جست‌وجوی استاد و پژوهشگر

Alice Andreea Iliescuمشاهده پروفایل

دانشیار

• Comics Studies
• Sequential Art
• Visual Storytelling
• +۵ مورد دیگر

Alice Andreea Iliescu serves as Associate Professor and Vice-Dean of the Faculty of Arts and Design at the University of Art and Design of Cluj-Napoca, where she leads the Master's program in Comics and Animation. Her academic journey includes a PhD in Visual Arts from UAD Cluj-Napoca (2013), Master's degrees in Comics from École européenne supérieure de l'image in France (2012-2013), and Curatorial Studies from École du Louvre (2011). Her research focuses on comics as a research methodology and tool for social innovation, with particular emphasis on urban comics, sequential art, and visual storytelling. She founded the ArtiViStory Collective to develop visual documentation methods for civic innovation projects, notably through the (in)Visible project funded by Botnar Foundation. Her work bridges artistic practice with community engagement, creating frameworks where comics serve as both research instruments and social activation tools. Her recent publications analyze urban comics as research methodology, visual documentation of social innovation, and comics-based future scenario building, reflecting her dual expertise in artistic practice and social research. She has coordinated numerous international projects including SPIRE (Smart Post-Industrial Regenerative Ecosystem), which won the 2023 World Smart City Awards, and Romania Remarcabila, a PNRR-funded artistic research project exploring cultural heritage. Mongol Prize for Sculpture (UAP Cluj-Napoca, 2022) 1st Place Innovation Category at 2023 World Smart City Awards for SPIRE Project As an educator, she has supervised numerous student projects through Expo Maraton competitions and developed innovative workshops combining comics with urban planning, cultural heritage, and social innovation. She coordinates the Urban Comics research stream within UAD's Creative Labs infrastructure and serves on the university's Ethics Committee. Her international collaborations span institutions in Poland, Italy, France, and Romania, with frequent Erasmus+ teaching mobility and joint research initiatives.

• Science Education
• Chemistry Education
• Educational Technology
• +۵ مورد دیگر

Prof. Dr. Ali KOLOMUÇ is a distinguished faculty member at Artvin Coruh University's Faculty of Education, where he currently serves as both Professor in the Department of Classroom Education and Dean of the Faculty. With a career spanning over three decades in education, he has progressed from being a classroom teacher in the Turkish Ministry of National Education (1995-2011) to his current prestigious academic positions. PhD in Chemistry Education, Atatürk University Institute of Educational Sciences (2007-2009) Master's in Science Education, Karadeniz Technical University Institute of Educational Sciences (1998-2000) Bachelor's in Mathematics and Science Education, Karadeniz Technical University Fatih Faculty of Education (1990-1995) Prof. KOLOMUÇ's research primarily focuses on science and chemistry education, with particular emphasis on teacher training, educational technology, and measurement and evaluation in educational settings. His work explores alternative conceptions in science learning, socioscientific issues, inclusive education for students with special needs, and the integration of technology in teaching. He has made significant contributions to understanding how animation and visual materials can enhance science education and how alternative assessment methods can improve student learning outcomes. His recent publications demonstrate a clear evolution in focus from traditional chemistry education topics toward more contemporary issues in educational technology, inclusive education, and the challenges of distance learning, particularly in the context of the pandemic. There's a noticeable shift toward research on students with special needs, socioscientific issues, and the application of technology in educational settings, reflecting current trends and challenges in the field of education. Multiple Artvin Coruh University Publication Incentive Awards (2013, 2014, 2015, 2017) TÜBİTAK Publication Incentive Award (2012) Prof. KOLOMUÇ has supervised numerous graduate theses and led multiple research projects, including TÜBİTAK-funded initiatives on topics ranging from gender effects on educational and career choices to sustainable development awareness in visual arts education. His administrative leadership as both Vice Dean (2022-present) and Dean (2024-present) demonstrates his significant contribution to institutional development at Artvin Coruh University. His scholarly activities include directing research on scientific thinking habits, developing assessment tools for computer literacy, and investigating the impact of fine arts activities on social-emotional development in primary school children, showcasing the breadth and depth of his educational research interests.

