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 💼

 

Krystyna Nowak-Fabrykowski | Education Award | Best Researcher Award

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Prof. Krystyna Nowak-Fabrykowski | Education Award | Best Researcher Award

Prof. Krystyna Nowak-Fabrykowski, Central Michigan University, United States

Prof. Krystyna Nowak-Fabrykowski is a distinguished academic specializing in education and linguistic applied to teaching. She holds a Ph.D. from Warsaw University, Poland, and has completed post-doctoral research at Laval University, Canada. With extensive teaching experience, she is currently a Professor at Central Michigan University, focusing on Teacher and Special Education. Prof. Nowak-Fabrykowski has received numerous awards, including the VIP Alumni Award from the University of Lodz and multiple Faculty Research and Creative Endeavour Premier Displays. Her research interests span educational reform and the role of symbols in schooling. 📚🎓🌍

Publication Profile

Education

She earned her Ph.D. from Warsaw University, Poland, focusing on “The Role of Symbols in the Process of Schooling Children.” She completed her post-doctoral fellowship at Laval University, Canada. Prof. Nowak-Fabrykowski also holds a Master of Education from the University of Lodz and a diploma from Sorbonne University in Phonetics and Linguistics Applied to Teaching French. 🎓📜

Professional Experience

Currently a Professor at Central Michigan University, she has served at Coastal Carolina University, John Carroll University, and Mount Union College, among others. Her roles have included Associate Professor and Assistant Professor, and she has held various lecturing positions internationally. 🌍👩‍🏫

Awards

Prof. Nowak-Fabrykowski has received numerous accolades, including the VIP Alumni Award from the University of Lodz and several Faculty Research and Creative Endeavour Premier Displays at Central Michigan University. She has also been awarded grants for professional development and curriculum content. 🏆💼

 

Research Focus

Prof. Krystyna Nowak-Fabrykowski’s research primarily focuses on early childhood education and cultural comparative studies. Her work, such as the article “A Comparative Analysis of Early Years’ Programme Culture in the US and Poland,” highlights her commitment to advancing humanistic principles in education. This study emphasizes the importance of love, freedom, care, and consideration for others within early years’ programs. Her research seeks to explore and improve educational practices by comparing different cultural approaches, aiming to enhance the overall quality and humanity of early childhood education. 🌍👶📚

 

Publication Top Notes

A comparative analysis of early years’ programme culture in the US and Poland – advancing humanism by placing love, freedom, care and consideration for others first

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

 

 

Anthony Onwuegbuzie | Education | Best Researcher Award

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Prof. Anthony Onwuegbuzie: Education

⭐Dr. Anthony J. Onwuegbuzie, Ph.D., F.S.S., P.G.C.E., is an accomplished educator and researcher with a rich academic background. He earned his Doctor of Philosophy in Educational Research in December 1993, followed by a Master’s in Education in Testing and Measurement in 1994 and a Master’s in Statistics in 1991, all from the University of South Carolina, USA. With international teaching credentials, he holds a Diploma in Teaching English as a Foreign Language from the Institute of Communication Studies, England. Dr. Onwuegbuzie has held various prestigious roles globally, currently serving as a Lecturer at the University of Louisville and Senior Research Associate at the University of Cambridge. As a Visiting Senior Scholar at St. John’s University, New York, Honorary Visiting Scholar at Flinders University, Adelaide, Australia, and Contributing Faculty at Walden University, he continues to shape education and research across continents. 🌍🎓✨

Professional Profiles:

Scopus

Orcid

Education:

⭐Dr. Anthony J. Onwuegbuzie is a distinguished scholar and educator 🎓 with an impressive academic journey. Holding a Doctor of Philosophy in Educational Research from the University of South Carolina (1993) and a Master of Education in Testing and Measurement (1994), he has excelled in academia. His diverse expertise includes a Master of Science in Statistics (1991) and a Postgraduate Diploma in Statistics with distinction (1985) from University College London. Additionally, he holds teaching qualifications with a Postgraduate Certificate in Education (1986) and Diplomas in Teaching English as a Foreign Language. Dr. Onwuegbuzie’s commitment to education is underscored by Joint Honors in Mathematics, Statistics, and Economics (1983) from the University of Kent, U.K. 🌍🏆

Experience:

⭐Dr. Anthony J. Onwuegbuzie is a distinguished educator and researcher 🎓 with a wealth of academic achievements. Holding a Ph.D. in Educational Research, he has held prominent roles globally, currently serving as a Lecturer at the University of Louisville and a Senior Research Associate at the University of Cambridge. With a rich teaching history spanning diverse courses and institutions, Dr. Onwuegbuzie is known for his contributions to qualitative research, statistics, and mixed methods. His commitment to education is evident in roles such as Distinguished Visiting Professor and Honorary Visiting Scholar, making a lasting impact across continents. 🌍👨‍🏫✨

Research Interest:

⭐Dr. Anthony J. Onwuegbuzie’s multifaceted research interests encompass Educational Research 📚, Psychology 🧠, Statistics 📊, Measurement 📏, Secondary Education 🏫, and Teacher Education 👩‍🏫. With a passion for understanding the intricacies of these fields, he explores innovative methodologies and quantitative approaches. His scholarly pursuits aim to contribute valuable insights to educational practices, psychological processes, and the effective training of future educators. Driven by a commitment to advancing knowledge in diverse realms, he seamlessly integrates expertise across these disciplines, fostering a comprehensive understanding of the educational landscape. 🌐🔍🎓

Publication Top Note: