Mebratu Bachore | Language Education | Best Research Article Award

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Prof. Mebratu Bachore | Language Education | Best Research Article Award

Professor at Hawassa University, Ethiopia

Dr. Mebratu Mulatu Bachore is a renowned Professor of English Education at Hawassa University, Ethiopia, with a distinguished career in teaching, research, and curriculum development. He holds a PhD in English Language Education and advanced degrees in TEFL from Addis Ababa University. Dr. Mebratu has conducted impactful research on English instruction in primary and secondary schools and has played a pivotal role in training educators across various levels. His professional achievements include designing English syllabi and textbooks supported by RTI (USAID) and delivering over 13 postgraduate courses. A prolific researcher, his work is indexed in Scopus, Google Scholar, and Semantic Scholar, reflecting his contributions to the academic field. Dr. Mebratu’s research interests focus on improving English language teaching and teacher training. Recognized for his dedication, he has received the “Best Researcher Award” at Hawassa University for three consecutive years (2021-2023).

Professional Profile

Education

Dr. Mebratu Mulatu Bachore has an impressive academic background rooted in English language education. He earned his BA in Foreign Languages and Literature from Addis Ababa University (AAU), providing a strong foundation in linguistic and literary studies. He further pursued an MA in Teaching English as a Foreign Language (TEFL) at AAU, equipping him with advanced knowledge and methodologies for English language instruction. His academic journey culminated in a PhD in English Language Education, also from AAU, where he developed innovative approaches to English teaching and curriculum development. Dr. Mebratu’s education has been instrumental in shaping his expertise in language education, enabling him to address challenges in English instruction and teacher training effectively. His qualifications reflect a commitment to lifelong learning and a dedication to enhancing the quality of English education in Ethiopia and beyond.

Professional Experience

Dr. Mebratu Mulatu Bachore boasts extensive professional experience as an educator, researcher, and trainer in English language education. As a professor at Hawassa University, he has taught undergraduate and postgraduate courses, offering over 13 advanced-level classes. He has supervised and advised numerous MA and PhD students, playing a vital role in nurturing future scholars and educators. Dr. Mebratu has conducted multiple school-based studies on English instruction in primary and secondary schools, contributing valuable insights to improve teaching practices. He has trained English teachers across Ethiopia and served as a trainer for the Higher Diploma Program (HDP), enhancing the pedagogical skills of educators. Additionally, he has played a key role in designing English language syllabi, textbooks, and teaching materials sponsored by RTI (USAID). As a module team leader and workshop facilitator, he has delivered impactful training sessions on language instruction and research, showcasing his leadership and commitment to education.

Research Interests

Dr. Mebratu Mulatu Bachore’s research interests are centered on improving English language education and addressing the challenges faced in teaching and learning English as a foreign language. His work emphasizes innovative pedagogical strategies, curriculum design, and the development of effective teaching materials tailored to primary, secondary, and higher education levels. Dr. Mebratu is particularly passionate about teacher training and professional development, focusing on equipping educators with the skills and methodologies needed to enhance classroom instruction. His studies often explore practical solutions for improving English proficiency among students, bridging the gap between theoretical knowledge and real-world application. Additionally, he has a keen interest in educational policy and the integration of modern teaching approaches into curriculum development. Dr. Mebratu’s research contributes significantly to advancing English education in Ethiopia and provides valuable insights for educators and policymakers aiming to improve the quality of language instruction.

Awards and Honors

Dr. Mebratu Mulatu Bachore has received notable recognition for his outstanding contributions to English language education and research. Among his most prestigious accolades is the “Best Researcher Award”, which he earned consecutively from 2021 to 2023 at the College of Social Sciences and Humanities, Hawassa University. This honor reflects his consistent dedication to advancing academic excellence and his impactful research in the field of English education. His work, which combines innovative teaching strategies, curriculum development, and teacher training, has not only garnered institutional recognition but also made a significant difference in educational practices across Ethiopia. In addition to formal awards, Dr. Mebratu’s contributions to designing English language syllabi, textbooks, and teacher training programs have been highly regarded by educational organizations, including RTI (USAID). These honors underscore his role as a transformative educator and researcher, committed to enhancing the quality of English instruction and educational policy.