Mihhail Berezovskiمشاهده پروفایل

دانشیار

• Data Science
• Industrial Mathematics
• Numerical Methods
• +۷ مورد دیگر

Dr. Mihhail Berezovski is a tenured Associate Professor of Mathematical Sciences and Program Coordinator for the B.S. in Data Science at Embry-Riddle Aeronautical University's College of Arts & Sciences. With over ten years of experience, he has pioneered data science applications and cross-disciplinary engagement strategies that connect academic research with real-world industry problems. His innovative approach provides students with authentic data-enabled research experiences through partnerships with businesses, government agencies, and non-profit organizations. Dr. Berezovski earned his Ph.D. in Applied Mechanics from Tallin Technological University. His academic journey includes positions as a Postdoctoral Scholar at Worcester Polytechnic Institute (2011-2015) and Researcher at the Institute of Cybernetics at TUT, Estonia (2011-2015). Dr. Berezovski's research spans Data Science, Industrial Mathematics, Numerical Methods, and Material Science . He specializes in developing data-enabled solutions for complex problems across diverse domains including aviation, child welfare systems, and material science. His work bridges theoretical mathematics with practical applications, focusing on adaptive algorithms for wave propagation in heterogeneous materials and predictive analytics for real-world systems. He has established a sustainable model where students engage directly with industry-provided problems, creating meaningful research experiences that prepare them for data science careers. His publication record demonstrates a clear evolution from theoretical work in elastic wave propagation toward applied data science projects addressing real-world challenges. Recent publications show increasing focus on interdisciplinary applications in aviation, social services, and media literacy, reflecting his commitment to solving practical problems through mathematical and computational approaches. Dr. Berezovski's contributions to mentoring have been recognized with numerous prestigious awards: 2024 Faculty Mentor Award from the Mathematical, Computing, and Statistical Sciences Division of CUR 2023 ERAU College of Arts & Sciences Award for Undergraduate Student Mentorship 2022 ERAU College of Arts & Sciences Dean's Award for Leadership and Innovation 2022 ERAU Faculty Mentor of the Year Award With over 200 students from 26 universities participating in 70+ research projects, Dr. Berezovski has established a highly successful undergraduate research program. His funding portfolio includes support from the National Science Foundation and the Mathematical Association of America, and he has served as co-PI on projects with METIS Solutions and DHS. His innovative model connects students directly with industry partners, providing authentic research experiences that result in publications, conference presentations, and valuable career preparation. Dr. Berezovski leads initiatives that foster cross-disciplinary collaboration across Embry-Riddle, working with departments including Security Studies, Human Factors, Aviation Maintenance Science, and Civil Engineering. His research group focuses on applied data science projects that address real-world challenges while providing students with hands-on experience. The program has established long-term partnerships with over ten organizations, businesses, and government labs, creating a sustainable ecosystem for data science research and education.

Eryn M. Maherمشاهده پروفایل

دانشیار

• Mathematics Education
• Algebra Education
• Teacher Preparation
• +۴ مورد دیگر

Eryn M. Maher serves as an Associate Professor in the Mathematical Sciences department at Georgia Southern University, where she has been a faculty member since 2017. With a strong research profile reflected in 125 research outputs and an h-index of 35, she has established herself as a significant contributor to mathematics education scholarship. Dr. Maher earned her Ph.D. in Mathematics Education from Michigan State University (2017), an M.A. in Mathematics from Minnesota State University (2007), and a B.S. in Mathematics from Utah State University (2005). Her academic journey reflects a deep commitment to both mathematical content knowledge and pedagogical expertise. Her research interests focus on mathematics education , particularly in algebra education , pre-service teacher development , and quantitative literacy . Dr. Maher investigates how future mathematics teachers make algebraic connections and develop professional identities, as well as how students comprehend large numerical quantities in meaningful contexts. Her work contributes to UN Sustainable Development Goals related to quality education. Analysis of her recent publications (2022-2024) reveals a strong emphasis on practical educational challenges, including pandemic impacts on student learning, large number comprehension, and mentoring relationships in teacher preparation. Her research bridges theoretical understanding with classroom applications, often employing mixed-methods approaches to examine teacher and student experiences. h-index of 35 Active Racial Equity Special Research Grant (2021-present) Associate Editor for Electronic Journal for Research in Science and Mathematics Education Dr. Maher actively mentors pre-service K-8 teachers and examines how mentoring relationships shape mathematical and professional identities. Her research on pandemic impacts on college students demonstrates her responsiveness to contemporary educational challenges. She collaborates with colleagues across institutions, as evidenced by her co-authored publications addressing diverse aspects of mathematics education. Her laboratory or research group isn't explicitly named in the available information, but her work appears to focus on teacher education research, particularly examining how future mathematics teachers develop content knowledge and pedagogical skills. Her recent publications suggest an active research agenda with consistent output across multiple venues in mathematics education.

