Derick Folson | Educational Research | Best Academic Researcher Award

Published on by Top Teachers

Best Academic Researcher Award

Derick Folson — Kwame Nkrumah University of Science and Technology, Ghana

Derick Folson
Affiliation Kwame Nkrumah University of Science and Technology
Country Ghana
Scopus 59516275300
Documents 2
Citations 2
h-index 1
Subject Area Educational Research
Event Top Teachers Awards
ORCID 0000-0003-4585-3640

Derick Folson is a Ghanaian educator and researcher affiliated with the Department of Teacher Education at Kwame Nkrumah University of Science and Technology (KNUST). His work centres on mathematics education, technical and vocational education and training (TVET), and curriculum alignment. He is profiled here in connection with the Top Teachers Awards.[1]

Abstract

This article summarises the academic profile of Derick Folson, an educator with more than twenty years of teaching experience in primary, junior high, senior high and higher education settings. His scholarship addresses mathematics instruction, curriculum and examination alignment, and the delivery of core mathematics in pre-tertiary TVET in Ghana. His recent output includes peer-reviewed studies on geometry instruction and workplace experience learning.[2][3]

Keywords

  • Mathematics education
  • Technical and vocational education and training (TVET)
  • Curriculum alignment
  • Ghana

Introduction

Derick Folson combines classroom practice in Information and Communication Technology (ICT) and mathematics with part-time lecturing at KNUST. This dual perspective informs research that is closely tied to instructional realities in Ghanaian schools. His interests include algebraic structures, mathematical modelling and computational mathematics, alongside applied questions in pedagogy and assessment.[1]

Research Profile

According to Scopus, Folson holds author ID 59516275300, with two indexed documents, two citations and an h-index of one.[1] His wider publication record, listed in his ORCID profile, extends from early work on numerical methods and examination practices to recent studies of TVET mathematics education.[5]

Research Contributions

His contributions fall into several areas:

  • Geometry and TVET instruction: a qualitative study examining why geometry remains abstract for pre-tertiary TVET learners in Ghana.[2]
  • Workplace experience learning: a phenomenological investigation of learner experiences at the pre-tertiary TVET level.[3]
  • Curriculum and examination alignment: analyses of topic and cognitive alignment between the TVET core mathematics curriculum and exit examinations.[4]
  • Instructional effectiveness: studies of the 5E instructional model and Po-shen Loh’s method for quadratic equations.[5]

Publications

Selected publications include studies in Educational Point, SAGE Open, the Interdisciplinary Journal of Education and the East African Journal of Education Studies. Earlier papers on probability learning, examination malpractice and numerical analysis appeared in the International Journal of Computer Applications.[2][3][4] Most work is co-authored, reflecting collaboration with colleagues in Ghanaian education research.

Research Impact

Bibliometric indicators are modest, as expected for a researcher with recently indexed output, but the work addresses practical questions in TVET mathematics, an area with limited published evidence in Ghana. Its relevance lies in implications for curriculum design, assessment alignment and teaching practice.[1]

Award Suitability

The Top Teachers Awards recognise contributions to teaching and educational scholarship.[6] Folson’s profile is consistent with this focus because it joins long classroom service with sustained, peer-reviewed inquiry into instruction and assessment.

Conclusion

Derick Folson’s career links teaching practice with research on mathematics education and TVET in Ghana. His publications on curriculum alignment, learner experience and instructional methods provide a documented basis for his recognition in educational research.[2][4]

References

  1. Elsevier. (n.d.). Scopus author details: Derick Folson, Author ID 59516275300. Scopus. https://www.scopus.com/authid/detail.uri?authorId=59516275300
  2. Folson, D., & Awuah, F. K. (2026). When geometry stays abstract: A qualitative study of pre-tertiary TVET instruction in Ghana. Educational Point, 3(2), e177. https://doi.org/10.71176/edup/19885
  3. Folson, D., & Awuah, F. K. (2026). Workplace experience learning at the pre-tertiary TVET level in Ghana: A phenomenological study. SAGE Open, 16(1), 1–16. https://doi.org/10.1177/21582440251411964
  4. Folson, D., & Awuah, F. K. (2025). Assessing topic alignment in pre-tertiary TVET core mathematics: A Ghanaian case study (2011–2023). Interdisciplinary Journal of Education, 8(1), 35–56. https://doi.org/10.53449/yzxenc70
  5. Andam, E. A., Folson, D., & Adu, A. (2024). Effects of Po-shen Loh’s method on students’ achievement in quadratic equations. Journal of Advances in Mathematics and Computer Science, 39(6), 91–100.
  6. Top Teachers. (n.d.). Top Teachers Awards. https://topteachers.net/