Conclusion

Dr. Mebratu Mulatu Bachore possesses an impressive academic and professional record, making him a strong candidate for the Best Researcher Award. His contributions to English language education, teacher training, and curriculum design are highly commendable. To further solidify his candidacy and enhance his research impact, he could focus on increasing international collaboration, publishing in higher-impact journals, and exploring interdisciplinary research opportunities. His track record demonstrates that he is not only a dedicated researcher but also a transformative educator, deserving of recognition.

Publications Top Noted

  1. Navigating English Medium Instruction: Insights Into Classroom Practices and Challenges in Middle-Level Schools of Wolaita Zone, South Ethiopia
    • Author(s): Arega, E.E., Bachore, M.M., Ayele, Z.A.
    • Year: 2024
    • Citation Count: 0
    • Journal: Theory and Practice in Language Studies, 14(8), pp. 2296–2305
  2. Do teachers think on their feet? The awareness and practice of reflective approach among secondary school teachers in Ethiopia
    • Author(s): Bachore, M.M., Dagaga, E.G., Lerebo, T.D.
    • Year: 2024
    • Citation Count: 0
    • Journal: Heliyon, 10(14), e34232
  3. The effects of multiple intelligence based reading tasks on EFL students reading skills achievements: The case of university students in Ethiopia
    • Author(s): Gebremeskel, T.A., Bachore, M.M., Bushisho, E.W.
    • Year: 2024
    • Citation Count: 0
    • Journal: Heliyon, 10(13), e33591
  4. The Effects of Form-Focused Communicative Grammar Instruction on Students’ Speaking Fluency and Their Attitudes Toward Speaking Lessons
    • Author(s): Woymo, T.H., Bachore, M.M., Jobo, M.M.
    • Year: 2024
    • Citation Count: 0
    • Journal: Journal of Language Teaching and Research, 15(2), pp. 333–341
  5. The Effects of Form-Focused Communicative Grammar Instruction on Students’ Pronunciation and Grammar in Speaking
    • Author(s): Woymo, T.H., Bachore, M.M., Jobo, M.M.
    • Year: 2024
    • Citation Count: 1
    • Journal: Journal of Curriculum and Teaching, 13(1), pp. 61–70
  6. Effects of an explicit rime-based phonics method on the phonological awareness outcomes of Ethiopian EFL children
    • Author(s): Agegnehu, A.Z., Bachore, M.M., Ayele, Z.A.
    • Year: 2023
    • Citation Count: 0
    • Journal: Cogent Education, 10(1), 2203582
  7. Effects of Rime-Based Analogy Instruction on English Word Recognition Ability of Ethiopian Children
    • Author(s): Agegnehu, A.Z., Bachore, M.M., Ayele, Z.A.
    • Year: 2023
    • Citation Count: 1
    • Journal: Journal of Language Teaching and Research, 14(1), pp. 20–29
  8. Investigating the Correlation Between Students’ Reading Fluency and Comprehension
    • Author(s): Makebo, T.H., Bachore, M.M., Ayele, Z.A.
    • Year: 2022
    • Citation Count: 4
    • Journal: Journal of Language Teaching and Research, 13(2), pp. 229–242
  9. Is gender-bias in textbooks spilled over from schools to universities? Evidence from Ethiopian university English language course textbooks
    • Author(s): Bachore, M., Semela, T.
    • Year: 2022
    • Citation Count: 2
    • Journal: Cogent Education, 9(1), 2152616
  10. Analysis of Gender Representation in English Language Learning Materials: The Case of Grade Ten Textbook in Ethiopia
  • Author(s): Bachore, M.M.
  • Year: 2022
  • Citation Count: 1
  • Journal: Journal of Curriculum and Teaching, 11(5), pp. 175–185

 

P. P. A. Wasantha Athukorala | Education | Best Researcher Award

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Prof. P. P. A. Wasantha Athukorala | Education | Best Researcher Award