Brian J. Zikmund-Fisherمشاهده پروفایل

استاد

• health decision making
• risk communication
• numeracy
• +۵ مورد دیگر

Brian J. Zikmund-Fisher is Professor in the Department of Health Behavior and Health Equity at the University of Michigan School of Public Health and Research Professor in the Department of Internal Medicine at the University of Michigan Medical School. He serves as Interim Co-Director of the Center for Bioethics and Social Sciences in Medicine and Editor-in-Chief of the journals Medical Decision Making and MDM Policy and Practice. Dr. Zikmund-Fisher earned his PhD in Behavioral Decision Theory from Carnegie Mellon University (2002), MA in Behavioral Decision Making and Economics (1997), and BA in Economics with Psychology minor from Swarthmore College (1991). His research focuses on improving how health information is communicated and understood. Key areas include designing methods to make health data more intuitively meaningful, studying how individual preferences affect healthcare utilization, and exploring the power of narratives in health communications. His work involves collaborations across multiple medical specialties including internal medicine, oncology, and surgery. His publications demonstrate consistent focus on evidence-based approaches to risk communication, patient decision aids, and understanding how people interpret health information. Recent work emphasizes practical frameworks for presenting probabilities and evaluating the implications of health measurements. Editor-in-Chief of Medical Decision Making journal Editor-in-Chief of MDM Policy and Practice journal Principal investigator on National Library of Medicine-funded Making Numbers Meaningful project Dr. Zikmund-Fisher teaches graduate courses on clear health communication, 'sticky' communications for health advocacy, and risk communication theory. He innovates in pedagogy by exploring how improvisational theater games can build health communication skills.

• Developmental Language Disorder
• Psycholinguistics
• Reading Comprehension
• +۳ مورد دیگر

Carmen Julia Coloma Tirapegui is a Full Professor at the University of Chile with dual appointments: Department of Speech-Language, Faculty of Medicine (33 hours/week) and Research Unit, Institute of Advanced Studies in Education (11 hours/week). She holds a Doctorate from the University of Granada (2012) and Bachelor's/Professional degrees from the University of Chile (1987). Her research specializes in Developmental Language Disorder (DLD) , psycholinguistics, and literacy, with expertise in eye-tracking methodologies. Key focus areas include: Language processing in monolingual Spanish-speaking children Reading comprehension interventions for language disorders Longitudinal studies of grammatical complexity Lexical-semantic development in preschoolers Phonological awareness interventions Recent publications (2022-2024) predominantly investigate real-time language comprehension using eye-tracking, examining syntactic complexity, morphological processing, and reading skills in children with DLD. Research consistently demonstrates interdisciplinary approaches bridging linguistics, psychology, and neuroscience. She leads multiple research grants including Fondecyt projects: "Decoding and reading comprehension in students with 4th basic TDL" (2024-2027) and "Intervention in phonological, lexical and grammatical awareness" (2017-2021). She co-directs the Center for Advanced Research in Education (2014-2024), a Basal Financing Program initiative. Advises graduate theses on language disorders and literacy, including studies on visual attention during reading and morphosyntactic development. Teaches undergraduate/postgraduate courses including Cognitive Foundations of Communication , Research Methods in Psycholinguistics , and Language Development Disorders .

