Nathaniel Bryan | Education Award | Best Researcher Award

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Assoc Prof Dr. Nathaniel Bryan | Education Award | Best Researcher Award

Assoc Prof Dr. Nathaniel Bryan, University of Texas at Austin, United States

Based on the information provided, Nathaniel Bryan, Ed.D., Ph.D., appears to be a strong candidate for the Best Researcher Award. Here are the reasons supporting his suitability:

Publication profile

Scopus

Academic Background

Holds both a Doctor of Philosophy in Early Childhood Education and a Doctor of Education in Educational Administration, demonstrating a robust and comprehensive academic foundation.

Professional Experience

Currently an Associate Professor at the University of Texas at Austin.

Extensive teaching and administrative experience at various reputable institutions, indicating significant contributions to the field of education.

Awards and Recognitions

Recipient of the Emerging Scholar Award from the American Educational Research Association and the Dr. Vernon Polite Research on Black Males Award, highlighting his impactful research.

Publications

  • Bryan, N., DeJohnette, M., Johnson, P. (2024). “They can play, but…: Investigating teachers’ use of exclusionary discipline practices as anti-Black misandric restrictions of Black boyhood play in early childhood classrooms.” Learning, Culture and Social Interaction, 47, 100840. 🏫
  • Cook, D.A., Bryan, N. (2024). “Introduction: Critical Race Theory, Classroom Practice, and Building a Just Future.” Critical Race Theory and Classroom Practice, pp. 1–10. 📚
  • Cook, D.A., Bryan, N. (2024). “Critical Race Theory and Classroom Practice.” Critical Race Theory and Classroom Practice, pp. 1–150. 📖
  • Cook, D.A., Bryan, N. (2024). “Conclusion: From Bad Faith to Good Faith: An Altar Call to Teach Truth.” Critical Race Theory and Classroom Practice, pp. 138–144. 📘
  • Jamieson, P., Rapos, E.J., Bryan, N. (2023). “Work in Progress: Let’s Play – Improving Our Teaching by Reversing Roles and Being a Learner with Board Games.” ASEE Annual Conference and Exposition, Conference Proceedings. 🎲
  • Bryan, N. (2023). “Toward What Justice and Justice for Whom? A BlackCrit Meditation on and against Miami University’s Department of Teaching, Curriculum, and Educational Inquiry’s Threshold Concepts.” Equity and Excellence in Education. 📓
    • Citations: 2
  • McMillian, R., Bryan, N. (2023). “Living within it all: Black Critical Theory, Imprisoned Black Radical Tradition, and the art of BlackCrit Portraiture to center voices from sites of incarceration.” International Journal of Qualitative Studies in Education. 🎨
    • Citations: 1
  • Bryan, N., McMillian, R., LaMar, K. (2022). “Prison abolition literacies as Pro-Black pedagogy in early childhood education.” Journal of Early Childhood Literacy, 22(3), pp. 383–407. 🔏
    • Citations: 3
  • Bryan, N. (2021). “To Me, He Teaches Like the Child Learns: Black Maternal Caregivers on the Pedagogies and Schooling Practices of a Black Male Kindergarten Teacher.” Urban Review, 53(3), pp. 491–515. 🧸
    • Citations: 2
  • Bryan, N. (2021). “Remembering Tamir Rice and Other Black Boy Victims: Imagining Black PlayCrit Literacies Inside and Outside Urban Literacy Education.” Urban Education, 56(5), pp. 744–771. 🎮
    • Citations: 27

Conferences and Presentations

Regularly presents at prestigious conferences, further establishing his influence and recognition in the academic community.

Professional Certifications

Holds long-standing certifications in teaching and school administration, underscoring his practical and theoretical expertise.

Given his extensive and impactful research, numerous publications, and recognition by esteemed organizations, Dr. Nathaniel Bryan exemplifies the qualities of an outstanding researcher, making him a suitable candidate for the Best Researcher Award.

