Petronella Nondumiso Nompilo Machimana | Education | Best Researcher Award

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Dr. Petronella Nondumiso Nompilo Machimana | Education | Best Researcher Award

Dr. Petronella Nondumiso Nompilo Machimana, University of Pretoria, South Africa

Dr. Petronella Machimana is a Principal Research Psychologist and Head of Psychometric Research and Development at the Military Psychological Institute, South Africa. With a PhD in Curriculum and Instructional Design from the University of Pretoria, her expertise spans psychometric test development, multicultural testing, and mental health. Dr. Machimana is a prolific researcher with notable publications in psychometrics and language learning strategies. Recognized for her excellence in training and supervision, she holds multiple awards, including Best PhD Completed Research (2021). She is an active member of the Psychological Society of South Africa and the International Test Commission. ✨📊

 

Publication Profile

Google Scholar

Educational Background 🎓📚

Dr. Petronella Nondumiso Nompilo Machimana holds a PhD in Curriculum and Instructional Design and Development (2020) from the University of Pretoria, focusing on language-learning strategies among English second-language learners in peer tutoring. She earned an MA in Research Psychology (2009) from the University of the Western Cape, studying advanced research methodologies and health psychology. Dr. Machimana completed her BA Honours in Psychology (2008), emphasizing psychological assessment and interventions. She graduated Cum Laude with a Bachelor of Theology in Community Leadership (2005) from Cornerstone College, specializing in psychology, group therapy, and counseling. Her academic journey reflects a strong foundation in research and applied psychology. 🧠📖

Professional Experience 🧠📊

Dr. Petronella Nondumiso Nompilo Machimana is a seasoned psychologist with extensive experience in psychometric research and development. Currently serving as Head of Department at the Military Psychological Institute (2023–present), she oversees the development and quality control of psychological assessments and ensures ethical personnel selection criteria. Previously, she was a Research Psychologist and intern supervisor (2011–2020), contributing to psychometric test validation and training interns. At UNISA (2019–2021), she marked Master’s research assignments. Earlier roles include Research Assistant at the University of the Western Cape (2009), where she excelled in data analysis and research presentation. 🌟📑

 

Awards and Achievements 🏆🌟

Dr. Petronella Nondumiso Nompilo Machimana has received numerous accolades for her exceptional contributions. In 2022, she was honored as the Best Medical Course of Action Student and Best Academic Student during the Medical Task Group Course. Her PhD research was recognized as the Best Completed Research by the University of Pretoria in 2021. Additionally, she earned an Excellence Award in 2019 from the Military Psychological Institute for her outstanding training and supervision of internships. These achievements highlight her dedication to academic excellence, research, and mentorship in psychology and beyond. 🎖️📚

Research Focus

Dr. Petronella Nondumiso Nompilo Machimana’s research primarily centers on language learning strategies, socio-cultural influences, and educational innovations. Her work explores English second-language learning through peer tutoring, translanguaging, and multimodal approaches, focusing on improving educational outcomes. She also examines gender roles in African households, linking theology and psychology. Additionally, her studies address HIV-related risks like alcohol misuse in youths and psychosocial factors such as anxiety and social support among adults with HIV/AIDS. Her interdisciplinary research bridges language education, public health, and cultural studies, contributing significantly to these fields. 📚🌟🧠

Publication Top Notes

  • Gender role changes in African households: A challenge to theology and psychology – Cited by: 6 (2023) 📘🌍
  • Language Learning Strategies of High and Low Performing Second Language Learners: A Socio-Cultural Perspective – Cited by: 4 (2022) 📖🌟
  • Language-Learning Strategies of English Second-Language Learners Participating in Peer Tutoring – Cited by: 2 (2020) 📚💬
  • Translanguaging in the classroom: A strategy for English First Additional Language learning – (2024) 📝✨
  • Centering Indigenous Knowledge through Multimodal Approaches in English First Additional Language Learning –  (2024) 🌟🌐
  • HIV-Infections in Male Youths: Risks Associated with Alcohol Misuse – (2021) ⚕️🍷
  • Language-Learning Strategies of English Second-Language Learners Participating in Peer Tutoring (Thesis) –  (2020) 📘🧠
  • Examining Anxiety and Social Support in Adults Diagnosed with HIV or AIDS in the Western Cape Province –  (2010) ❤️‍🩹💬

