جست‌وجوی استاد و پژوهشگر

• Teacher Education
• Pre-service Teacher Education
• In-service Teacher Education
• +۵ مورد دیگر

Ufuk ATAŞ is an Associate Professor in the Department of Western Languages and Literatures at Artvin Çoruh University's Faculty of Arts and Sciences. Previously, he served as a Doctoral Faculty Member in the Department of Foreign Language Education at Artvin Çoruh University's Faculty of Education (2019-2024) and as a Research Assistant at both Artvin Çoruh University and Middle East Technical University. His academic career spans over 15 years in teacher education and language teaching research. Dr. ATAŞ completed his undergraduate studies in Foreign Language Education at Mersin University (2005-2009), followed by a Master's degree in English Language Teaching at Middle East Technical University (2009-2012), and a PhD in the same field (2012-2018). During his doctoral studies, he received the 2214-A Foreign Doctoral Research Scholarship enabling research at the University of Helsinki (2015-2016). His research primarily focuses on teacher education , with particular emphasis on pre-service and in-service teacher development, teacher educator professionalism, and teacher education programs. He has made significant contributions to the field of foreign language teaching , especially in the areas of translanguaging and English-medium instruction. His work often explores how teachers navigate professional identity and agency within institutional constraints, with several international collaborations examining cross-cultural perspectives on teacher education. A distinctive aspect of his scholarship is the examination of multilingual practices within supposedly monolingual educational settings. Dr. ATAŞ's recent publications reveal a growing interest in innovative teaching practices, particularly in the post-COVID educational landscape. His work bridges theoretical frameworks with practical applications, focusing on sustainable and inclusive approaches to teacher education. A notable trend in his research is the examination of translanguaging practices within English-medium instruction contexts, challenging monolingual ideologies in language education through empirical studies and critical analysis. Uluslararası Bilimsel Yayınları Teşvik (UBYT) Programı, Yayın Teşvik Ödülü (2022) Dr. ATAŞ has been actively involved in research projects, serving as both principal investigator and advisor on numerous TÜBİTAK-funded initiatives. These projects focus on teacher education models, foreign language teaching methodologies, and multilingual education practices. He has supervised graduate students and mentored early-career researchers in the field of language teacher education. His administrative roles include serving as Head of Department at Artvin Çoruh University (2025-2028). He has also served on thesis committees at Middle East Technical University for both doctoral and master's level defenses. As an active member of scholarly communities, Dr. ATAŞ participates in international conferences and collaborates with researchers across Europe, particularly with colleagues from Finland. His work contributes to evolving discussions about teacher identity, professional development, and innovative pedagogical approaches in multilingual educational contexts. He is a member of ATEE (Association for Teacher Education in Europe), ELTER (English Language Teacher Education Research in Turkey), and INGED (English Language Teachers Association in Turkey).

Randi A. Sarokoffمشاهده پروفایل

دانشیار

• Applied Behavior Analysis
• Autism Spectrum Disorders
• Developmental Disabilities
• +۴ مورد دیگر

Randi A. Sarokoff, Ph.D., serves as an Associate Professor and Program Coordinator for the Applied Behavior Analysis (ABA) Graduate Programs within the Department of Special Education and Literacy at Kean University's College of Education. A Board-Certified Behavior Analyst-Doctoral (BCBA-D) with over 30 years of clinical experience, she has applied ABA principles across public and private schools, homes, and community settings to support individuals with autism and developmental disabilities from early childhood through young adulthood. Her academic credentials include: Doctor of Philosophy (Ph.D.) in Psychology: Learning Processes and Behavior Analysis, The Graduate School and University Center, City University of New York (2006) Master of Philosophy (M.Phil.) in Psychology, The Graduate School and University Center, City University of New York (2005) Master of Arts (M.A.) in Psychology, Queens College, City University of New York (1999) Bachelor of Arts (B.A.) in Psychology, Queens College, City University of New York (1996) Associate in Applied Science (A.A.S.) in Data Processing, Kingsboro Community College, City University of New York (1994) Dr. Sarokoff's research and practice focus on evidence-based Applied Behavior Analysis interventions for autism spectrum disorders. Her expertise encompasses Behavioral Skills Training (BST), High-Probability Instructional Sequences, script-fading procedures, and communication training. She emphasizes individualized approaches that prioritize learner preferences to enhance quality of life and promote inclusion in educational and recreational settings. Her work has demonstrated success in developing verbal skills for non-verbal children and facilitating their integration into general education classrooms. Analysis of her publications reveals a consistent trajectory in advancing staff training methodologies and behavioral interventions for autism. Her research, including the seminal 2004 article on BST, has been widely cited (over 1,277 total citations) and continues to influence contemporary ABA practices. Recent work focuses on video modeling for staff training and high-probability request sequences to improve compliance in children with autism. In her role as Program Coordinator, Dr. Sarokoff designs ABA curricula that prepare students for BCBA certification while emphasizing practical application. She actively mentors graduate students through practicum experiences and research collaborations, fostering the next generation of behavior analysts committed to improving outcomes for individuals with developmental disabilities and their families.

