TIMSS. Education: PhD (Stanford University, 2001), MA (Beijing Normal University, 1997), BS (Beijing Normal University, 1994) Key Roles: Principal Investigator on NSF-funded projects, including the Linking Assessment to Science Achievement Project ($285,457) and Enhancing the Validity of TIMSS-R Science Test Project. His research interests span psychometrics, applied analytics, and interdisciplinary collaborations to improve assessment practices. He has contributed to studies on English-language learners' assessment dependability and teacher training in formative assessment. Grants: Over $300,000 in NSF funding, including projects on science notebooks and cognitive validity.

• Educational Assessment
• Science Education
• Cognitive Foundations
• +۳ مورد دیگر