Director, PGIHS, University of Peradeniya, Sri Lanka

Dr. Wasantha Athukorala is a distinguished economist and academic, currently serving as the Director of the Postgraduate Institute of Humanities and Social Sciences (PGIHS) at the University of Peradeniya, Sri Lanka. With a career spanning over two decades, Dr. Athukorala has made significant contributions to economics, particularly in agricultural economics, environmental economics, and development studies. He holds a PhD in Economics from Queensland University of Technology, Australia, and has held various teaching and research positions at both national and international institutions. His research addresses vital issues such as irrigation, farm production, energy demand, and climate change, with a focus on empirical analysis. A highly cited researcher, Dr. Athukorala has earned numerous national and international awards, including being ranked the 2nd best economist in Sri Lanka. His contributions have shaped academic thought and policy in Sri Lanka and beyond.

Profile

Education 

Dr. Wasantha Athukorala’s educational journey reflects his commitment to advancing economic research and knowledge. He earned his PhD in Economics from Queensland University of Technology, Australia (2007-2011), with a thesis titled Essays on Irrigation Development, Farm Production, and Unaccounted Costs: Theory and Empirical Evidence. His academic excellence was recognized when his thesis was nominated for an Outstanding Doctoral Thesis Award. Prior to this, he completed an M.Phil. in Agricultural Economics at the University of Peradeniya, Sri Lanka (2001-2004), focusing on Estimation of Household Demand for Electricity in Sri Lanka. He also holds a B.A. First Class (Honours) Degree in Economics from the University of Peradeniya (1996-2000), with a thesis on Profitability and Comparative Advantages of the Rice Growing Sector in Sri Lanka. Dr. Athukorala’s academic training laid the foundation for his substantial contributions to economics and development studies.

Awards and Honors 

Dr. Wasantha Athukorala’s outstanding academic achievements have earned him numerous prestigious awards and honors. He received the Presidential Award for Scientific Research in 2023, recognizing his substantial contributions to the advancement of knowledge in economics. In 2021, he was ranked as the 2nd best economist in Sri Lanka by the AD Scientific Index. Dr. Athukorala has also been awarded the Tier 4* Lifetime Researcher Award in 2022 for his consistent and impactful research output. His work has garnered national recognition, including the National Research Council (NRC) Merit Award for Scientific Publication in 2014. Dr. Athukorala’s dedication to research excellence has also been acknowledged with NCAS Awards for Research in Higher Education in 2006. As a Visiting Fellow at Queensland University of Technology in 2017, he further solidified his reputation as a globally recognized scholar in the field of economics.

Research Focus 

Dr. Wasantha Athukorala’s research spans several critical areas of economics, with a particular emphasis on agricultural economics, environmental economics, and development studies. His work explores the complexities of irrigation development, farm production, and the unaccounted costs associated with these sectors, providing valuable empirical evidence for policymakers and practitioners. His studies have focused on the economic implications of climate change, energy demand, and environmental sustainability, with a specific interest in the socio-economic effects of natural disasters, water demand, and energy pricing policies. Additionally, Dr. Athukorala’s research on the economic impacts of foreign direct investment, agricultural efficiency, and the distributional effects of privatization in developing countries showcases his commitment to addressing real-world economic challenges. He has contributed significantly to the understanding of market distortions, energy policy, and public goods, influencing both academic discourse and policy decisions in Sri Lanka and internationally.