Anne Niessenمشاهده پروفایل

استاد

• Music Education
• Qualitative Research Methods
• Teacher Education
• +۴ مورد دیگر

Prof. Dr. Anne Niessen serves as Professor of Music Education and Dean of Faculty 5 at the Cologne University of Music and Dance. She has held this professorship since 2013, following her appointment as substitute professor in 2009. Prior to this, she worked as a scientific assistant at the University of Siegen (2001-2003) and as a civil servant at the Institute for Music Education at the University of Cologne (2003-2009). Her educational background includes teacher training for secondary education in Music and German, completing her first state examination in 1992 and second state examination in 1994. She earned her doctorate from the Cologne University of Music and Dance in 1998 with a dissertation on girls' musical experiences during National Socialism, for which she received the Sigrid Abel-Struth Prize. She completed her habilitation at the University of Siegen in 2005 on "Individual Concepts of Music Teaching" and received her venia legendi in Music Education from the University of Cologne in 2009. Prof. Niessen's research focuses on music pedagogical classroom research using qualitative empirical methods, particularly Grounded Theory Methodology and Situational Analysis, with an emphasis on interview studies with students and teachers. Her work explores heterogeneity in music education, teacher education, and methodological approaches to understanding music teaching and learning processes. She has made significant contributions to understanding individual teaching concepts, performance assessment in music education, and the implementation of cultural education projects. Her recent publications (2019-2024) demonstrate a consistent research trajectory examining music education through qualitative lenses, with increasing focus on teacher perspectives, assessment practices, and methodological innovation. The publications reveal her evolving interest in situational analysis as a research methodology, power dynamics in music classrooms, and the practical implementation of music education concepts in diverse educational settings. Sigrid Abel-Struth Prize for her doctoral dissertation Prof. Niessen has secured substantial external funding for multiple research projects, including the current MULEM-EX study (2023-2024) on music teacher shortages, the Musikprofil evaluation project (2022-2025), and previous projects on adaptivity in music teaching (AdaptiMUS, 2012-2015) and individualized instruction in the "Jedem Kind ein Instrument" program (GeiGE, 2009-2012). These projects, funded by the German Federal Ministry of Education and Research and the North Rhine-Westphalia Ministry of Culture, demonstrate her ability to lead large-scale collaborative research initiatives addressing critical issues in music education. Her research team work focuses on qualitative approaches to understanding music teaching and learning processes, particularly through interview-based studies with both teachers and students. She has developed expertise in applying situational analysis to complex educational contexts and has contributed significantly to methodological discussions in music education research.

• Computer Vision
• Object Recognition
• Scene Understanding
• +۷ مورد دیگر

Derek Hoiem is a Professor in the Department of Computer Science at the University of Illinois Urbana-Champaign (UIUC), affiliated with the Siebel School for Computing and Data Science since 2009. He holds a PhD in Robotics from Carnegie Mellon University (2007) and completed a Beckman Postdoctoral Fellowship (2008). As co-founder and Chief Science Officer of Reconstruct, he develops AI-driven tools for construction progress monitoring. His research focuses on computer vision, object recognition, scene understanding, and graphics. Key honors include IEEE Fellow (2022), University Scholar (2022), and the Sloan Research Fellowship (2013). He has received NSF CAREER and Intel Early Career awards, alongside best paper awards at CVPR (2006) and WACV (2015). His teaching excellence is reflected in numerous 'List of Teachers Ranked as Excellent' accolades across multiple semesters. Research interests span 3D reconstruction, neural networks, and multimodal models. His work addresses challenges in visual program generation, neural radiance fields, and construction monitoring through photogrammetry. He leads projects in continual learning, efficient AI systems, and explainable multimodal interactions. Professional contributions include grants from NSF and industry partnerships. He advises on cutting-edge AI applications in construction, graphics, and vision-language integration. His lab’s innovations bridge theoretical advancements with real-world systems like Reconstruct’s Visual Command Center.