 

Sunaina Sharma | Education | Best Researcher Award

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Dr. Sunaina Sharma | Education | Best Researcher Award

Dr. Sunaina Sharma, Brock University, Canada

Dr. Sunaina Sharma is a dedicated educator, currently a lecturer and practicum advisor at Brock University. With a Ph.D. in Educational Sustainability from Nipissing University, she brings extensive experience teaching English at both secondary and post-secondary levels. Her passion lies in fostering critical thinking and global competencies through innovative, inclusive teaching methods. Dr. Sharma is also actively involved in various professional initiatives, focusing on equity, anti-racism, and educational innovation. She is a member of the Ontario College of Teachers and the International Center of Academic Integrity. 🌍📚👩‍🏫

 

Publication Profile

Google Scholar

Education and Expertise 🌱📚

Dr. Sunaina Sharma holds a Ph.D. in Educational Sustainability from the Schulich School of Education, Nipissing University, along with a Master’s in Curriculum Leadership and a Bachelor’s in Education from the University of Toronto. She also holds a Bachelor’s in Sociology from McMaster University. Her additional qualifications include certifications in Supporting Quality Pre-service Teaching Education, Teaching English Language Learners, and Collaborative Problem Solving, among others. Dr. Sharma is a member of the Ontario College of Teachers and the International Center of Academic Integrity. She is deeply committed to promoting equity, critical thinking, and innovation in education. 👩‍🏫🌍📖

 

Professional Experience 📚👩‍🏫

Dr. Sunaina Sharma currently serves as a Lecturer and Practicum Advisor at Brock University, where she designs and leads courses such as Professional, Law and Principles of Teaching, and Teaching, Research, and Education Inquiry, focusing on creating innovative curricula and fostering engaging learning experiences for adult learners. She also mentors students in their practicum placements, enhancing their professional growth. In addition to her university role, Dr. Sharma has taught English at M.M. Robinson High School and led school-wide literacy initiatives at Lester B. Pearson High School. Her work emphasizes critical thinking, equity, and student empowerment in education. 🌍📖

 

Professional Activities 🌍📖

Dr. Sunaina Sharma actively contributes to national, provincial, and regional initiatives focused on equity, education, and social justice. She is a founding member of the grassroots initiative “I Am The One You Hate,” working to challenge discrimination. Dr. Sharma has also contributed to research with SSHRC and collaborated on various education-focused committees, including developing reading comprehension questions for EQAO and reviewing assessment items for equity. Her leadership extends to mentoring educators, including in Costa Rica and at the Halton District School Board. She was recognized with the Faculty of Education Sessional Award for Excellence in Teaching at Brock University. 🎓✨

 

Research Focus 📚💡

Dr. Sunaina Sharma’s research centers on the intersection of education, technology, and student well-being. Her work explores how digital tools can enhance learning while addressing challenges like anxiety in students, especially during oral presentations. She also focuses on academic integrity in the digital age, helping students navigate technology ethically in the classroom. Dr. Sharma’s interest in student engagement is reflected in her studies on using technology to reconnect post-pandemic learners. Her research contributes to fostering critical thinking, enhancing classroom connectivity, and creating inclusive educational environments. 🌐📱📖

 

Publication Top Notes  

  • Inquiry-Driven Transformation: Empowering Students by Mitigating Presentation Anxiety – S. Sharma, W. Lang, 2024 📚
  • Tackling High School Students’ Anxiety Over Oral Presentations – S. Sharma, W. Lang, 2024 🎤
  • Fostering Academic Integrity in the Digital Age: Empowering Student Voices to Navigate Technology as a Tool for Classroom Policies – S. Sharma, 2024 💻
  • Cultivating Classroom Connectivity: Navigating the Role of Cell Phones in Education – S. Sharma, 2024 📱
  • The Role of Digital Technology in Supporting English Language Learners: Balancing Engagement and Access in Secondary Schools – S. Sharma, 2024 🌐
  • Preserving Academic Integrity in Ontario High Schools: Emerging Challenges – S. Sharma, R. Kumar, 2024 📖
  • The It Factor: What Impact Does “It” Have? Conducting Inquiry for Growth and Achievement – S. Sharma, W. Lang, 2024 🔍
  • Plagiarism: The What, Why, and How – S. Sharma, 2023 ✍️
  • Inquire, Connect, and Disconnect: Technology Implementation to (Re-) Engage Post-Pandemic Students – S. Sharma, 2023 🦠
  • An Exploration of the Relationship Between Digital Technology Use and Student Engagement in a Grade 11 English Class: A Classroom Ethnography – S. Sharma, 2018 💼

