Lesley Ey | Educational Research | Best Researcher Award

Published on by Top Teachers

Best Researcher Award

Lesley Ey
Adelaide University, Australia

Lesley Ey
Affiliation Adelaide University
Country Australia
Scopus ID 36998598200
Documents 34
Citations 325
h-index 12
Subject Area Educational Research
Event Top Teachers Awards
ORCID 0000-0003-2983-5194
Google Scholar Ej63SUsAAAAJ

Dr. Lesley Ey is an Associate Professor in the School of Education, College of Education, Behavioural and Social Sciences, at Adelaide University, Australia. Her research is child-centric and focuses on harmful sexual behaviour, the impact of sexualised media and media literacy, and bullying in early childhood [1]. She is a member of the Research in Educational and Social Inclusion concentration and an affiliate of the Australian Centre for Child Protection [2].

Abstract

This article presents an academic recognition profile for Dr. Lesley Ey, Associate Professor at Adelaide University, whose scholarly work addresses harmful sexual behaviour in educational settings, the influence of sexualised media on children, and bullying in early childhood. Indexed records report 34 documents, 325 citations and an h-index of 12, reflecting sustained contributions to educational research [1]. Her child-centric programme of inquiry informs teacher training, curriculum and national child safety policy [3].

Keywords

  • Children’s problematic sexual behaviour
  • Media influence and sexual development
  • Bullying in early childhood
  • Child protection education
  • Media literacy

Introduction

Dr. Lesley Ey holds an appointment as Associate Professor in the School of Education at Adelaide University, following earlier roles at the University of South Australia. Her doctorate, conferred in 2014, examined young children’s engagement with contemporary music media and its relationship to gender role and self-identity development [2]. Her subsequent research has developed along three strands: harmful sexual behaviour, the impact of sexualised media and media literacy, and bullying in early childhood. The work is consistently child-centric and directed toward supporting children’s wellbeing through teacher education, curriculum development and policy advice [3].

Research Profile

Dr. Lesley Ey is a full member of the Research in Educational and Social Inclusion concentration and an affiliate member of the Australian Centre for Child Protection [2]. She has served on the University of South Australia Research Ethics Committee and acted as Research Ethics Advisor in Education Futures from 2021 to 2022. Her research focus spans children’s problematic and harmful sexual behaviour, online sexual exploitation, sexualised media and children’s socio-sexual development, child protection education, and bullying education in early childhood [1].

She teaches educational psychology and child protection in the Master of Teaching programmes, including Foundations for Learning and Development, Theories of Learning in Early Years, and Understanding Complexities Impacting Families and Communities in Early Years [3]. She supervises higher degree research candidates examining school-based interventions for harmful sexual behaviour, police responses to children engaging in such behaviour, and representations of child abuse in Australian media.

Research Contributions

In the field of harmful sexual behaviour, Dr. Lesley Ey’s research informs state, territory and national policy, procedure, training and curriculum. She is an executive invited member of the National Clinical Reference Group on Harmful Sexual Behaviour at the National Office for Child Safety, contributing to the National Strategy to Prevent and Respond to Child Sexual Abuse 2021–2030 [3]. She is also a member of the South Australian harmful sexual behaviour working group convened by the Commissioner for Children and Young People. Her work with the Department for Education has informed the Keeping Safe: Child Protection Curriculum, the Sexual Behaviour in Children and Young People Procedure and Guideline, and the Responding to Risks of Harm, Abuse and Neglect education and care materials [1].

Her research on sexualised media and media literacy is conducted through an educative, primary-prevention lens. As a member of the American Psychological Association Division 46 Task Force on the Sexualization of Popular Music, she contributed to the 2018 task force report, an educative media literacy website, and four journal articles [4]. In bullying research, she led the co-creation of anti-bullying interventions with early childhood educators and served as lead chief investigator on studies of parents’ and teachers’ understandings of bullying among children aged four to ten [5].

Dr. Lesley Ey has attracted competitive external funding, including grants from Catholic Education Western Australia and the Daniel Morcombe Foundation, the Tasmanian Department of Communities, Westpac’s Safer Children, Safe Communities scheme, the Channel 7 Children’s Research Foundation, and the Sax Institute [3]. She authored Harmful sexual behaviours in young children and pre-teens: An educational issue with Routledge and writes and reviews articles on harmful sexual behaviour for the Raising Children Network [2].

