Carol Hordatt Gentles | Education | Best Researcher Award

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Dr. Carol Hordatt Gentles | Education | Best Researcher Award

Dr. Carol Hordatt Gentles, School of Education, UWI. MONA, Jamaica

Dr. Carol Christine Hordatt Gentles (b. October 8, 1959) is a Senior Lecturer in Education at the Faculty of Humanities & Education, University of the West Indies, Jamaica. She specializes in Teacher Development and Teacher Quality. Dr. Hordatt Gentles holds a PhD in Curriculum, Teaching, and Learning from the University of Toronto (2003), and an MPhil in Education from the University of the West Indies (1994). She is the President of the International Council of Education on Teaching (ICET) and the Chief Editor of the Caribbean Journal of Education. Additionally, she serves as Deputy Dean for Wellness and Success. 📚🎓🌍

 

Publication Profile

Google Scholar

Academic Profile 📚🎓

Dr. Carol Christine Hordatt Gentles is a distinguished educator specializing in Teacher Development and Teacher Quality. She earned her PhD in Curriculum, Teaching, and Learning from the University of Toronto (2003), focusing on Teacher Education. Her MPhil in Education (1994) from the University of the West Indies explored Educational Psychology. Dr. Hordatt Gentles also holds a Diploma in Education (1985) and a BA in Psychology (1984) from York University, Canada. Her research includes studies on pedagogical culture in Jamaican teachers’ colleges and authoritarianism in schools. She is a leader in education and a respected academic figure. 🌍📘

 

Training 🧑‍🏫💡

Dr. Carol Hordatt Gentles has continuously enhanced her expertise through various professional development programs. In 2015, she completed the Coursera course “Foundations of Teaching for Learning 1: Introduction.” She furthered her skills in qualitative research with QSR training in NVIVO 8 (2010). In 2006, Dr. Hordatt Gentles participated in the Harvard Graduate School Online Course on Coach Development, preparing for work as a coach for WIDE courses. She also took part in another Harvard online course in 2005 focused on Teaching to Standards with New Technologies, further enriching her knowledge in educational advancement. 📊🎓

Honours, Scholarships, and Awards 🏆🎓

Dr. Carol Hordatt Gentles has received numerous accolades for her outstanding contributions to education. In April 2023, she was honoured with the UWI Distinguished Teaching Award by the Centre for Excellence in Teaching and Learning. In 2017, she received an award from the University Council of Jamaica for her sterling contributions, particularly her work as Chair of the Accreditation, Curriculum, and Development Committee. Additionally, Dr. Hordatt Gentles was recognized in 2022 and 2010 at the UWI/Guardian Life Teaching Awards for consistently high course evaluations, reflecting her dedication to quality teaching. 🏅📚

 

Teaching and Related Experience 📚👩‍🏫

Dr. Carol Hordatt Gentles has consistently earned exceptional student evaluations (4.5–5). She has taught a wide range of courses including Introduction to Qualitative Research (EDRS6023), Applied Research Seminar (EDRS6004), Research Methods (EDRS6002), and Teacher Leadership (EDTE6024). Additionally, Dr. Hordatt Gentles developed courses such as Qualitative Research in Education (EDRS6024) for MPhil/PhD students and Theory and Practice of Educating the Teacher (EDTE6003), a foundational course for MA students in Teacher Education. Her courses provide students with in-depth engagement with research methodologies and teacher preparation theories. 📊🎓

 

Research Grants 💡📊

Dr. Carol Hordatt Gentles served as the lead researcher for the project Understanding Teacher Behaviour and Practice in Jamaica funded by the Special New Initiative Grant. The research, conducted between 2013 and 2017.  The project aimed to explore teacher behavior and practices in Jamaican schools. Its outcomes included a stakeholders’ seminar, three conference presentations, and two published papers. Dr. Hordatt Gentles collaborated with researchers Down, L., Newman, M., and Collins-Figueroa, M. to contribute valuable insights into teacher development and educational practices in Jamaica. 📚👩‍🏫

 

Work Experience 🏫🌍

Dr. Carol Hordatt Gentles has a wealth of teaching experience. From 2003-2004, she served as an Assistant Lecturer at the Institute of Education, University of the West Indies, Mona, focusing on curriculum and staff development for education courses in Jamaican teachers’ colleges. Earlier, she taught at Belair High School in Jamaica (1994-1997), where she was responsible for Geography and Social Studies for grades 7-12, including implementing the Social Studies ROSE Curriculum. Additionally, Dr. Hordatt Gentles taught at Providence Girls’ High School in Trinidad from 1978-1980, where she imparted knowledge in social studies. ✏️🌎

 

Research Focus

Dr. Carol Hordatt Gentles focuses on teacher development, teacher quality, and education for sustainable development (ESD). Her research explores critical areas like teacher education in the Caribbean, online teaching during the pandemic, and the challenges of teacher migration. She is dedicated to improving curricula in teacher training, emphasizing the importance of sustainability and teaching for change. Her studies also delve into qualitative research methods and professionalism among teachers, seeking innovative solutions to enhance educational practices. Dr. Gentles’ work highlights the integration of critical pedagogy and teacher leadership in shaping educational futures. 📖💡

 

 

Publication Top Notes

  • Latin American and Caribbean teachers’ transition to online teaching during the pandemic: Challenges, Changes and Lessons Learned 📖 – C H Gentles, T Haynes-Brown – Cited by: 52 – Year: 2021
  • Project-based Learning for Environmental Sustainability Action 🌱 – S Bramwell-Lalor, K Kelly, T Ferguson, CH Gentles, C Roofe – Cited by: 40 – Year: 2020
  • Learners’ experiences and marginalisation 🔍 – C Hordatt Gentles – Cited by: 39 – Year: 2021
  • Education for sustainable development (ESD) infusion into curricula: influences on students’ understandings of sustainable development and ESD 🌍 – T Ferguson, C Roofe, LD Cook, S Bramwell-Lalor, CH Gentles – Cited by: 27 – Year: 2022
  • Reorienting Jamaican teacher education to address sustainability: challenges, implications and possibilities 🏫 – C Hordatt Gentles – Cited by: 25 – Year: 2018
  • Teacher Experiences and Practices during Covid 19 🦠 – C Hordatt Gentles, M Leask – Cited by: 8 – Year: 2021
  • Stemming the Tide: A critical examination of issues, challenges and solutions to Jamaican teacher migration 🌎 – C H Gentles – Cited by: 8 – Year: 2020
  • Infusing education for sustainable development (ESD) into curricula: teacher educators’ experiences within the School of Education at The University of the West Indies, Jamaica 🍃 – C Roofe, T Ferguson, CH Gentles, S Bramwell-Lalor, LD Cook – Cited by: 7 – Year: 2021
  • Teaching as a work of heart. Why teaching teachers to care is important in ESD work in Jamaica ❤️ – C Hordatt Gentles – Cited by: 5 – Year: 2023
  • Concepts of Professionalism among Prospective Teachers in Jamaica 🧑‍🏫 – M Collins – Figueroa, L Down, C Hordatt Gentles, M Newman – Cited by: 5 – Year: 2011
  • The pedagogical culture of New College: a critical examination of pedagogy in a Jamaican teachers college 📚 – C Hordatt Gentles – Cited by: 5 – Year: 2004
  • Educating Teacher Educators: Towards a Curriculum for Preparing and Developing Teacher Educators in the Caribbean 📘 – C Hordatt Gentles, M Newman – Cited by: 4 – Year: 2016
  • Changes in teacher education provision: comparative experiences internationally 🌐 – S Van Nuland, S Dinitsa-Schmidt, M Assunção Flores, C Hordatt Gentles – Cited by: 3 – Year: 2024
  • A Rationale for the Critical Reorientation of Jamaican Teacher Education 🏫 – C Hordatt Gentles – Cited by: 3 – Year: 2006
  • The External Examiner in the Context of a Strengthened Quality Assurance Environment 🔍 – C Hordatt Gentles – Cited by: 2 – Year: 2011

 

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 💼

 

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) 🎮💻