Publications

  • The impact of foreign direct investment for economic growth: A case study in Sri Lanka 📊
  • Estimating short and long-term residential demand for electricity: New evidence from Sri Lanka ⚡
  • Do monetary and non-monetary incentives influence environmental attitudes and behavior? Evidence from an experimental analysis 🌍
  • Reality check: the distributional impact of privatization in developing countries 💼
  • Determinants of health costs due to farmers’ exposure to pesticides: an empirical analysis 🚜
  • Climate change and natural disasters: Government mitigation activities and public property demand response 🌪️
  • A GIS based spatial decision support system for analysing residential water demand: A case study in Australia 💧
  • Household demand for electricity: The role of market distortions and prices in competition policy 💡
  • The impact of foreign direct investment on economic growth in Sri Lanka 📈
  • The impact of mining and smelting activities on property values: A study of Mount Isa city, Queensland, Australia 🏞️
  • Impact of wildfires and floods on property values: A before and after analysis 🔥
  • Measuring the impact of pesticide exposure on farmers’ health and farm productivity 🌾
  • Valuing bushfire risk to homeowners: Hedonic property values study in Queensland, Australia 🔥
  • Effectiveness of two pricing structures on urban water use and conservation: A quasi-experimental investigation 💧
  • Non-discretionary residential water use: The impact of habits and water-efficient technologies 🏠
  • Assessing privatization in Sri Lanka: Distribution and governance 📊
  • Identifying the role of agricultural extension services in improving technical efficiency in the paddy farming sector in Sri Lanka 🌾
  • Willingness to pay to ensure a continuous water supply with minimum restrictions 🚰
  • Groundwater overuse and farm-level technical inefficiency: Evidence from Sri Lanka 🌍
  • Emergency teaching–learning methods (Etlm) during COVID-19: Lessons learned from Sri Lanka 📚

Sarah M James | Education, Policy and ITE | Best Paper Award

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Dr Sarah M James | Education, Policy and ITE | Best Paper Award

Dr Sarah M James , Queensland University of Technology , Australia

Dr. Sarah M. James is a dedicated academic and researcher in education, specializing in literacy and teacher preparation. Currently, she serves as the Academic Lead for Professional Experience at Queensland University of Technology (QUT), where she leads a team to support over 2,650 preservice teachers annually. With a PhD from Southern Cross University focusing on effective literacy teaching, she has published extensively, contributing significantly to teacher education and literacy research. Sarah’s leadership extends to various research projects addressing the experiences of preservice teachers in rural, regional, and remote placements. Beyond her academic roles, she is committed to mentoring early career researchers and enhancing the professional development of educators. Known for her engaging teaching style and student support, Sarah fosters a collaborative environment that values diverse educational experiences.

Publication Profile

Orcid

Strengths for the Award

  1. Extensive Research Contributions: Dr. James has led and contributed to numerous research projects, resulting in a significant number of peer-reviewed publications. With 17 high-quality research outputs since 2020, her commitment to advancing educational research is evident.
  2. Leadership in Research: She has demonstrated leadership through her roles as a lead researcher on multiple grants, managing teams effectively while addressing critical issues in education, particularly in rural, regional, and remote contexts.
  3. Practical Impact: Dr. James’s research directly informs practice in teacher education, particularly regarding professional experience placements. Her work enhances understanding of the challenges faced by preservice teachers, leading to actionable insights that can improve their training.
  4. Recognition and Awards: Her accolades, including the Teaching and Learning Award and the Scholarship from the Australian Government Research Training Program, reflect her excellence and dedication in academia.
  5. Strong Networking and Collaboration: Dr. James actively engages with industry partners and contributes to professional development opportunities, ensuring that her research is relevant and grounded in practical experience.
  6. Positive Feedback from Students and Colleagues: The testimonials highlight her supportive teaching style and effectiveness in fostering a positive learning environment, which is crucial in higher education.

Areas for Improvement

  1. Broader Dissemination of Findings: While her research is impactful, increasing the visibility of her findings through more diverse publication outlets (e.g., blogs, webinars) could enhance outreach and application.
  2. Interdisciplinary Collaboration: Encouraging collaboration with researchers from other fields could provide fresh perspectives and enrich her work, particularly in the areas of educational technology and policy reform.
  3. Focus on Longitudinal Studies: Expanding her research to include longitudinal studies could provide deeper insights into the long-term impacts of her initiatives on preservice teachers’ careers and effectiveness in the classroom.

Education 

Dr. Sarah M. James holds a Doctor of Philosophy in Education from Southern Cross University, where her research focused on the perspectives of Australian preservice teachers regarding mentoring for effective literacy teaching. She earned a Master of Education from Torrens University, specializing in Reading and Literacy, and a Bachelor of Education from Griffith University, with a focus on English and Physical Education. Currently, she is enhancing her skills in AUSLAN at QUT. Throughout her academic journey, she has maintained high academic standards, demonstrated by her impressive GPA and numerous academic awards. Sarah’s educational background equips her with a comprehensive understanding of literacy education and teacher preparation, enabling her to lead innovative research and teaching practices that benefit preservice teachers and their future students.