 

Ju Lim | Education | Best Researcher Award

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Assist. Prof. Dr. Ju Lim | Education | Best Researcher Award

Assist. Prof. Dr. Ju Lim, Georgia State University, United States

Assist. Prof. Dr. Ju Lim is an Assistant Professor in the Department of Early Childhood and Elementary Education at Georgia State University 🏫. With a Ph.D. in Curriculum and Instruction from the University of Wisconsin-Madison, her research explores critical digital pedagogy, technology integration in early education, and human-centered AI 🤖. Dr. Lim has presented her work at major conferences and published in peer-reviewed journals 📚. Her teaching focuses on enhancing digital competencies among educators. She has received multiple awards, including the Michael B. Salwen Scholarship 🏆, and actively contributes to the field through conference reviewing and mentoring initiatives 🎓.

 

Publication Profile

Orcid


Educational Background

Assist. Prof. Dr. Ju Lim holds a Ph.D. in Curriculum and Instruction from the University of Wisconsin-Madison 🏫, specializing in Design, Informal, and Creative Education. Her dissertation, titled “Critical Digital Pedagogy in Early Childhood,” explores technology practices in PreK-3 classrooms 💻. Dr. Lim earned her M.A. in International Educational Development from Teachers College, Columbia University, with a thesis on the effects of digital technology use in early childhood education in Seoul, South Korea 🌐. She completed her B.S. in Early and Middle Childhood Studies from The Ohio State University, graduating Summa Cum Laude 🎖️.

 

Awards, Honors, and Recognition

 

Assist. Prof. Dr. Ju Lim has been recognized for her academic excellence and contributions to educational research 🎓. She received the prestigious Michael B. Salwen Scholarship from the Korean-American Educational Researchers Association in 2023 🌍. Additionally, she was awarded travel grants from the Department of Curriculum and Instruction at the University of Wisconsin-Madison in both 2022 and 2023 ✈️, highlighting her active participation in academic conferences. Earlier in her career, Dr. Lim earned the Teachers College Scholarship from Columbia University in 2016-2017, showcasing her dedication and outstanding performance in graduate studies 📚.

 

Research Experience

Assist. Prof. Dr. Ju Lim has extensive research experience in early childhood education and technology integration 🎓.  a Research Assistant for the “Responsible AI in Classrooms Project” at the University of Wisconsin-Madison (2023-2024), she designed methodologies for data collection and conducted pilot studies 📊. In the “Global Pandemic Parenting Project” (2022), Dr. Lim collaborated with scholars from seven countries, contributing to international publications 🌍. She also engaged in community research for the “Ready To Learn Project” (2021), focusing on early learning gaps in underserved communities 🤝. Additionally, Dr. Lim contributed to the “Play Video Library Project” (2020), promoting educational play resources 🧩.

 

University Teaching Experience

Assist. Prof. Dr. Ju Lim has taught diverse courses at prestigious universities. At Georgia State University in Fall 2024, she instructed “Discourses of Human Development” for graduate students virtually 🌐. At the University of Wisconsin-Madison, she taught “Cultural Foundations of Learning and Development” (2020-2024) and supervised the Elementary Education Program, enhancing field placements and student licensure 💼. As a Writing Center Instructor, Dr. Lim mentored doctoral students and led inclusive writing groups 📚✍️. Her roles also included teaching “Learning Environments for Initial Education Programs” and assisting in early childhood education courses, showcasing her dedication to fostering student success 👩‍🏫.

 

Research Focus

Assist. Prof. Dr. Ju Lim focuses on technology integration in early childhood education 👶💻. Her research explores how digital tools can be effectively incorporated into PreK-3 classrooms, enhancing learning experiences for young children 🎓✨. In her recent work, “Technology Integration as a Spectrum,” published in Teachers and Teaching (2024), Dr. Lim investigates varying levels of technology use by educators, highlighting the balance between traditional and digital pedagogies ⚖️📲. Collaborating with experts like Peter Wardrip, she aims to develop strategies that support creative, informed, and developmentally appropriate use of technology in early education settings 🏫🔍.