Publications

Representative peer-reviewed publications include work on young children’s understanding of internet risks, educators’ observations of problematic sexual behaviour in educational settings, and digital play in early childhood numeracy learning [4] [5] [6]. Her publication record spans journal articles, book chapters, commissioned reports and professional resources for educators and families.

Research Impact

Bibliometric indicators recorded in Scopus report 34 documents, 325 citations and an h-index of 12, while Google Scholar reports 55 documents, 794 citations and an h-index of 19 [1] [2]. Beyond citation metrics, the impact of Dr. Lesley Ey’s research is evidenced in the translation of findings into national strategy, state education department procedures, pre-service teacher accreditation requirements and public-facing guidance for parents and carers [3].

Award Suitability

Dr. Lesley Ey’s record includes the Education Futures Excellence in Research Award for Mid-Career Researcher (2022), the Research Publication Excellence Award (2020) and the Excellence in Research Award from the Research in Education and Social Inclusion concentration (2020) [3]. Earlier distinctions include the Early Career Researcher Award and Mid-Career Teacher Commendation (2018), an Honourable Mention in Education for Sustainability from OMEP, the Pro Vice Chancellor Early Career Researcher Networking Award (2015), and the Outstanding Achievements in International Engagement Award (2015) [2]. On this basis, her profile is well suited to recognition through the Top Teachers Awards, which acknowledge sustained excellence in research-informed teaching and educational impact [7].

Conclusion

Dr. Lesley Ey’s scholarly record combines a consistent child-centric research agenda with demonstrable policy, curriculum and teaching impact in Australia and internationally. Her contributions to harmful sexual behaviour education, media literacy and early childhood bullying research, together with her indexed publication and citation profile, support her nomination for the Best Researcher Award at the Top Teachers Awards [7].

References

  1. Elsevier. (n.d.). Scopus author details: Lesley Ey, Author ID 36998598200. Scopus.
    https://www.scopus.com/authid/detail.uri?authorId=36998598200
  2. ORCID. (n.d.). Lesley Ey, ORCID iD 0000-0003-2983-5194. ORCID Registry.
    https://orcid.org/0000-0003-2983-5194
  3. Google Scholar. (n.d.). Lesley Ey: Citations and research profile. Google Scholar.
    https://scholar.google.com/citations?user=Ej63SUsAAAAJ&hl=en&oi=sra
  4. Ey, L. A., & Cupit, C. G. (2011). Exploring young children’s understanding of risks associated with Internet usage and their concepts of management strategies. Journal of Early Childhood Research, 9(1), 53–65.
    https://doi.org/10.1177/1476718X10367471
  5. Ey, L. A., & McInnes, E. (2018). Educators’ observations of children’s display of problematic sexual behaviors in educational settings. Journal of Child Sexual Abuse, 27(1), 88–105.
    https://doi.org/10.1080/10538712.2017.1349855
  6. Disney, L., Barnes, A., Ey, L., & Geng, G. (2019). Digital play in young children’s numeracy learning. Australasian Journal of Early Childhood, 44(2), 166–181.
    https://doi.org/10.1177/1836939119832084
  7. Top Teachers Awards. (n.d.). Best Researcher Award: Award criteria and nomination information. Top Teachers.
    https://topteachers.net/

Onesme Niyibizi | Educational Research | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Onesme Niyibizi
Mathematics Education, Catholic Institute of Kabgayi (ICK), Rwanda

Onesme Niyibizi
Affiliation Catholic Institute of Kabgayi (ICK)
Country Rwanda
Scopus ID 60026301300
Documents 5
Citations 4
h-index 1
Subject Area Educational Research
Event Top Teachers Awards
ORCID 0000-0002-4066-5678
Google Scholar T1-nK5YAAAAJ

Onesme Niyibizi is a Rwandan mathematics education researcher and Assistant Lecturer at the Catholic Institute of Kabgayi (ICK). His scholarly work focuses on mathematics education, educational technology, innovative assessment methods, teacher development, and digital learning environments. Through research, teaching, and academic service, he contributes to advancing evidence-based educational practices in higher education and secondary school contexts.[1]

Abstract

This article presents an academic overview of Onesme Niyibizi, a mathematics education scholar whose research addresses innovative assessment, educational technology integration, teacher professional development, and digital learning environments. His contributions emphasize practical strategies for improving learning outcomes, pedagogical effectiveness, and student engagement across diverse educational settings in Rwanda and beyond.[3]

Keywords

Mathematics Education, Educational Research, Innovative Assessment, Digital Learning, Educational Technology, Teacher Development, Artificial Intelligence in Education, Higher Education, E-Learning, Rwanda.

Introduction

Onesme Niyibizi holds a Master of Education in Mathematics Education from the University of Rwanda and is currently pursuing doctoral studies in Mathematics Education. His academic career combines teaching, research, and educational innovation, with particular attention to technology-enhanced learning and mathematics pedagogy. His research agenda seeks to strengthen educational quality through evidence-based interventions and improved instructional practices.[1][2]

Research Profile

The researcher serves as Assistant Lecturer of Mathematics at the Institut Catholique de Kabgayi (ICK) and previously taught Mathematics and Physics in secondary education. His interests include mathematics education, educational assessment, artificial intelligence applications in learning, educational technology, and teacher professional development. Scholarly indicators reported through academic profiles show active engagement in publication, citation, and dissemination activities within the educational research community.[1][2]

  • PhD Candidate in Mathematics Education, University of Rwanda.
  • Master of Education in Mathematics Education, University of Rwanda.
  • Assistant Lecturer of Mathematics at Catholic Institute of Kabgayi.
  • Research interests include mathematics, education, ICT integration, and artificial intelligence.

Research Contributions

Niyibizi’s research contributions focus on improving educational practice through innovative assessment methods, timely feedback mechanisms, digital learning tools, and teacher professional communities. His studies investigate how technology and pedagogical innovation can support student achievement, instructional effectiveness, and educational readiness. Research findings have contributed to discussions on mathematics teaching, e-learning adoption, and educational transformation in contemporary learning environments.[3][4][5]

Publications

Published research includes studies on pedagogical documentation, e-learning integration, innovative assessment, reading proficiency, technology-supported professional communities, and ICT-enhanced mathematics learning. These publications appear in peer-reviewed journals and address practical educational challenges through empirical investigation, contributing to the growing body of knowledge in mathematics education and digital pedagogy.[3][4][5]

Research Impact

Available scholarly metrics indicate research visibility across Scopus and Google Scholar platforms. His work has been cited in studies related to educational technology, mathematics instruction, assessment, and learning innovation. The combination of publication activity, citation records, and continuing doctoral research reflects sustained engagement with educational scholarship and professional development.[1][2]

Award Suitability

The profile demonstrates alignment with academic recognition criteria commonly associated with educational research awards. Relevant factors include peer-reviewed publications, contributions to mathematics education, leadership in teaching and learning innovation, engagement with educational technology, and ongoing doctoral research. Such achievements provide evidence of scholarly activity and professional commitment within the field of educational research.[1][3]

Conclusion

Onesme Niyibizi represents an emerging scholar in mathematics education whose work emphasizes innovative teaching, educational technology, assessment improvement, and learner achievement. His academic trajectory, research productivity, and dedication to advancing educational practice support continued contributions to educational scholarship and professional excellence within regional and international academic communities.[1][3]

References

  1. Elsevier. (n.d.). Scopus author details: Onesme Niyibizi, Author ID 60026301300. Scopus. https://www.scopus.com/authid/detail.uri?authorId=60026301300
  2. Google Scholar. (n.d.). Scholar profile of Onesme Niyibizi. https://scholar.google.com/citations?user=T1-nK5YAAAAJ&hl=en&oi=sra
  3. Niyibizi, O., & Mutarutinya, V. (2024). Enhancing learning outcomes in mathematics education through innovative assessment methods and timely feedback. Journal of Mathematics and Science Teacher, 4(3), em064. DOI: https://doi.org/10.29333/mathsciteacher/14584
  4. Nzayisenga, D., Niyibizi, O., & Uworwabayeho, A. (2023). Teachers’ perception on technology use in teaching mathematics in Rwandan day secondary schools. Journal of Research Innovation and Implications in Education, 7(4), 508–519. DOI: https://doi.org/10.59765/gfre1538
  5. Niyibizi, V. M. O., Uwitatse, M. C., & Sibomana, J. (2023). The perception of students on the use of ICT tools to learn mathematics in Gasabo selected public secondary schools. Journal of Research Innovation and Implications in Education, 7(3), 383–387. DOI: https://doi.org/10.59765/fea393i5

Mihaela Vancea | Educational Research | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Mihaela Vancea
Universitat de Barcelona, Spain
Mihaela Vancea
Affiliation Universitat de Barcelona
Country Spain
Scopus 50061984500
Documents 26
Citations 567
h-index 10
Subject Area Educational Research
Event Top Teachers Awards
ORCID 0000-0002-7970-1322
Google Scholar iKOOAkwAAAAJ

Mihaela Vancea, Assistant Professor in the Department of Methods of Research and Diagnosis in Education at the Universitat de Barcelona, has established an interdisciplinary research profile connecting education, sustainability, social inclusion, interculturalism, and social transformation. Her academic work combines competitive research leadership, international collaboration, knowledge transfer, and educational innovation, contributing to contemporary debates on sustainable development and higher education reform.[1][2]

Abstract

This article summarizes the academic profile and scholarly contributions of Mihaela Vancea in the fields of educational research, sustainability, social inclusion, and intercultural education. Her work integrates social science perspectives with educational transformation, emphasizing sustainability competencies, Sustainable Development Goals (SDGs), youth participation, and societal wellbeing. Through research leadership, international collaboration, and knowledge-transfer initiatives, her scholarship demonstrates sustained engagement with contemporary educational and social challenges.[1][2]

Keywords

Education; Social Inclusion; Interculturalism; Sustainability; Sustainable Development Goals; Higher Education; Ecosocial Education; Youth Participation; Educational Transformation; Social Research.

Introduction

Since 2022, Mihaela Vancea has served as Assistant Professor at the Faculty of Education, Universitat de Barcelona. Her academic trajectory includes appointments across several Spanish universities and international experience in Chile. The evolution of her research demonstrates continuity from social and political sciences toward educational sustainability, social transformation, and inclusive development.[1]

Research Profile

Vancea holds a PhD in Political and Social Sciences from Universitat Pompeu Fabra and possesses advanced training in sociology, community development, and social research. Her expertise includes education for sustainability, SDGs integration, sustainability competences, social inclusion, youth transitions, unemployment, intercultural education, and sustainability transitions. International collaborative projects and interdisciplinary networks have played a central role in shaping her research agenda.[1]

Research Contributions

  • Principal Researcher of ecosocial education projects at the University of Barcelona.
  • Scientific Coordinator of the European Union H2020 IN-HABIT project.
  • Principal Investigator of the CUPESSE project team focused on youth unemployment and self-sufficiency.
  • Leadership in research addressing sustainability, wellbeing, participation, and educational transformation.
  • Knowledge-transfer activities through open databases and educational communities.

Publications

Among her most influential publications are studies on renewable energy communities, youth health inequalities, and school-to-work transitions. These works have contributed to discussions on sustainability, employment, and social wellbeing across international academic communities.[3][4][5]

  • Community energy and social entrepreneurship: Addressing purpose, organisation and embeddedness of renewable energy projects (2017).
  • How unemployment and precarious employment affect the health of young people (2017).
  • School-to-work transition: The case of Spanish NEETs (2018).
  • Recent publications on sustainability competencies and higher education transformation.

