Tashane Haynes-Brown | Teacher Education | Best Researcher Award

Published on by Research Hypothesis

Tashane Haynes-Brown | Teacher Education | Best Researcher Award

Dr Tashane Haynes-Brown, The University of the West Indies, Jamaica

Dr. Tashane Haynes-Brown is a distinguished educator and researcher specializing in teacher education and technology integration. She holds a Ph.D. in Teacher Education from The University of the West Indies, with a focus on how beliefs shape teachers‘ use of technology. With multiple awards, including The University of the West Indies Distinguished Teaching Award, Dr. Haynes-Brown has contributed to various academic publications and research projects. She has extensive teaching experience at undergraduate and postgraduate levels and coordinates several educational programs. Her expertise includes mixed methods research, digital assessment, and enhancing teacher professional development. 📚🎓💻👩‍🏫

Publication Profile

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Academic Background 

Dr. Tashane Haynes-Brown is a passionate educator with extensive qualifications in Teacher Education and Teacher Development. She earned her Ph.D. from The University of the West Indies in 2019, focusing on how beliefs shape technology use among Jamaican secondary school teachers. She also holds an M.A. and a Bachelor of Education in Secondary Spanish. Dr. Haynes-Brown has received training in online teaching, quality assurance in blended learning, and mixed methods research. She has participated in workshops on research methodology, data analysis, and app development, further strengthening her expertise in education and technology. 🎓📚💻📊

Distinctions, Honours, and Awards 

Dr. Tashane Haynes-Brown is a distinguished educator with numerous accolades, including The University of the West Indies (UWI) Distinguished Teaching Award in 2018 and 2022 🎓🏅. She earned distinction in her M.A. in Teacher Education and Teacher Development (2012) and First Class Honours in Bachelor of Secondary Spanish Education (2008) from UWI 🌟. Dr. Haynes-Brown was also a Visiting Scholar at The University of Michigan’s Mixed Methods Research and Scholarship Programme (2017) 📚. Additional honors include several awards from Shortwood Teachers’ College, such as the Venezuelan Spanish Award for Teaching Practice (2003) 🏆.

Experience

Dr. Tashane Haynes-Brown is a dedicated educator with extensive experience in teaching and program coordination at The University of the West Indies (UWI). She holds a Bachelor’s in Education, Postgraduate Diploma in Education, and a Master’s in Education, alongside pursuing a Doctorate in Business Administration. Since 2013, she has lectured on various courses, including Introduction to Teaching, School Management, and Research Methods. As a program coordinator, she oversees undergraduate and postgraduate programs in education, modern language teaching, and STEM workshops. Dr. Haynes-Brown is actively involved in academic committees, ensuring quality assurance and practicum coordination. 📚👩‍🏫🔬

Teaching and Mentorship 

Dr. Tashane Haynes-Brown is a dedicated educator with an extensive teaching portfolio, coordinating and lecturing in undergraduate, postgraduate, and doctoral programs. 🎓 She is deeply committed to academic development, leading educational programs and mentoring students in research methods. 📚 Her leadership in coordinating various programs showcases her passion for advancing educational practices and fostering a supportive learning environment. 🌱 Dr. Haynes-Brown’s contributions are not just limited to teaching but also in shaping future scholars, ensuring that students are well-prepared for their academic and professional journeys. 🌟 Her dedication continues to inspire both students and colleagues alike.

Research Projects and Collaborations 

Dr. Tashane Haynes-Brown is a renowned scholar known for her innovative contributions to educational research methodologies. Her cross-campus research projects and international collaborations with experts in mixed methods research showcase her global influence in the field. Dr. Haynes-Brown’s work focuses on integrating video evidence in research, a cutting-edge approach that enhances data analysis and teaching strategies. Additionally, her examination of the impact of beliefs on teachers‘ technology use highlights her commitment to understanding and improving educational practices. Her work continues to shape the future of education, blending research and technology to advance teaching methodologies. 🌍📚💡🎥👩‍🏫

Research Focus

Dr. Tashane Haynes-Brown’s research primarily focuses on mixed methods research, with a special interest in how beliefs shape teachers‘ practices, particularly in the context of technology use and online teaching. Her studies explore the integration of theoretical models in mixed methods research, the role of video evidence, and the use of joint displays for data analysis. Additionally, Dr. Haynes-Brown investigates challenges and changes in education, including transitions to online teaching, particularly during the COVID-19 pandemic in Latin America and the Caribbean. Her work emphasizes engagement, integrity, and authenticity in digital assessment and effective teacher training. 📚📊💻👩‍🏫

Publication Top Notes

Using joint display as an analytic process: an illustration using bar graphs joint displays from a mixed methods study of how beliefs shape secondary school teachers’ use of …

Latin American and Caribbean Teachers’ transition to online teaching during the COVID-19 pandemic: challenges, changes and lessons learned

A Methodological Review of Mixed Methods Research Studies from Selected Journals in the Caribbean.

Using theoretical models in mixed methods research: An example from an explanatory sequential mixed methods study exploring teachers’ beliefs and use of technology

Integrating video evidence in mixed methods research: Innovations, benefits, and challenges for research exploring how beliefs shape actions

La transición a la enseñanza en línea llevada a cabo por los docentes de América Latina y el Caribe durante la pandemia de COVID-19: desafíos, cambios y lecciones aprendidas

Giambattista Bufalino | Education | Best Researcher Award

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Giambattista Bufalino | Education | Best Researcher Award

Dr Giambattista Bufalino, Department of Educational Science, Italy

Dr. Giambattista Bufalino 🌱📘 is a Tenure-Track Researcher in General and Social Education at the University of Catania, Italy. He holds an Italian National Scientific Qualification for Associate Professor in Pedagogy and a Ph.D. in Educational Research from the University of Lincoln 🇬🇧, specializing in educational leadership and teacher education. His research projects, including the Green Education Lab and Eco-Narratives workshops, emphasize sustainability, ecological thinking, and ethical responsibility 🌍. Dr. Bufalino has also contributed to numerous international research initiatives and publications, fostering interdisciplinary collaborations on environmental pedagogy 🌐. He actively participates in academic societies, including SIPED and SIPEGES 📚.

Publication Profile

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Education

Dr. Giambattista Bufalino is a distinguished educational researcher and psychologist with Italian National Scientific Qualification for Associate Professor in Pedagogy (11/D1) 🏅. He completed his Ph.D. in Educational Research & Development at the University of Lincoln, UK (2019), focusing on educational leadership and teacher education 🎓. Holding both M.S. and B.S. degrees in Psychology from the University of Catania, Italy, he graduated cum laude 🌟. Dr. Bufalino is a Tenure-Track Researcher in General and Social Education at the University of Catania, where he also contributes to EU-funded research on environmental leadership in education 🌍📘, advancing sustainability and intercultural pedagogy.

International Teaching and Research Experience

Dr. Giambattista Bufalino is an experienced educator and researcher with a global teaching footprint. He has held visiting positions across Europe, focusing on topics like environmental education and leadership. Notably, he taught at the University of the Aegean in Greece, the University of Tartu in Estonia, and Cadi Ayyad University in Morocco, promoting sustainability in education. As a faculty member at the University of Catania, he teaches courses on Environmental Education, Intercultural Pedagogy, and General and Social Pedagogy, integrating diverse perspectives into his work. His collaborations emphasize distributed leadership and teacher agency in educational settings 🌍📘👨‍🏫🌱.

Research Projects

Dr. Giambattista Bufalino is a dedicated educational scientist at the University of Catania, specializing in environmental pedagogy and inclusive education 🌍📘. He co-coordinates Eco-Narratives workshops for ecological education in Italy and leads the Green Education Lab, promoting environmental leadership and sustainability 🌱. As a SIPED member, he advocates for EU-aligned environmental education 🎯. Dr. Bufalino has collaborated on numerous projects, from multicultural leadership in schools to inclusive education for refugee children and inter-religious dialogue across Europe 🤝🌍. His work emphasizes empathy, cultural understanding, and innovative educational practices for a more inclusive, sustainable future 🌎🌿.

Awards and Recognition 

Dr. Giambattista Bufalino has received numerous accolades for his contributions to public administration training and educational research 🌍📘. Notably, he was honored with the prestigious Basile Prize from the Italian Association for Training in Public Administration (AIF) for his project Eco-Narrations: Formative Workshops for Educational Care 🏆. In 2021, he won the Italian Pedagogy Award (SIPED) for his book Pedagogia e Leadership Educativa 📖. His international accomplishments include the Estonian Government Scholarship (2023), Latvian State Education Development Agency Fellowship (2021), Slovak National Scholarship (2019), Dora Plus Grant (2018), and Erasmus+ Research Fellowship (2017) 🌐🎓, underscoring his impact on global educational initiatives.

Research Focus

Giambattista Bufalino’s research focuses on eco-narrative approaches, educational innovation, and critical pedagogy. His studies explore the role of storytelling in fostering environmental consciousness and developing sensitive, inclusive learning environments. Bufalino examines how elements like silence and relational aesthetics impact teaching, emphasizing the importance of social justice and leadership in education. Through his work, he aims to inspire transformative teaching methods that nurture ecological awareness, critical thinking, and empathy in students. His contributions encourage educators to adopt reflective practices, promoting sustainability and inclusivity in educational settings. 📚🌱💡💬🤝

Publication Top Notes

Beyond words: the transformative impact of silence

What does the future hold for Italian universities? Critical perspectives from Bernard Stiegler

Valori, fini e mezzi. Per un ripensamento della leadership educativa

(Ri)generare la scuola. Per una transizione green e culturale

Cultura della sostenibilità e formazione ecologica: il Green Education Lab

 

Danni Xue | Educational Innovation in Science | Best Researcher Award

Published on by Research Hypothesis

Danni Xue | Educational Innovation in Science | Best Researcher Award

Ms Danni Xue, Zhejiang Normal University, China

Based on Ms. Danni Xue’s qualifications and achievements, she appears to be an excellent candidate for the Best Researcher Award. Here’s a structured overview highlighting her qualifications, contributions, and potential for this recognition.

Publication profile

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Academic and Professional Background

Ms. Danni Xue is a dedicated psychology researcher currently pursuing her Master’s in Psychology at Zhejiang Normal University (ZJNU). Her academic journey has been marked by a strong commitment to understanding educational psychology, interorganizational mental health, and empathy.

Research Contributions

Danni has made significant contributions to the field, evidenced by her several peer-reviewed publications. Notably, in 2023, she co-authored “The Symptom Network Structure of Teachers’ Burnout and Its Connection to Psychological Capital,” published in Psychology Research and Behavior Management. This work lays the groundwork for understanding teacher burnout and its psychological underpinnings.

In 2024, she took on the role of corresponding author for “Core Symptoms of Teachers’ Compassion Fatigue and Their Characteristics at Different Career Stages,” featured in School Mental Health. This publication highlights the nuanced characteristics of compassion fatigue across various career stages, providing critical insights for educators and mental health practitioners.

Another noteworthy study, “The Relationship Between Resiliency, Psychological Empowerment, and Teacher Burnout Across Different Genders: A Psychological Network Analysis,” published in Behavioral Sciences, utilizes advanced psychological network analysis to explore the interactions among resiliency, psychological empowerment, and burnout, particularly addressing gender differences.

Presentations and Collaborations

Danni has actively engaged with the academic community, presenting her research at prestigious conferences like the 15th Biennial Conference of the Asian Association of Social Psychology. Her presentations foster knowledge exchange and collaboration with international scholars, further enhancing the discourse on teacher mental health.

Research Impact

Her innovative use of advanced statistical methods, including network analysis, latent profile analysis, and structural equation modeling, has contributed significantly to the understanding of complex data patterns in psychology. These contributions provide practical strategies for educators and policymakers to tackle issues related to teacher burnout and mental health.

Publication top notes

The Relationship between Resiliency, Psychological Empowerment, and Teacher Burnout across Different Genders: A Psychological Network Analysis

Core Symptoms of Teachers’ Compassion Fatigue and Their Characteristics at Different Career Stages

The Symptom Network Structure of Teachers’ Burnout and Its Connection to Psychological Capital

Conclusion

Given her robust research output, innovative methodologies, and significant contributions to the understanding of teacher well-being and organizational psychology, Ms. Danni Xue stands out as a deserving candidate for the Best Researcher Award. Her work not only fills critical gaps in existing research but also offers new perspectives and actionable strategies for educational and organizational improvement.