 

Publication Top Notes  

Technology Integration as a Spectrum: integrating technology in early childhood classrooms

 

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.

Eduardo Encabo | Education | Best Researcher Award

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Assoc Prof Dr. Eduardo Encabo | Education | Best Researcher Award

Assoc Prof Dr. Eduardo Encabo, University of Murcia (Spain), Spain

Eduardo Encabo is an Associate Professor at the University of Murcia’s Faculty of Education, specializing in the teaching of language and literature. He holds a B.Ed. (2000) and Ed.D. (2003) from the University of Murcia, and an M.A. in Reading Promotion and Children’s Literature (2005) from the University of Castilla-La Mancha. With over 73 research articles, 55 book chapters, and 19 books, his research focuses on teacher training, children’s literature, and intercultural education. Dr. Encabo has supervised 14 doctoral theses and received multiple awards, including the Ed.D. Dissertation Award (2003-2004). 🌟📖

Publication profile

Qualifications 🎓📚

Dr. Encabo holds a B.Ed. in Pedagogy and Psychology (2000), an Ed.D. in Teaching of Language and Literature (2003) from the University of Murcia, an M.A. in Reading Promotion and Children’s Literature (2005) from the University of Castilla-La Mancha, and a B.A. in Spanish Language Studies (2007) from the University of Murcia.

Professional Experience 💼🏫

With a career beginning in 2001, he has served as a lecturer and advanced to a tenured lecturer in 2005, and later an associate professor in 2007, focusing on the teaching of language and literature.

Honors and Awards 🏆📜

Dr. Encabo has received numerous accolades, including the Ed.D. Dissertation Award (2003-2004), the III ODS Awards (2023), and the II Research Awards in “Reading and Social Education” (2024).

Research Focus 📚🧠

Dr. Eduardo Encabo’s research primarily spans the fields of language and literature didactics, children’s literature, and digital literacy. He emphasizes innovative teaching methodologies and the role of intercultural education in bridging cultural divides. His work often explores gender communication differences, the integration of digital competence in education, and effective pedagogical strategies for enhancing literary skills among young learners. Dr. Encabo also delves into the intersections of critical linguistics and socio-educational contexts, aiming to foster a more inclusive and dynamic learning environment. His extensive contributions include research on new narrative formats and their educational impact. 🌍✍️

Publications Top Notes 📚

  • Use of the humanized anti-epidermal growth factor receptor monoclonal antibody h-R3 in combination with radiotherapy in the treatment of locally advanced head and neck cancer – Journal of Clinical Oncology – 406 citations (2004) 🦠🧬
  • Introducción a la didáctica de la lengua y la literatura: un enfoque sociocrítico – Ediciones Octaedro – 114 citations (2021) 📖🗣️
  • Claves para una enseñanza artístico-creativa: la dramatización – Claves para una enseñanza artístico-creativa: la dramatización – 101 citations (2009) 🎭📘
  • Fundamentos didácticos de la lengua y la literatura – Madrid: Síntesis – 81 citations (2013) 📚✍️
  • El desarrollo de habilidades lingüísticas: una perspectiva crítica – Grupo Editorial Universitario – 49 citations (2001) 🧠📖
  • Mejorar la comunicación en niños y adolescentes – Anaya-Spain – 49 citations (2001) 🗣️👧
  • Chirurgica Taurina: a 10-year experience of bullfight injuries – Journal of Trauma and Acute Care Surgery – 47 citations (2006) 🩺🐂
  • Teachers’ attitudes towards correcting students’ written errors and mistakes – Universidad de Granada – 45 citations (2008) ✏️📄
  • Computed tomography vs clinical and multidisciplinary procedures for early evaluation of severe abdomen and chest trauma—a cost analysis approach – Intensive care medicine – 45 citations (1996) 🏥🔬
  • Competencia digital y literacidad: nuevos formatos narrativos en el videojuego Dragon Age: Orígenes – Comunicar: Revista Científica Iberoamericana de Comunicación y Educación – 41 citations (2011) 🎮💻