• Ceramics
• Ceramic Practice
• Art Education
• +۶ مورد دیگر

Dr Natasha Mayo is a Senior Lecturer in Ceramics at Cardiff School of Art & Design, Cardiff Metropolitan University, where she has taught since 2004. She holds fellowships with the Higher Education Academy (FHEA) and the Royal Society of Arts (FRSA), and is a member of both the Royal Anthropology Institute and the Folklore Society. Trained in Oral History techniques and serving as a Haumea eco-literacy associate, Dr Mayo bridges academic scholarship with artistic practice in the ceramics field. Dr Mayo's research interests center on ceramics as both material practice and cultural expression. Her work explores sensory narratives in ceramics, the relationship between materiality and storytelling, and the role of ceramics in community contexts. She investigates how ceramic practices intersect with anthropological perspectives, folklore studies, and eco-literacy frameworks. Her research often examines the embodied knowledge inherent in ceramic making and how this connects to broader cultural narratives and environmental awareness. She has developed innovative approaches to understanding ceramics through interdisciplinary lenses that combine artistic practice with anthropological inquiry. Analysis of Dr Mayo's publication record reveals consistent thematic development across nearly two decades of scholarly work. Her early publications focused on foundational aspects of ceramic practice and technique, while her more recent work has expanded into interdisciplinary territory, particularly exploring ceramics in relation to pandemic experiences, environmental narratives, and community engagement. A notable trend is her increasing emphasis on the intersection of personal narrative with material practice, as evidenced by publications examining parent-artists during lockdown and sensory storytelling through ceramics. Her work demonstrates a sophisticated evolution from technical ceramic studies toward more complex socio-cultural examinations of the medium. Fellow of the Higher Education Academy (FHEA) Fellow of the Royal Society of Arts (FRSA) Member of the Royal Anthropology Institute Member of the Folklore Society As a Senior Lecturer since 2004, Dr Mayo has contributed significantly to ceramics education at Cardiff School of Art & Design. While specific grant information isn't provided in the available materials, her extensive publication record across prestigious journals including Ceramics Art and Perception, Kerameiki Techni, and Ceramic Review indicates sustained research activity. She has likely supervised numerous undergraduate and postgraduate students in ceramics practice, though specific names aren't listed in the available documentation. Her role as a practitioner-scholar suggests she has integrated professional development opportunities for students through exhibitions and collaborative projects. Dr Mayo's work connects with broader research communities through her affiliations with the Royal Anthropology Institute and Folklore Society, suggesting collaborative networks that extend beyond the university. Her eco-literacy work with Haumea indicates engagement with environmental research communities. While specific laboratory or studio facilities aren't detailed in the available information, as a ceramics specialist she would have access to the specialized equipment and studio spaces within Cardiff School of Art & Design's ceramics program, which likely supports both her creative practice and pedagogical activities.

Shirley R. Steinbergمشاهده پروفایل

استاد

• Critical Pedagogy
• Transformative Leadership
• Youth Studies
• +۷ مورد دیگر

Shirley R. Steinberg is a Professor of Education (Leadership) at the Werklund School of Education, University of Calgary. She is an internationally recognized scholar in critical pedagogy, urban and youth culture, and cultural studies, with numerous publications and awards to her name. Steinberg serves as the Founding Editor of Taboo: The Journal of Culture and Education , Founding and Managing Editor of The International Journal of Critical Pedagogy , and Co-founder and Co-editor of The International Journal for Leadership in Learning . Dr. Steinberg's educational background includes: PhD in Education K-12 from Pennsylvania State University (1997) MEd in Gifted Girls and Leadership from University of Lethbridge (1990) BEd in Education K-12 from University of Lethbridge (1987) Her research interests focus on cultural and social development, transformative leadership, and critical pedagogy. Steinberg is particularly concerned with how society views young people and marginalized communities, advocating for environments where all individuals are viewed as positive democratic leaders. Her work spans critical communities, youth involvement, leadership studies, and critical diversity/inclusion studies, with a strong emphasis on social justice pedagogies and critical media literacies. Dr. Steinberg's publications demonstrate a consistent commitment to social justice, critical theory, and educational transformation. Her scholarship bridges theoretical frameworks with practical applications in community settings, especially through her work with Indigenous communities in Southern Alberta. She has developed the theoretical framework of 'Third Wave Islamophobia' and consistently addresses themes of power, marginalization, and resistance across her work in critical media literacies and youth activism. Among her numerous accolades, Dr. Steinberg has received: Paulo Freire Legacy Award (2024) from the American Educational Research Association Social Justice Scholar Award (2024) from Islamic Circle of North America (Canada) Critics Choice Book Award (2022) from the American Education Studies Association 17 Film Festival Awards for 'Elders' Room' (2021) Best Director, Short Documentary at Toronto International Women's Film Festival (2021) Paulo Freire Lifetime Achievement Award for Social Justice and Education (2011) Dr. Steinberg has secured multiple grants for community-based projects, including the Indigenous Welcome Grant (2020-2021) for integrating theatre and poetry at Kainai High School and documenting Elders' pandemic histories, and the Ptarmigan Foundation Indigenous Education Grant (2023) for land-based education initiatives. She actively mentors emerging scholars through her editorial work with multiple journals and her university teaching responsibilities, including courses like EDER 719 Advanced Special Topics in Educational Leadership and EDER 783.02 Critical Praxis as Social Justice. Steinberg maintains international collaborations with institutions including the University of Barcelona, Sapienza University in Rome, Murdoch University in Australia, IPEC in Mexico, and Griffith University in Australia. Her decade-long work with Southern Alberta Blackfoot Nation communities demonstrates her commitment to community-engaged scholarship. As the Chief Information Organizational Officer for S.I.Y.S. (Struggle Is Your Success) and Educational Advisor for the Robb Nash Project, she actively bridges academic research with grassroots community initiatives focused on youth empowerment and social justice.