Marc Beutnerمشاهده پروفایل

استاد

• Business Education
• Vocational Education and Training (VET)
• Educational Evaluation
• +۴ مورد دیگر

Prof. Marc Beutner holds the Chair of Business Education II at the University of Paderborn's Faculty of Business Administration and Economics. His research focuses on business education evaluation, vocational training systems, and the integration of digital technologies like e-learning, serious games, and VR into educational practices. He leads numerous international Erasmus+ projects such as SUSTAIN-EU (sustainability expert training), E-Stories (digital storytelling for immigrants), and VR-intense (VR in higher education). His work emphasizes STEM education innovation, accessibility, and sustainable transitions in vocational education. Prof. Beutner collaborates with global partners including institutions in Turkey, Greece, Spain, and Portugal. Recent projects include developing gamified IT security tools (GameUP) and inclusive university frameworks (Inclusive-Uni). Research Interests: Evaluation research in vocational education E-learning and m-learning design Didactic approaches to digital transformation Curriculum development for sustainability and green economy Transition challenges in vocational training systems Grants & Projects: EU-funded Erasmus+ projects (20+ active and completed) BMBF-funded GameUP (IT security chatbot development) Inclusive-Uni initiative for diversity in higher education VR-intense: VR tools for university engagement Labs/Teams: Leads the Chair of Business Education II team including researchers Dr. Jennifer Nicole Schneider, Sebastian Niklas Koppius, and others. Active in consortium-based project teams across Europe.

Anne Bracyمشاهده پروفایل

مدرس ارشد

• Computer Architecture
• Systems Programming
• Digital Logic
• +۳ مورد دیگر

Anne Bracy serves as a Senior Lecturer in Electrical and Computer Engineering at Cornell University's College of Engineering, bringing 15 years of specialized teaching experience in introductory programming, systems programming, computer architecture, and digital logic. Prior to her Cornell appointment, she held positions as Principal Lecturer at Washington University in St. Louis and Research Scientist at Intel Labs' Microarchitecture Research Lab in Santa Clara. Her academic foundation includes: B.A. in German Studies, Stanford University (2000) B.S. in Symbolic Systems, Stanford University (2000) M.S. in Computer Science, Stanford University (2001) Ph.D. in Computer and Information Science, University of Pennsylvania (2008) Dr. Bracy's research demonstrates deep expertise in computer architecture with emphasis on processor validation, cache coherence protocols, and educational innovation. Her work bridges theoretical computer science with practical hardware implementation, particularly in post-silicon bug localization and criticality-based load processing optimizations. She has developed comprehensive educational resources including the 700-page textbook All of Programming with extensive video content. Her publication trajectory reveals consistent contributions to hardware architecture, evolving from theoretical graph processing (2008) through coherence protocol innovations (2010) to practical educational frameworks (2015). This progression highlights her dual focus on advancing processor design methodologies while creating accessible learning materials for complex computing concepts. Professional recognition includes: IEEE Senior Member designation Cornell Engineering Excellence in Teaching Award (2017) ACSU Faculty Member of the Year (2016) National Science Foundation Graduate Research Fellowship (2001) Phi Beta Kappa honors from Stanford (2000) Dr. Bracy actively contributes to academic community development as faculty advisor for Cornell Mundial FC, member of the Women in Computing at Cornell (WICC) Faculty Board, and 2016 participant in Cornell's Faculty Institute for Diversity. Her industry experience at Intel Labs directly informs her teaching approach, particularly in systems-level understanding of computer architecture. While current teaching responsibilities dominate her role, her research background continues to shape curriculum development in digital systems education. Her work with the Microarchitecture Research Lab at Intel remains influential in her pedagogical methods, especially regarding real-world processor validation challenges and hardware-software interaction principles taught in advanced systems courses.

• Human-AI Interaction
• Generative AI
• Computer Vision
• +۳ مورد دیگر

Tianhao He is a Ph.D. candidate at the Faculty of Industrial Design Engineering, Delft University of Technology, where he serves as a Researcher in the Sustainable Design Engineering department. As an active member of the Design-at-Scale Lab, he focuses on Human-AI Collaboration in video-based design practices and contributes to the Knowledge and Intelligence Design (KInD) research group. His research spans Generative AI, Computer Vision, and Cognitive Science with particular emphasis on making AI algorithms accessible for professional design tasks. He teaches courses including Data, Machine Learning for Design, and AI Products and Services (2024), and Crowd Computing for Design (2023), demonstrating his expertise in translating complex AI concepts for educational contexts. His publications reveal a consistent focus on human-centered AI applications across diverse domains—from video-based design tools to brain-computer interfaces and industrial knowledge management systems—highlighting his interdisciplinary approach to enhancing human creativity through technology. As part of his academic role, he actively contributes to research projects focused on Design for Social Good and human-centered AI development, bridging theoretical research with practical design applications.