Experience 

Dr. Sarah M. James has a rich and varied experience in education, spanning over a decade. She currently leads the Professional Experience Office at Queensland University of Technology, supporting preservice teachers in their practical placements. Previously, she served as the Director of Professional Experience at Southern Cross University, where she significantly enhanced teacher education programs. Sarah has held various teaching roles, including Master Teacher and Head of Department at Miami State High School, where she focused on literacy and numeracy. Her international experience includes teaching English and Health and Physical Education in Jakarta, Indonesia. Throughout her career, she has actively engaged in academic leadership, curriculum development, and mentoring of novice teachers. Sarah is known for her commitment to improving educational practices and outcomes for students, consistently seeking innovative ways to enhance teacher preparation and support in diverse learning environments.

Awards and Honors 

Dr. Sarah M. James has received numerous accolades throughout her academic career, reflecting her commitment to excellence in teaching and research. In 2020, she was awarded the Teaching and Learning Award by Southern Cross University for her innovative contributions to education. Additionally, she received the prestigious Australian Government Research Training Program Scholarship during her PhD studies. Her early career was marked by several Academic Excellence Awards from Griffith University, showcasing her outstanding academic performance. Sarah has also been recognized for her contributions to innovative teaching practices, receiving the Award for Innovation in Teaching from Miami State High School in 2013. Her ongoing involvement in professional development initiatives for preservice teachers has earned her commendations from both colleagues and students. These honors underscore her dedication to advancing educational practices and supporting the next generation of educators.

Research Focus 

Dr. Sarah M. James’s research focuses primarily on literacy education, teacher preparation, and the experiences of preservice teachers, particularly in rural, regional, and remote contexts. Her recent projects examine the alignment between federal policies and the lived experiences of early career teachers in these placements, aiming to improve professional experience systems. She is also investigating support mechanisms for students undertaking placements in these areas to enhance their experiences. Additionally, Sarah explores flexible placement options and their impact on preservice teachers’ readiness and adaptation to diverse classroom settings. Her scholarly contributions include examining inclusive assessment practices and the role of school Professional Experience Coordinators in teacher education. Through her research, Sarah seeks to inform policy and practice, ensuring that preservice teachers are well-equipped to meet the challenges of contemporary classrooms, ultimately benefiting students and educational communities.

Publications Top Notes

  • “Initial teacher education is not the problem: retaining teachers in regional, rural, and remote schools” 🏫
  • “Spotlighting rural and remote inclusive assessment” 🌏
  • “Improving ITE training by developing guidelines for the role of in-school coordinators before, during and after professional experience” 📘
  • “Submission to the Education (General Provisions) (Helping Families with School Costs) Amendment Bill 2023 inquiry” 📝
  • “Teacher of mathematics identity as a predictor of teacher wellbeing” 🔍
  • “The Professional-Experience In-School Coordinator’s Role” 👩‍🏫
  • “Refining mentor teachers’ feedback towards improving preservice teachers’ practice” 🔄
  • “Supporting preservice teachers to transition to university through a purposely structured Health and Physical Education subject” 🏋️‍♀️
  • “Primary preservice teachers’ perspectives of their literacy mentoring experiences during professional placement” 📖
  • “Development of a teacher of mathematics identity (ToMI) scale” 📊
  • “‘Readiness’, talent management and adaptive solutions to enable teachers in Indigenous schools to improve their teaching” 🌈
  • “Secondary Preservice Teachers’ Perspectives of Their Literacy Mentoring Experiences During Professional Placement” 👩‍🎓
  • “Secondary Preservice Teachers’ Perspectives of Their Literacy Mentoring Experiences During Professional Placement” 🎓

Conclusion

Dr. Sarah M. James stands out as a candidate for the Research for Best Paper Award due to her extensive research contributions, leadership, and the practical impact of her work on teacher education. Her dedication to improving professional experience placements for preservice teachers, coupled with positive feedback from peers and students, reinforces her suitability for this recognition. By addressing the suggested areas for improvement, she can further amplify her contributions to the field and enhance her already impressive portfolio.