• Literary studies
• American literature
• Sexuality and literature
• +۵ مورد دیگر

Professor Guy Davidson is a distinguished academic at the University of Wollongong, where he serves as Professor in the School of the Arts, English and Media. He was appointed Fellow of the Australian Academy of Humanities in November 2024 and currently holds leadership positions including Head of Postgraduate Studies. His academic career at UOW began in 2000, and he continues to be an active researcher and supervisor. Professor Davidson's educational background includes: Ph.D. in English from the University of Sydney (1993-1998) M.Phil. in English from the University of Sydney (1992) M.A. in English from the University of Sydney (1991) B.A. in English from Victoria University of Wellington (1982-1984) Professor Davidson's research centers on the intersections of literature and sexuality, with a primary focus on American literature. His work has evolved from examining sexuality, consumer culture, and literature in late nineteenth century Britain to focusing on 20th and 21st-century American contexts. He has made significant contributions to the understanding of queer literary studies, gay and lesbian literature, and the relationship between literary celebrity and sexual liberation. His approach combines historical analysis with theoretical frameworks from queer studies and cultural studies, producing nuanced examinations of how literature shapes and is shaped by sexual identity and community formation. Professor Davidson's scholarly output demonstrates consistent productivity across multiple formats including monographs, journal articles, and book chapters. His publications reveal a sustained engagement with LGBTQ literary history, with particular emphasis on how literature contributes to the formation of sexual identities and communities. His work often explores the tension between individual identity and collective experience within queer contexts, and he has made notable contributions to understanding the role of literary celebrity in advancing sexual liberation. Professor Davidson has received significant recognition for his scholarly contributions: Fellow of the Australian Academy of Humanities (2024) Australian Universities Heads of English Prize for Literary Scholarship (2019) As a supervisor, Professor Davidson maintains an active research group with six current HDR students working on diverse projects spanning queer theory, American literature, and gender studies. His supervision record includes numerous successful completions across various disciplines within literary studies. He has served as an ERA Assessor and DP/DECRA Assessor for the Australian Research Council, demonstrating his standing within the academic community. His research has been supported by an ARC Discovery Project grant (DP150102562) titled 'American Literacy Celebrity and Contemporary Identity' (2015-2019). Professor Davidson leads a vibrant research environment within the School of the Arts, English and Media at UOW, mentoring students and contributing to the intellectual life of the department through his leadership as Head of Postgraduate Studies. His research group focuses on intersections of literature, sexuality, and cultural production, creating opportunities for interdisciplinary collaboration and innovative scholarship.