• Physics Education
• Mathematics Education
• Computational Physics
• +۵ مورد دیگر

Dr. Russell Herman is a Professor in the Department of Physics and Physical Oceanography at the University of North Carolina Wilmington. He has been actively involved in physics education, particularly teaching PHY 101 (College Physics), and has developed extensive lecture materials and video content for undergraduate instruction. His departmental contributions include serving as chair of the Technology Committee, implementing graphing calculators in lower-level classes, and acting as Web Master for the Mathematics and Statistics Department. Dr. Herman's research interests span mathematical physics, differential equations, and educational technology applications. He has made significant contributions to open source software for mathematics education, reviewing numerous tools to make mathematical resources more accessible, especially for students in resource-constrained environments. His work with VPython for mathematical modeling and mobile computing environments demonstrates his commitment to innovative teaching approaches. He has attended the International Conference on Technology in Collegiate Mathematics (ICTCM) continuously since 1993, reflecting his longstanding engagement with educational technology. His publication record shows a strong focus on mathematical methods, particularly differential equations, with recent work on the Lane-Emden-Fowler equation, soliton solutions, and Fourier analysis. Many publications bridge mathematical theory with educational applications, including textbooks and articles on using computational tools like Simulink for solving differential equations. His 'Letter from the Editor-in-Chief' series addresses contemporary issues in academic life, from digital distractions to social media applications in education. Dr. Herman has secured funding for multiple significant projects including the MCP Project (Multimedia Instruction in Mathematics, Chemistry, and Physics), the iLumina Digital Library (part of the National Science Digital Library), the Numina Project (exploring handheld devices in science education), and the Laboratory for Research on Mobile Learning Environments. These projects reflect his innovative approach to integrating technology into STEM education. He has developed several classroom software applications including GraphData 2002 for handheld devices, Menten-Michaelis Reaction software for biochemistry, Geometric Optics lab software, and LRC Circuit Laboratory tools. With over 116 items contributed to the iLumina Digital Library, his work has reached a broad educational audience. His expertise spans programming languages from Fortran and Pascal to modern computational environments, demonstrating both historical perspective and current relevance in computational physics education.

• Clinical Sciences
• Public Health and Health Services
• Cardiorespiratory Medicine and Haematology
• +۶ مورد دیگر

Hutan Ashrafian is an Honorary Senior Research Fellow in the Department of Surgery & Cancer at Imperial College London's Faculty of Medicine. He also serves as Visiting Professor of Research Impact at Leeds University Business School and Chief Scientific Officer of Preemptive Health at Flagship Pioneering. His roles include leading AI initiatives at the Institute of Global Health Innovation and co-chairing STARD-AI and QUADAS-AI global guidelines for AI diagnostics. He holds advanced degrees including BSc, MBBS, PhD, and MBA. His research focuses on artificial intelligence, surgical innovation, and translational medicine, with over 550 publications and 12 authored books. Notable contributions include pioneering work in AI-driven breast screening algorithms, robotic surgery standards, and ethical frameworks for healthcare technology. Dr. Ashrafian has received prestigious awards such as the Royal College of Surgeons Arris and Gale Lectureship and Hunterian Prize. His interdisciplinary work spans philosophy (e.g., AI ethics, simulation theory), history (e.g., ancient medical depictions in art), and physics (time paradox research). Key projects include collaboration with NHS and Google on AI breast screening tools, NHS interoperability studies, and development of the Global Patient co-Owned Cloud (GPOC). He also advises on health policy, including the NHS 2024 reform and antimicrobial resistance strategies.