Ngar-sze Lau | Education Award | Best Researcher Award

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Dr. Ngar-sze Lau | Education Award | Best Researcher Award

Dr. Ngar-szeLau, The Chinese University of Hong Kong

Dr. Ngar-sze Lau is a multi-disciplinary scholar with expertise in Religious Studies, Anthropology, and Education. With a PhD from Lancaster University, UK, and extensive teaching experience at institutions like The Education University of Hong Kong and FoGuang University, she specializes in Positive Education, Mindfulness, and Teacher Professional Development. Dr. Lau serves as an Editorial Board member for the International Journal of Children’s Spirituality and has reviewed for prestigious journals like Frontiers in Education and Mindfulness. Passionate about well-being and mental health education, her research explores the intersection of religion, mind-body healing, and qualitative research methodologies. 📚🌱

 

Publication Profile

Google Scholar

Education

Dr. Ngar-sze Lau’s academic journey spans prestigious institutions globally, culminating in a diverse educational background. She earned her PhD in Religious Studies from Lancaster University, UK, delving deep into the intricacies of faith and culture. Her pursuit of knowledge continued with an MPhil in Social Anthropology from the esteemed University of Oxford, UK. Dr. Lau further enriched her understanding of Eastern philosophies with an MSSc in Buddhist Studies from the University of Hong Kong. Additionally, she holds multiple master’s degrees from The Chinese University of Hong Kong, including Religious Studies and Philosophy, alongside certifications in Education and Sociology. 🎓📚

Employment

Dr. Ngar-sze Lau brings a wealth of academic experience, having served as a Senior Lecturer at The Education University of Hong Kong and as a Guest and Part-time Instructor at both The Education University of Hong Kong and The Chinese University of Hong Kong. Her scholarly endeavors have taken her as a Visiting Scholar to National Cheng Chi University in Taiwan, ROC, specifically in their Graduate Institute of Religious Studies. Dr. Lau’s commitment to education is evident in her role as a Teaching Fellow I at The Hong Kong Institute of Education, specializing in the Centre for Religious and Spirituality Education. 🎓✨

 

Teaching

Dr. Ngar-sze Lau’s teaching and research passions intersect at the nexus of holistic education and well-being. With a focus on Life and Values Education, she advocates for nurturing character and ethics (生命與價值教育). Dr. Lau champions Positive and Inclusive Education (正向教育和融合教育), fostering environments where every learner thrives. Her expertise in Contemplative Practices and Mindfulness Education (靜修和正念教育) promotes mental clarity and emotional resilience. Additionally, she is committed to Teacher Professional Development (教師專業發展), enhancing instructional strategies for effective learning. Dr. Lau’s dedication extends to Well-being and Mental Health Education (幸福和精神健康教育), exploring the interconnectedness of mind, body, and spirit. She employs Qualitative Research and Ethnography (質性研究和民族誌) to delve deep into understanding human experiences. 📚💡

 

Awards

Dr. Ngar-sze Lau’s dedication to education and research is underscored by a series of accolades and grants. She was honored with the FE Supervision Appreciation Scheme Award and the Inaugural Caring Teaching Award at EdUHK, recognizing her commitment to student mentorship and compassionate teaching (🏆). Dr. Lau’s contributions have been acknowledged with the Long Service Bronze Award from New Asia College, CUHK, and bursaries for presenting papers at international conferences, including those on Buddhism and Sociology of Religion. She has also received research grants from institutions like Kellogg College, University of Oxford, and the Hong Kong Buddhist Association. 🌟

 

Research Focus

Dr. Ngar-sze Lau’s research spans various areas, notably focusing on mindfulness and holistic well-being in education. She explores the efficacy of mindfulness-based programs for adolescents and pre-service teachers, aiming to enhance mental health and prevent burnout (🧠). Dr. Lau delves into the cultivation of mindfulness in educational settings, promoting holistic learning and well-being. Her work also examines the application of mindfulness approaches for students’ mental health in school counseling. Additionally, she investigates the emergence of Theravāda meditation communities in contemporary China and the lay practice of satipaṭṭhāna, contributing to the understanding of Buddhist practices in modern contexts. 📚🧘‍♀️

 