Mathias Sablé-Meyerمشاهده پروفایل

پژوهشگر ارشد

• Mechanistic implementation of compositional mental representation
• Geometry perception in humans and non-human primates
• Human reasoning and cognitive fallacies
• +۵ مورد دیگر

Mathias Sablé-Meyer is a Postdoctoral Researcher at University College London's Sainsbury Wellcome Centre, working in Tim Behrens's lab. He completed his PhD under the supervision of Stanislas Dehaene at PSL/Collège de France and NeuroSpin, CEA, where he investigated humans' ability to manipulate highly abstract structures, particularly focusing on the perception of geometry. His research spans cognitive neuroscience, computational modeling, and experimental psychology, with a focus on understanding the mechanistic implementation of compositional mental representations. He employs methodologies including MEG, fMRI, behavioral experiments, and computational models to investigate how humans mentally represent abstract structures like geometric shapes, language, and mathematical concepts. Sablé-Meyer's work reveals fascinating insights about human cognitive uniqueness, particularly in geometric perception compared to non-human primates. His recent research examines sequence processing mechanisms and aims to establish foundations for mechanistic implementations of Language of Thought models. He has published in top journals including Cognitive Psychology , Trends in Cognitive Sciences , PNAS , and Journal of Neuroscience . Glushko Dissertation Prize from the Cognitive Science Society (2023) As a supervisor, he co-advises Master's students including Maxime Cauté, who is exploring cross-modal representation of sequences, and is involved with several other students including Svenja Kuchenhoff, Amy Wong, and others. His lab follows open science principles, with code systematically published on the Open Science Framework alongside articles. His research program bridges cognitive science, neuroscience, and artificial intelligence, with implications for understanding both human cognition and developing more human-like AI systems. He maintains active collaborations across institutions including UCL, Collège de France, MIT, and École Normale Supérieure.

Jessica Labatteمشاهده پروفایل

دانشیار

• Photography
• Contemporary Art
• Art and Design Education
• +۵ مورد دیگر

Jessica Labatte is Associate Professor of Photography and Director of the School of Art and Design at Northern Illinois University, part of the College of Visual and Performing Arts. With an M.F.A. and B.F.A. from the School of the Art Institute of Chicago, she brings extensive expertise in photographic arts to her academic leadership role and artistic practice. Her educational background includes: M.F.A., School of the Art Institute of Chicago (Emphasis: Photography) B.F.A., School of the Art Institute of Chicago (Emphasis: Photography) Professor Labatte's research focuses on contemporary photography, exploring the intersections of time, memory, and visual perception through still life compositions. Her work often features floral arrangements and everyday objects, examining how photography can capture fleeting moments and transform ordinary scenes into profound visual statements. Recent series like 'Shade Garden' and 'Shadow Plants' demonstrate her interest in how light interacts with natural forms and how photographs can preserve ephemeral beauty. Her artistic practice combines traditional film techniques with digital manipulation, deliberately incorporating imperfections like dust and scratches as part of her artistic statement about authenticity. Analysis of her recent publications reveals a strong focus on color theory, photographic practice, and art education. Her contributions span traditional academic publications, exhibition catalogs, and critical reviews, with particular emphasis on how photographic techniques can expand our understanding of visual perception and time. Her work demonstrates a consistent exploration of abstraction within photographic practice and the integration of personal experience with artistic expression. Her numerous awards and residencies include: Artist Residency in Motherhood, Winfield, IL (2016) Artist in Residence, Latitude, Chicago, IL (2015) Artist in Residence, ACRE, Steuben, WI (2015) Artist in Residence, Light Work, Syracuse, NY (2014) Loretta Grellner Scholarship, Ox-Bow School of Art (2013) Chicago Artist Assistant Program Grant (2012) As an educator, Professor Labatte teaches a comprehensive range of photography courses from beginning to advanced levels, including specialized courses in digital photography, experimental techniques, and photographic theory. Her leadership as Director of the School of Art and Design involves overseeing academic programs, faculty development, and strategic planning for the department's growth. Her integration of personal experience with artistic practice, particularly her exploration of motherhood and domestic spaces, offers unique perspectives that inform both her creative work and her approach to art education. Professor Labatte maintains an active studio practice with representation by Western Exhibitions in Chicago. Her personal website showcases her photographic series and provides insight into her creative process, which often involves collaborations with her assistants and incorporates elements from her domestic life and garden.

• Education Transformation
• Teacher Education
• Evidence-Based Practices
• +۵ مورد دیگر

Professor Joanna Barbousas serves as Pro Vice-Chancellor for Education, Impact and Innovation and Dean of the School of Education at La Trobe University. With over 29 years of experience in education, she has fundamentally reshaped teacher education and education policy in Australia since joining La Trobe University in 2016. Her leadership has positioned the School of Education as a leading provider of teacher education through evidence-based innovation and strategic sector partnerships. Professor Barbousas' research focuses on education transformation and evidence-based practices, with particular emphasis on the critical role of partnerships in elevating the teaching profession. Her work demonstrates an evolution from visual arts education research in the early 2000s toward systemic educational reform, teacher education innovation, and the impact of emerging technologies like AI on educational practices. She has secured significant research funding from organizations including the Bertalli Foundation to advance evidence-informed approaches to structured learning and innovative teaching practices. Her publication record reveals a clear progression from specific arts education topics to broader educational transformation, with recent work examining the impact of generative AI on teaching practices, knowledge sharing among secondary teachers in the Fifth Industrial Revolution, and strengthening informal knowledge exchange in initial teacher education. This trajectory reflects her growing influence on national education policy and practice. award-winning NEXUS program As founder and leader of the NEXUS program, Professor Barbousas has secured over $17 million in funding through the Commonwealth Government High Achievers Teachers Program and the Victorian State Government. This innovative employment-based teacher education program serves regional/rural and hard-to-staff schools across Victoria and New South Wales. She serves as a key advisor on numerous government steering committees and expert panels, driving transformative change in education policy and teacher education across Australia. Her funded research includes the Momentum Schools Extension Project, Bertalli Family Foundation Donation, P-12 Schools Access Teaching Quality Initiative, and the NEXUS program.

• Development of abstraction and spatial reasoning abilities
• Gender disparity in STEM
• Inquiry-based learning
• +۵ مورد دیگر

Dr Milorad Cerovac serves as a Lecturer in Pedagogy and Education Futures within the School of Education at La Trobe University, Australia. With a background as a registered teacher across Mathematics, Physics, Software Development and Systems Engineering, he bridges industry experience with academic work to develop authentic problem-based learning approaches for pre-service and in-service teachers. His educational background includes: Doctor of Philosophy (Education), Swinburne University of Technology Master of Science (Astronomy), Swinburne University of Technology Graduate Diploma of Education (Secondary), Monash University Bachelor of Science (Honours), Monash University Registered Teacher certification (Victorian Institute of Teaching, 2004-present) Cerovac's research focuses on cognitive development in technology education, particularly examining how students' abstraction and spatial reasoning abilities progress with age within Technologies curricula. His work extends to gender disparity in STEM fields, inquiry-based learning methodologies, and the integration of artificial intelligence in classroom settings. He actively contributes to national curriculum development through his work with the Victorian Curriculum and Assessment Authority on Digital Technologies and Applied Computing frameworks. Analysis of his 15 most recent publications reveals strong emphasis on gender-inclusive technology education, spatial reasoning development, and practical implementation of computational thinking across K-12 settings. His work consistently connects cognitive theory with classroom application, particularly through robotics programs and problem-based learning frameworks. Cerovac directs significant professional development efforts, having presented numerous workshops for educators on Digital Technologies, Design and Technologies, and Physics both nationally and internationally. His research program includes the current Managing the double-edged sword project funded through the Award for Inclusion Research Program (2023-2024), which investigates generative AI frameworks for female inclusion in K-16 schools. As co-founder and lead mentor of the RoboCats (a school-girl-only robotics team participating in FIRST Robotics Competition from 2014-2020), he maintains active involvement with the FIRST LEGO League program in Victoria. His 17-year prior career as a Software Developer and Database Specialist informs his emphasis on real-world problem-based learning activities shared with teacher education students.