• Science Education
• Teacher Education
• Sustainable Development in Education
• +۴ مورد دیگر

Pernilla Nilsson is a Professor in Science Education and Pro-vice chancellor at Halmstad University's School of Education, Humanities and Social Sciences. She holds an ORCID ID and focuses on advancing STEM education, teacher development, and integrating digital tools into pedagogy. Her research emphasizes sustainable development in education, TPACK frameworks, and reflective practices in teaching. Key research interests include science education innovations, early childhood and vocational pedagogy, and leveraging technology to enhance learning. Her work often explores teacher knowledge development (PCK/TPACK) and digital transformation in educational institutions. Notable contributions address ChatGPT in STEM, remote teaching strategies for second language learners, and collaborative approaches to sustainable development education. Recent articles highlight her exploration of AI in education, teacher identity formation, and digital tools for preschool science. Her work frequently bridges theory and practice, emphasizing practical applications in classroom settings. Nilsson collaborates widely, as seen in projects like the FDLIS digitalization initiative. While no specific awards are listed, her extensive publication record and leadership roles (e.g., Pro-vice chancellor) reflect her significant contributions to academic governance and educational research.

Tamsin Callaghanمشاهده پروفایل

مدرس

• Optometry
• Visual Science
• Age-related Macular Degeneration
• +۷ مورد دیگر

Dr. Tamsin Callaghan is a Lecturer in the Division of Optometry and Visual Science at City, University of London, part of the School of Health Sciences. With over 15 years of experience in optometry, she is a qualified Dispensing Optician and Optometrist who contributes significantly to both research and teaching. Her academic leadership includes serving as Lead for Teaching Excellence in the Department of Optometry since 2019 and co-leading postgraduate modules in glaucoma and research studies. PhD in Optometry and Vision Science BSc in Optometry and Vision Science Postgraduate Diploma in Academic Practice Fellowship Dispensing Diploma Dr. Callaghan’s research focuses on Age-related Macular Degeneration (AMD), particularly the role of hypoxia in disease progression and the development of functional biomarkers. She also investigates lifestyle modification advice for AMD patients and leads a project on home monitoring in glaucoma using tablet-based visual field tests like Eyecatcher. Her recent work extends into Charles Bonnet Syndrome (CBS), exploring patient experiences and clinical management strategies. Her publications reflect a strong interest in patient-centered care, digital health technologies, and visual function assessment. Her recent publications demonstrate a trend toward interdisciplinary research involving ophthalmology, neuroscience, psychology, and digital health, with a focus on improving patient outcomes through better diagnostics, home monitoring, and clinician-patient communication. She has published in high-impact journals such as BMJ Open Ophthalmology , Therapeutic Advances in Ophthalmology , and American Journal of Ophthalmology . Naylor Prize national competition (2010) – Best project report Dr. Callaghan supervises research students, including Sonali Dave, and is actively involved in teaching, serving as module lead for key undergraduate courses in ophthalmic lenses and dispensing. She also contributes to professional development as an editorial board member of Acuity Professional Development Journal and participates in national and international conferences such as the European Academy of Optometry and Optics. Her work is supported by collaborations across institutions and engagement with clinical and patient communities.

Donna Rooneyمشاهده پروفایل

مدرس ارشد

• Adult Learning
• Workplace Learning
• Informal Learning
• +۵ مورد دیگر

Donna Rooney is a Senior Lecturer at the University of Technology Sydney (UTS), specializing in adult learning across diverse settings including workplaces, communities, and higher education. She holds a Doctor of Education from UTS and has been recognized with a University Medal and industry awards for her innovative methodologies. Her research explores socio-material theories, public pedagogy, and ecological frameworks in adult education. She has led funded projects such as the NDIA STEPs program evaluation and the LeadingPod initiative on social media in business. Rooney teaches in UTS's Master of Education (Learning and Leadership) program, coordinating courses like 'Learning and its Trajectories' and supervising doctoral students in adult learning beyond traditional educational institutions. Education: Doctor of Education, UTS (2008) Graduate Certificate in Research Commercialisation, UTS (2007) Bachelor of Education in Adult Education, Honours (First Class and University Medal), UTS (2002) Research Interests: Adult learning in public spaces, workplace learning, informal learning ecosystems, professional education, and continuing professional development. She emphasizes practical applications of theory in community and organizational contexts. Funded Projects: NDIA STEPs Program Evaluation (2019–2020) LeadingPod: Social Media in Business (2015–2018) Engineers' Continuing Professional Learning (2011–2013) Awards: University Medal (2002) Industry Award for Novel Methodologies Rooney is actively involved in curriculum design and supervises PhD/Master’s students focusing on adult learning in non-traditional environments. Her work bridges theory and practice, addressing challenges in professional development and community education.

