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 💼

 

Xiaorong Ma | Distributed leadership Award | Best Researcher Award

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Xiaorong Ma | Distributed leadership Award | Best Researcher Award

Xiaorong Ma, Langfang Normal University, Hebei, China

Xiaorong Ma is a dedicated educator and researcher with expertise in Educational Leadership, Teacher Collaboration, and Network Analysis. Holding a Ph.D. from Beijing Normal University, Ma has contributed significantly to the field through publications and presentations at international conferences. As a Postdoctoral Researcher at Clemson University, Ma has been involved in prestigious NSF projects, showcasing expertise in data analysis and project management. With a rich teaching background in both China and the United States, Ma excels in curriculum development and student engagement. Fluent in English and skilled in statistical analysis software, Ma is committed to advancing education 🎓.

Publication Profile

Google Scholar

Education

Xiaorong Ma’s educational odyssey reflects a commitment to academic excellence and cross-cultural learning. Beginning with a Bachelor of Arts in English from Ningxia University, China, Ma laid the foundation for a career in education. This was followed by a Master of Science Cum Laude in Education from the University of Groningen, Netherlands, where Ma honed scholarly pursuits. The culmination of this academic voyage was a Ph.D. in Education from Beijing Normal University, China, solidifying Ma’s expertise in the field. Through unwavering dedication and scholarly pursuits, Ma continues to shape the landscape of education with a global perspective 🌍.

Research Experience

Xiaorong Ma has been actively engaged in various projects that contribute to the advancement of education. From 2018 to present, as a Postdoctoral Researcher at Clemson University under the NSF NRT and NSF RED Programs, Ma has been involved in collecting and analyzing network data, while also presenting project findings to diverse audiences. This role also involves close collaboration with peers to ensure the smooth progression of projects, alongside contributing to technical reports and publications. Prior to this, Ma served as a Research Assistant at Beijing Normal University, participating in initiatives such as the Primary School Development Planning Program and the Diagnosis and Promotion of Instructional Leadership in Primary and Secondary Schools project. In these roles, Ma facilitated meetings, conducted surveys, and contributed to the dissemination of research findings, showcasing a commitment to scholarship and academic excellence 📊.

 

Training Experience

Xiaorong Ma’s training journey is marked by a quest for knowledge and expertise in advanced research methodologies. Attending esteemed institutions such as Carnegie Mellon University and Peking University, Ma has delved into diverse subjects like Dynamic Network Analysis, Hierarchical Linear Modeling, and Structural Equation Modeling. These experiences have equipped Ma with a robust toolkit for analyzing complex data sets and understanding organizational dynamics. Through rigorous training sessions, Ma has honed skills essential for conducting high-quality research, paving the way for innovative contributions to the field of education. 📚

 

Research Focus

Xiaorong Ma’s research focus predominantly revolves around educational leadership and its implications on various aspects of teacher effectiveness and organizational dynamics. Through a combination of quantitative and qualitative methodologies, Ma explores instructional leadership, distributed leadership, and their impact on teacher collaboration, efficacy, and job satisfaction. Additionally, Ma investigates the evaluation of graduate curriculum and identifies priorities for school improvement. With a diverse portfolio of publications spanning different educational contexts, Ma’s work contributes significantly to understanding the complex interplay between leadership, teacher satisfaction, and student outcomes in schools. 🎓

 

Publication Top Notes