• Documentary Filmmaking
• Film Directing
• Social Issues
• +۴ مورد دیگر

Mirosław Dembiński (born February 21, 1959 in Bydgoszcz) is a Professor of Art at the National Film School in Łódź, where he serves as a lecturer at the Film and Television Directing Department. He holds a PhD in Film Arts (2007) and a habilitated doctorate in film arts (2011), both from the National Film School in Łódź. His educational background includes a degree in Mathematics, Physics and Chemistry from Nicolaus Copernicus University in Toruń (1983) and a degree in Directing from the National Film School in Łódź (1990). Professor Dembiński's research focuses on documentary filmmaking, social issues, cultural representation, and Polish cinema. His work often explores human conditions, social dynamics, and cultural identity through the lens of documentary and educational film. He has developed a distinctive approach to film education, mentoring numerous students through their film projects while maintaining his own active production schedule. His methodology bridges theoretical knowledge with practical filmmaking experience, emphasizing both technical proficiency and thematic depth. His recent filmography demonstrates a continued engagement with diverse social themes, from mental health and communication disorders to urban life and economic challenges. His work shows a consistent interest in both Polish cultural identity and international perspectives, particularly evident in his 'Świat od świtu do zmierzchu' (The World from Dawn till Dusk) series that documented cities across multiple countries. The Greatest Optimist of the Decade Award at the 10th Optimistic Film Festival 'Multimedia Happy End' in Rzeszów (2012) Flisak Tofifest for an outstanding filmmaker associated with the Kuyavian-Pomeranian region at the 12th International Film Festival 'Tofifest' in Toruń (2014) Congratulatory letter from the President of the Republic of Poland (2006) Professor Dembiński has supervised numerous student film projects throughout his academic career, providing pedagogical guidance while encouraging creative exploration. His mentorship extends beyond technical film skills to encompass thematic depth and social relevance. He has also been involved in significant documentary projects both in Poland and internationally, including the 'Świat od świtu do zmierzchu' series that featured cities across multiple countries. His work demonstrates a commitment to both the art of filmmaking and its educational transmission, bridging professional practice with academic instruction in a way that enriches both domains.

Courtney L. Weidaمشاهده پروفایل

استاد

• Gender and Visual Culture
• Community Arts
• Studio Crafts
• +۱۰ مورد دیگر

Courtney L. Weida is a Professor in the Department of Art Education at Adelphi University's Ruth S. Ammon College of Education and Health Sciences. She holds leadership roles as Art Education Graduate Program Director and has served on multiple university committees including as Co-Chair of the Senate Committee on Teaching & Advisement. Her work bridges academic scholarship with practical teaching experience as she continues to serve as a teaching artist for New York schools and public libraries. Education: Ed.D., Columbia University Teachers College (2008) Ed.M., Harvard University (2004) B.A. in Visual Art, English Literature, and Elementary Education, Northeastern University Weida's research explores the intersections of art education, gender studies, and cultural theory. Her work emphasizes interdisciplinary learning, craft and sensory experience, healing arts, and visual culture studies through the lens of girlhood studies and fairy tale studies. She investigates how expressive arts, community arts, and digital learning communities can transform educational practices. Her scholarship draws connections between psychoanalysis, creativity, and pedagogy, particularly examining how mythological and fairy tale narratives shape identity formation and artistic expression. Analysis of her recent publications reveals consistent engagement with feminist perspectives on art education, with particular focus on zine culture, unicorn symbolism, and fairy tale narratives as frameworks for understanding girlhood and identity. Her work frequently examines the contributions of women artists and educators throughout history while applying these insights to contemporary educational contexts. A recurring theme is the integration of craft-based practices with critical pedagogy, exploring how handmade objects and alternative media forms can create spaces for marginalized voices. Awards and Recognition: Adelphi University Excellence in Scholarship Nominee (2018, 2015) Top 5% journal article on academia.edu (2021) Weida serves as an outside reader for doctoral students at the Derner Institute of Psychology and has mentored numerous Art Education Masters Seminar Capstone Research Projects since 2008. Her grant history demonstrates commitment to professional development in Waldorf education, arts for autism, and international cultural studies, with funding from Adelphi University and external sources including the Alfred D. Bell Fellowship for Forest History and Art Education. She co-coordinates the Art Education Capstone Exhibition and has been instrumental in developing interdisciplinary connections between art education and other fields. As a practicing artist, Weida participates in the International Fiber Collaborative and has exhibited her work in numerous venues including Columbia University Teachers College Alumni Exhibitions, Viridian Artists Gallery, and the Museum of Motherhood Conference Exhibition. Her creative scholarship demonstrates the integration of research and practice that characterizes her approach to art education.