Publication Top Notes

  1. Preliminary outcomes of a mindfulness-based programme for Hong Kong adolescents in schools: Well-being, stress and depressive symptoms 📄 Cited by: 220 📅 Year: 2011
  2. Promoting well-being and preventing burnout in teacher education: A pilot study of a mindfulness-based programme for pre-service teachers in Hong Kong 📄 Cited by: 123 📅 Year: 2015
  3. Cultivation of mindfulness: Promoting holistic learning and wellbeing in education 📄 Cited by: 21 📅 Year: 2009
  4. Developing mindfulness programs for adolescents: Lessons learned from an attempt in Hong Kong 📄 Cited by: 17 📅 Year: 2015
  5. Private music teachers’ knowledge of and attitudes toward students with autism spectrum disorder📄 Cited by: 12 📅 Year: 2021
  6. Desire for self-healing: Lay practice of satipaṭṭhāna in contemporary China
  7. Modernising Buddhism: Emergence of Theravāda meditation communities in contemporary China
  8. Teaching Transnational Buddhist Meditation with Vipassanā (Neiguan 內觀) and Mindfulness (Zhengnian 正念) for Healing Depression in Contemporary China
  9. Pilgrimage, traveling gurus and transnational networks: The lay meditation movement in contemporary Chinese societies
  10. Recent Emergence of Theravāda Meditation Communities in Contemporary China

 

 

Kehinde Lawrence | Educational Psychology Award | Excellence in Research

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Dr. Kehinde Lawrence | Educational Psychology Award | Excellence in Research

Dr. Kehinde Lawrence, L.N. Gumilyov Eurasian National University, Astana, Kazakhstan., Kazakhstan

Dr. Kehinde Lawrence is a seasoned psychologist and educator with a diverse academic background, including a PhD in Counseling and Development Psychology. With over 40 published papers and a notable h-index of 6, Dr. Lawrence’s research focuses on various aspects of mental health and well-being, particularly among adolescents and vulnerable populations. Currently serving as a Senior Lecturer at L.N. Gumilyov Eurasian National University in Kazakhstan and a Research Fellow at Walter Sisulu University in South Africa, Dr. Lawrence’s dedication to academia is evident through teaching, supervision, and extensive professional service. 🎓📚

 

Publication Profile

Orcid

Academic Qualifications

Dr. Kehinde Clement Lawrence has forged an illustrious academic path, culminating in a PhD in Counseling and Development Psychology from the University of Ibadan, Nigeria. His educational voyage includes a Master’s degree in Counseling and Career Counseling and a Bachelor of Education with honors in Guidance and Counseling, both from the same institution.

Research Focus

Dr. Kehinde Clement Lawrence’s research focus primarily revolves around understanding and addressing various psychological challenges faced by adolescents and vulnerable populations, especially during critical periods such as the COVID-19 pandemic and displacement situations. Through his extensive body of work, Dr. Lawrence delves into topics such as the impact of trauma on psychological functioning, factors influencing school dropout rates, and the role of familial, social, and technological factors on adolescents’ well-being. His research endeavors aim to provide insights into effective counseling interventions, resilience-building strategies, and policy recommendations to promote mental health and social inclusion. 🧠🔬

 

Publication Top Notes 

  1. Parental involvement, learning participation and online learning commitment of adolescent learners during the COVID-19 lockdown. 📚 Cited by: 106, Year: 2021
  2. Trauma‐focused counselling and social effectiveness skills training interventions on impaired psychological functioning of internally displaced adolescents in Nigeria📝 Cited by: 18, Year: 2020
  3. Adolescence dropout risk predictors: Family structure, mental health, and self‐esteem 📝 Cited by: 16, Year: 2023
  4. The mediating role of social internet use on the correlation of parental efficacy, peer influence and social functioning of adolescents in the current era📝 Cited by: 12, Year: 2021
  5. Polygonal ubuntu/botho as a superlative value to embrace orphans and vulnerable children in schools 📝 Cited by: 11, Year: 2019
  6. Transforming higher education spaces: Analysis of higher educational attainment expectation factors among high school learners in Kwa-Dlangezwa, South Africa.
  7. A Study on the Psycho‑social Factors Associated with the Mental Health of Uniformed Personnel in Internally Displaced Persons’ Camps in Nigeria
  8. Recruiting Competent Teachers in South Africa for a Sustainable Future: The Role of School Governing Bodies
  9. Reducing social anxiety among adolescents in the Covid-19 era: Rational emotive behavior therapy as a counselling approach
  10. Challenges of retaining qualified scarce skills subject teachers in rural secondary schools: Lens of stakeholders in Mutale District, Limpopo