Sunghee Shin | Curriculum Development | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Sunghee Shin

Associate Professor, Queens College, City University of New York, United States

Sunghee Shin
Affiliation Queens College, City University of New York
Country United States
Scopus ID 55459493200
Documents 8
Citations 191
h-index 3
Subject Area Curriculum Development
Event Top Teachers Awards
ORCID 0009-0002-6550-7542
Google Scholar V5yJeQ4AAAAJ

Sunghee Shin, Associate Professor in the Department of Elementary and Early Childhood Education at Queens College, City University of New York (CUNY), is recognized for interdisciplinary scholarship spanning educational technology, teacher education, curriculum studies, immigrant and transnational education, social studies education, and artificial intelligence in learning environments. Her research emphasizes equity, culturally responsive education, human-centered technology integration, and the educational experiences of Korean and Korean diasporic communities. This academic recognition article documents her scholarly profile, research contributions, publication record, research impact, and suitability for recognition under the Innovative Research Award category.[1][3]

Abstract

This article presents an academic overview of Sunghee Shin’s scholarly achievements in curriculum studies, educational technology, teacher education, immigrant and transnational education, Korean diasporic studies, and artificial intelligence-supported learning. Her research investigates how curriculum, assessment systems, teacher preparation, digital technologies, and cultural representation influence educational opportunity and equity. Through peer-reviewed publications, interdisciplinary collaborations, international conference presentations, and award-winning research, her scholarship contributes to culturally responsive and transformative educational practices in both local and global contexts.[2]

Keywords

Educational Technology; Online Learning; Immigrant Youth; Refugee Education; Transnational Family; Curriculum Studies; Social Studies Education; Artificial Intelligence; Teacher Education; Culturally Responsive Education; Equity and Social Justice; Korean Diasporic Studies; Technology Enhanced Learning; Distance Education; Constructivism.

Introduction

Sunghee Shin has developed a sustained scholarly agenda focused on the intersections of education, culture, technology, and equity. Her academic work addresses contemporary educational challenges through research on curriculum representation, immigrant and refugee education, educational technology integration, teacher preparation, and emerging artificial intelligence applications. She has contributed to scholarship examining Korean American communities, transnational families, global education, social studies instruction, and culturally responsive pedagogies. Her educational background includes advanced studies at Teachers College, Columbia University, and extensive academic service within the City University of New York system.[3]

Research Profile

Sunghee Shin’s research profile encompasses curriculum development, educational technology, immigrant and transnational education, Korean and Korean diasporic studies, teacher education, and artificial intelligence applications in learning environments. Current and recent projects examine Asian American and Pacific Islander representation across curriculum frameworks, teacher practice, textbooks, and assessments; the positioning of Korea in social studies education; K-pop and ethnic identity formation among Korean American youth; culturally responsive Korean language instruction; technology integration among preservice teachers; and human-centered AI applications emphasizing empathy, communication, and emotional intelligence.[4]

Her interdisciplinary collaborations involve researchers in educational technology, social studies education, language education, teacher education, and medical education across the United States and South Korea. Professional memberships include the American Educational Research Association (AERA), National Council for the Social Studies (NCSS), International Assembly of NCSS, Korean American Educational Researchers Association (KAERA), and the National Association for Korean Schools (NAKS).[5]

Research Contributions

Sunghee Shin’s scholarship contributes to transformative and equitable education by connecting curriculum, identity, culture, and technology with educational practice. Her research advances understanding of how educational systems represent diverse communities and how teachers can support culturally sustaining learning environments. Particular emphasis is placed on immigrant, refugee, and transnational populations whose experiences are often underrepresented in educational research and curriculum materials.[6]

A significant contribution of her recent scholarship is the examination of Korea’s representation within United States social studies curricula and AAPI curriculum reform efforts. This work identifies implementation gaps between policy intentions and classroom practice while providing evidence that meaningful inclusion requires structural curricular transformation rather than the simple addition of diverse content. Her research also extends into AI-supported educational environments, where she investigates empathy, communication, and human-centered learning outcomes.[7]

Publications

Sunghee Shin has authored and co-authored numerous peer-reviewed journal articles and scholarly book chapters published in recognized academic outlets. Her publications address educational technology, online learning, immigration, refugee education, social studies curriculum, Korean diasporic studies, and artificial intelligence applications in education. Particularly notable are her studies published in Computers & Education, The Social Studies, Education and Urban Society, and the Journal of Medicine and Life Science. Her 2026 article on Korea’s representation in social studies curriculum and her AI-focused research in medical education demonstrate the breadth of her interdisciplinary scholarship and its relevance to contemporary educational challenges.[1][3][8]

Research Impact

Research impact indicators demonstrate meaningful scholarly engagement. According to Scopus metrics, Sunghee Shin’s profile records 191 citations, 8 indexed documents, and an h-index of 3. Google Scholar reports broader citation activity with 571 citations, 20 indexed documents and an h-index of 8. Her work on online discussions and instructional facilitation published in Computers & Education remains a frequently cited contribution to educational technology literature. Additionally, her scholarship has informed discussions related to immigrant education, curriculum representation, and culturally responsive teaching.[1][3]

The 2024 Best Paper Award received for research examining conversational artificial intelligence chatbots and patient-centered communication skill development in a metaverse environment illustrates the contemporary relevance of her scholarship. This work highlights emerging intersections between artificial intelligence, communication, empathy, and professional education.[6]

Award Suitability

The Innovative Research Award recognizes scholarly work that advances knowledge through originality, interdisciplinary engagement, and practical relevance. Sunghee Shin’s research profile aligns with these criteria through sustained contributions to curriculum studies, educational technology, social studies education, immigrant and transnational education, and artificial intelligence-supported learning. Her scholarship integrates theoretical inquiry with educational practice while addressing issues of equity, cultural representation, and educational transformation.[7]

The breadth of her publication record, international collaborations, professional leadership, peer-reviewed outputs, conference presentations, and recognized research excellence collectively support consideration for academic recognition. Her work demonstrates a commitment to producing evidence-based knowledge that informs policy, curriculum design, teacher preparation, and educational innovation across diverse learning environments.[8]

Conclusion

Sunghee Shin has established a distinguished academic profile through interdisciplinary research, scholarly publications, collaborative projects, and educational leadership. Her contributions to educational technology, curriculum studies, teacher education, immigrant and refugee education, Korean diasporic studies, and human-centered artificial intelligence reflect a consistent commitment to equity and transformative learning. The documented research achievements, publication impact, and recognized scholarly contributions provide a strong basis for acknowledgment within the context of the Innovative Research Award.[1][8]

References

  1. Elsevier. (n.d.). Scopus author details: Sunghee Shin, Author ID 55459493200. Scopus. https://www.scopus.com/authid/detail.uri?authorId=55459493200
  2. ORCID. (n.d.). Sunghee Shin ORCID record. https://orcid.org/0009-0002-6550-7542
  3. Google Scholar. (n.d.). Scholar profile for Sunghee Shin. https://scholar.google.com/citations?user=V5yJeQ4AAAAJ&hl=en&oi=ao
  4. Shin, S. (2026). Teaching Korea in U.S. Social Studies: Curricular Framing, Teacher Practice, and the Implementation Gap in AAPI Curriculum Reform. The Social Studies. DOI: https://doi.org/10.1080/00377996.2026.2728039
  5. Cho, E. K., Chen, D. W., & Shin, S. (2010). Supporting transnational families. Young Children, 65(4), 30–37. https://www.jstor.org/stable/42731076
  6. Hong, H., & Shin, S. (2024). Effects of the use of a conversational artificial intelligence chatbot on medical students’ patient-centered communication skill development in a metaverse environment. Journal of Medicine and Life Science, 21(3), 92–101. Best Paper Award 2024. DOI: https://doi.org/10.22730/jmls.2024.21.3.92
  7. An, H., Shin, S., & Lim, K. (2009). The effects of different instructor facilitation approaches on students’ interactions during asynchronous online discussions. Computers & Education, 53(3), 749–760. DOI: https://doi.org/10.1016/j.compedu.2009.04.015
  8. Shin, S. (2014). E-book usability in educational technology classes: Teachers and teacher candidates’ perception toward e-book for teaching and learning. International Journal of Distance Education Technologies, 12(3), 62–74. DOI: https://doi.org/10.4018/ijdet.2014070105