Research Impact

The societal relevance of Vancea’s work is reflected in its focus on sustainability transitions, climate-related educational challenges, urban wellbeing, youth participation, and social inclusion. Her involvement in European projects has supported policy-relevant research, while open-access knowledge resources and collaborative networks have enhanced dissemination and public engagement. Citation metrics and international publication activity indicate measurable scholarly visibility within her fields of specialization.[1][2]

Award Suitability

The profile demonstrates characteristics commonly associated with academic recognition, including research leadership, international collaboration, interdisciplinary scholarship, externally funded projects, educational innovation, and societal engagement. Her sustained contributions to sustainability education and social inclusion align with the objectives of awards recognizing impactful educational research and transformative academic practice.[1]

Conclusion

Mihaela Vancea represents an interdisciplinary researcher whose academic work bridges education, sustainability, and social transformation. Through leadership of competitive projects, scholarly publications, international collaboration, and knowledge-transfer activities, she has contributed to advancing educational research and sustainability-oriented higher education. Her profile reflects an established and internationally connected research trajectory with demonstrated societal relevance.[1][2]

References

  1. Elsevier. (n.d.). Scopus author details: Mihaela Vancea, Author ID 50061984500. Scopus. https://www.scopus.com/pages/authors/50061984500
  2. Google Scholar. (n.d.). Mihaela Vancea citation profile. https://scholar.google.com/citations?user=iKOOAkwAAAAJ&hl=en&oi=sra
  3. Becker, S., Kunze, C., & Vancea, M. (2017). Community energy and social entrepreneurship: Addressing purpose, organisation and embeddedness of renewable energy projects. Journal of Cleaner Production. https://doi.org/10.1016/j.jclepro.2017.01.048
  4. Vancea, M., & Utzet, M. (2017). How unemployment and precarious employment affect the health of young people. Scandinavian Journal of Public Health. https://doi.org/10.1177/1403494816679555
  5. Vancea, M., & Utzet, M. (2018). School-to-work transition: The case of Spanish NEETs. Journal of Youth Studies. https://doi.org/10.1080/13676261.2017.1421313

Ruediger Tiemann | Educational Research | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Ruediger Tiemann
Humboldt University of Berlin, Germany
Ruediger Tiemann
Affiliation Humboldt University of Berlin
Country Germany
Scopus ID 9941236500
Documents 28
Citations 419
h-index 10
Subject Area Educational Research
Event Top Teachers Awards
ORCID 0000-0002-9398-8710
Google Scholar HQ7aV3gAAAAJ

Ruediger Tiemann is a German academic specializing in Chemistry Education, Subject-Specific Didactics, and Teaching and Learning Research in Chemistry. His scholarly work focuses on improving science education through evidence-based pedagogical approaches, assessment research, innovative learning environments, problem-solving frameworks, STEM education, critical-thinking development, laboratory learning, and digital educational technologies. His research activities have contributed to the advancement of chemistry education research and interdisciplinary science learning studies at both national and international levels.[1]

Abstract

This academic recognition article summarizes the scholarly achievements, educational leadership, and research contributions of Ruediger Tiemann. His work in chemistry education has focused on advancing understanding of scientific inquiry, problem-solving competencies, metacognitive learning strategies, laboratory education, STEM integration, inclusive science instruction, and digital learning environments. Through research publications, international collaborations, and academic service activities, he has contributed to the development of evidence-based educational practices and assessment methodologies within science education.[2][3]

Keywords

Chemistry Education, Problem Solving, Mental Models, Scientific Problem Solving, Chemistry Education Research, Mental Models and Modeling, Personality Traits, AI and Self-Regulated Learning, Situated Cognition, STEM Education, Scientific Inquiry, Critical Thinking, Laboratory Learning.

Introduction

Ruediger Tiemann serves as Professor of Subject-Specific Didactics and Teaching/Learning Research in Chemistry at Humboldt University of Berlin. His academic career combines expertise in chemistry, physics, science education, and educational research. Over several decades, he has examined how students acquire scientific understanding, develop inquiry skills, and engage in collaborative problem solving within formal educational environments. His research agenda integrates theoretical and empirical approaches to educational innovation and assessment.[1]

Research Profile

The academic profile of Ruediger Tiemann reflects sustained engagement in chemistry education research, teacher education, curriculum development, assessment science, and interdisciplinary STEM learning. His work addresses inclusive educational practices, digital and multitouch learning environments, game-based learning, green chemistry education, laboratory instruction, critical-thinking development, and competency assessment.