• Self-Regulated Learning
• Primary Education
• Student Tutoring
• +۳ مورد دیگر

Sabrina Vandevelde is a researcher at Ghent University's Department of Educational Studies and a member of the Center for Research on Culture and Gender (CRCG). Her work focuses on self-regulated learning (SRL) in primary education, particularly for at-risk students, and she has developed assessment tools like the Teacher Self-Efficacy Scale for SRL implementation. Education: PhD in Educational Studies (2015, Ghent University) Research Interests: Vandevelde investigates how student tutoring and teacher practices influence SRL in primary school children, especially those from low socio-economic or immigrant backgrounds. Her studies emphasize metacognitive strategies, motivational profiles, and disparities between regular and special education teachers' approaches. Article Trends: Her publications since 2009 center on SRL assessment tools, intervention effectiveness, and contextual factors affecting learning strategies. Key methodologies include think-aloud protocols, quasi-experimental designs, and comparative analyses between educational settings. Labs & Teams: She collaborates with Ghent University’s CRCG research group and frequently co-authors studies with Hilde Van Keer, Emmelien Merchie, and other UGent colleagues.

Shiva Rahmaniمشاهده پروفایل

استادیار

• Language Pedagogy
• Artificial Intelligence in Language Education
• Technology Integration in Teaching
• +۵ مورد دیگر

Shiva Rahmani serves as an Assistant Instructional Professor in the Department of Germanic Studies within the University of Chicago's Humanities Collegiate Division, where she has taught German language courses from novice to advanced levels since 2018. Her academic journey spans institutions across Iran, Germany, and the United States, with teaching roles at Purdue University and the Goethe Institute Chicago complementing her current position. Education: MA in Germanic Studies, Purdue University (2014) MA in German (Translation Science), University of Tehran (2011) BA in German Literature, Shahid Beheshti University (2008) Associate in Applied Science (Fashion Design) Rahmani's research pioneers the integration of artificial intelligence into language pedagogy, exploring how tools like ChatGPT can create personalized learning experiences while examining domain-specific language needs for study abroad contexts. Her work bridges traditional language instruction with digital innovation through comics, memes, and interactive platforms, consistently addressing cross-cultural communication challenges and religious history's influence on German literature. This interdisciplinary approach has positioned her at the forefront of modern language education methodology. Her recent publications and presentations reveal a clear trajectory toward technology-enhanced language acquisition, with 2023-2024 works focusing intensely on AI applications while maintaining foundational work in visual literacy (comics/memes) and curriculum design. This evolution demonstrates both responsiveness to emerging technologies and continuity in her core mission of making language learning culturally immersive and accessible. Scientific Recognition: Excellence Graduate Teacher Certificate (Purdue Teaching Academy) ACTFL OPI Tester Certification Goethe Institute Examiner Certification (Prüferzertifikat) National Foreign Language Resource Center Digital Badge Rahmani actively cultivates learning communities through initiatives like virtual coffee hours connecting students with global institutions, cross-university conversation consortia, and digital platforms including ProjectDeutschIG and DeutsCHIgUeberall. Her grant-supported work has developed innovative courses such as "Deutschlandreise" and "Germany Heute," while her current IRB-certified research explores AI's pedagogical efficacy with emphasis on personalized learning pathways and cultural competency development. She leads the German Club and has established Creative Language Experiences labs focused on domain analysis for study abroad contexts, alongside developing a psychology course titled "Psycho-Cultural Exploration: Unraveling Identity through German Lens." Her collaborative projects with Jamie Rankin on the der/die/das platform demonstrate commitment to creating immersive, technology-integrated language environments that bridge classroom learning with real-world application.

Eloise Stevensمشاهده پروفایل

پژوهشگر ارشد

• Early Childhood Development
• Parenting Interventions
• Child Psychology
• +۳ مورد دیگر

Eloise Stevens is a Research Associate and Clinician at the University of Cambridge's Faculty of Education, affiliated with the Centre for Research on Play in Education, Development and Learning (PEDaL). Her work focuses on evaluating the effectiveness of a video-feedback parenting programme (VIPP) across diverse populations, including foster carers, parents with personality disorders, and teachers in primary schools. She serves as a trial coordinator and clinical supervisor for multiple studies. Education: BA in Psychology and Sociology from the University of Liverpool (qualification details provided). Research interests include the role of play in early child development and the application of evidence-based interventions to improve caregiver sensitivity. Current projects span initiatives such as VIPP in Schools, VIPP with foster carers (collaborating with UCL and Anna Freud Centre), and VIPP with parents at Imperial College London. Professional membership includes the British Association for Counselling and Psychotherapy (BACP).