His academic career includes completion of First and Second State Examinations in Chemistry and Physics, a doctoral degree from the University of Duisburg-Essen, postdoctoral appointments at TU Dortmund University and the University of Duisburg-Essen, a W2 Professorship in Chemistry Education, and subsequent appointment to a W3 Professorship at Humboldt University of Berlin. He has also served as Director of the Interdisciplinary Center Humboldt-ProMINT-Kolleg and as reviewer for national and international academic organizations.

  • Professor of Subject-Specific Didactics and Teaching/Learning Research in Chemistry.
  • Director of the Interdisciplinary Center Humboldt-ProMINT-Kolleg.
  • Member of GDCP, GDCh, and ESERA.
  • Reviewer for academic journals and the Leibniz Association.

Research Contributions

A central contribution of Ruediger Tiemann’s research concerns the study of scientific problem solving and competency development in science education. His publications have examined cognitive, motivational, and contextual factors that influence learners’ success in inquiry-based environments and STEM settings.[2][4]

His investigations into metacognitive strategy knowledge in virtual chemistry environments provided evidence regarding the role of self-regulation and strategic thinking in educational performance.[3]

Additional research has focused on the assessment of scientific inquiry skills, enabling the development of valid and reliable methods for measuring student competencies in science education contexts.[4][5]

Publications

Among Ruediger Tiemann’s most influential publications, his research on STEM problem-solving frameworks, metacognitive strategies in virtual chemistry environments, and scientific inquiry assessment significantly advanced evidence-based chemistry education, competency measurement, and digital learning design.[2][3][4][5]

Research Impact

According to the provided academic metrics, the researcher has produced 28 indexed publications, accumulated 419 citations, and achieved an h-index of 10 within Scopus-indexed literature.[1]

The citation record indicates continuing scholarly engagement with themes related to inquiry-based learning, competency assessment, STEM education, educational technology, and problem-solving research. These topics remain relevant across contemporary educational research and teacher-development initiatives.[2][3]

Award Suitability

The academic record of Ruediger Tiemann demonstrates a combination of scholarly productivity, educational leadership, research impact, and professional service. His long-standing commitment to chemistry education research, interdisciplinary STEM initiatives, international collaboration, and competency-based assessment aligns with the objectives commonly associated with academic recognition programs and educational excellence awards.

His contributions extend beyond publication activity through leadership roles, academic advising, peer review, institutional development, and support for science education innovation. These activities collectively indicate sustained engagement with advancing teaching, learning, and educational research.

Conclusion

Ruediger Tiemann has established a notable academic profile within chemistry education and science learning research. His work has contributed to understanding scientific inquiry, problem-solving competencies, metacognitive processes, and evidence-based educational practice. Through research, teaching, leadership, and professional service, he has played a meaningful role in the advancement of educational scholarship and the development of innovative approaches to science education.[1]

References

  1. Elsevier. (n.d.). Scopus author details: Ruediger Tiemann, Author ID 9941236500. Scopus.https://www.scopus.com/pages/authors/9941236500
  2. Priemer, B., Eilerts, K., Filler, A., Pinkwart, N., Rösken-Winter, B., & Tiemann, R. (2020). A framework to foster problem-solving in STEM and computing education. Research in Science & Technological Education, 38(1), 105–130. DOI: https://doi.org/10.1080/02635143.2019.1600490
  3. Scherer, R., & Tiemann, R. (2012). Factors of problem-solving competency in a virtual chemistry environment: The role of metacognitive knowledge about strategies. Computers & Education, 59(4), 1199–1214. DOI: https://doi.org/10.1016/j.compedu.2012.05.020
  4. Nehring, A., Nowak, K. H., zu Belzen, A. U., & Tiemann, R. (2015). Predicting students’ skills in the context of scientific inquiry with cognitive, motivational, and sociodemographic variables. International Journal of Science Education, 37(9), 1343–1363. DOI: https://doi.org/10.1080/09500693.2015.1035358
  5. Nowak, K. H., Nehring, A., Tiemann, R., & Upmeier zu Belzen, A. (2013). Assessing students’ abilities in processes of scientific inquiry in biology using a paper-and-pencil test. Journal of Biological Education, 47(3), 182–188. DOI: https://doi.org/10.1080/00219266.2013.822747