Samuel Yaw Ampofo | Education | Best Researcher Award

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Dr. Samuel Yaw Ampofo | Education | Best Researcher Award

Senior Lecturer from University of Cape Coast, Ghana

Samuel Yaw Ampofo is an accomplished academic and researcher from Ghana with a strong background in educational administration and management. With over two decades of professional experience, he has made substantial contributions to the field of education, particularly within the context of higher education and distance learning. His career trajectory showcases a progressive involvement in teaching, research, and administrative leadership at reputable institutions, most notably the University of Cape Coast. Ampofo’s research and professional work focus on enhancing instructional supervision, student support services, and the management of educational institutions. His ability to blend research with practical educational solutions has positively influenced teaching practices and student welfare. In addition to his leadership roles, he has actively contributed to capacity-building initiatives, workshops, and seminars, serving both as a participant and as a resource person. His dedication is further reflected in his involvement in institutional development and policy implementation within the educational sector. Through his participation in international workshops and his contribution to several research grants, he continues to impact educational structures in Ghana and beyond. Samuel Yaw Ampofo is recognized for his commitment to academic excellence, leadership in student-centered educational services, and his ability to foster innovation in educational administration and management.

Professional Profile

Education

Samuel Yaw Ampofo possesses a solid educational foundation that has shaped his expertise in educational administration and management. He holds a Ph.D. in Educational Administration from Kenyatta University, which he earned between 2014 and 2017, signifying his deep understanding of educational systems and leadership. Prior to his doctoral studies, he completed an MPhil in Administration in Higher Education at the University of Cape Coast from 2002 to 2007, further strengthening his administrative acumen. His first degree, a Bachelor of Educational Foundations, was awarded by the same university in 2001, where he developed essential teaching and leadership skills. Ampofo’s academic journey began with his successful completion of the G.C.E. Advanced Level at Workers College, Cape Coast in 1998 and the G.C.E. Ordinary Level at St. Augustine’s College in 1992. He also obtained a Cert ‘A’ 3-Year Post Secondary teaching qualification from Enchi Training College in 1995. This comprehensive educational progression provided him with both the theoretical knowledge and the practical teaching expertise required to excel in the educational sector. His educational background has been instrumental in shaping his research focus, administrative leadership, and contributions to teacher education and distance learning.

Professional Experience

Samuel Yaw Ampofo’s professional experience spans over two decades and demonstrates his commitment to advancing educational systems and student-centered services. He currently serves as a Senior Lecturer at the University of Cape Coast’s College of Distance Education (CoDE), where he also coordinated the Students’ Support Services Unit from August 2020 to July 2024. His earlier roles at the same institution include serving as the Coordinator of the Quality Assurance and Enhancement Unit and Acting Head of the Department of Quality Assurance and Enhancement. From May 2010 to July 2020, he contributed as a Lecturer, effectively balancing teaching, research, and administrative duties. Before joining the University of Cape Coast, he worked at St. Augustine’s College, Cape Coast from 2001 to 2006, where he served as a Business Management Tutor and held leadership positions such as Housemaster and Coordinator of the Students Records Management Unit. His administrative roles have involved overseeing quality assurance processes, student support systems, and records management, all of which have significantly contributed to institutional effectiveness. Through his leadership, he has played a key role in shaping academic policies and improving the operational efficiency of student services and educational programs.

Research Interest

Samuel Yaw Ampofo’s research interests are deeply rooted in the field of educational administration, focusing on critical areas that influence student success and institutional growth. His primary research themes include instructional supervision in pre-tertiary institutions, which is pivotal in improving the quality of teaching and learning at foundational levels. Additionally, he has extensively explored tutoring and pedagogical challenges in distance and teacher education, aiming to enhance the delivery of educational content and support for distance learners. His work in students’ support services addresses the development of frameworks that promote academic success and well-being, particularly in distance education settings. Ampofo is also interested in the dynamics of educational industrial actions, analyzing their causes, impacts, and resolutions within the academic sector. These research interests reflect his commitment to addressing both administrative and pedagogical challenges in education. His contributions seek to develop practical solutions that can improve instructional quality, student engagement, and the overall educational experience. Ampofo’s research not only advances academic discourse but also informs policy-making and institutional practices that aim to create supportive, efficient, and quality-driven educational environments.

Research Skills

Samuel Yaw Ampofo has developed a comprehensive set of research skills that enable him to conduct high-quality educational studies and contribute meaningfully to academic knowledge. His expertise encompasses both qualitative and quantitative research methodologies, with particular strengths in data analysis and educational program evaluation. He has demonstrated strong skills in the design and implementation of instructional supervision studies, as well as in the assessment of distance learning and student support services. Ampofo is proficient in facilitating workshops on research ethics, quantitative data analysis, and research methodology, which indicates his ability to guide others in their research endeavors. His experience as a resource person in multiple training sessions and workshops has honed his skills in communicating complex research concepts in accessible ways. Furthermore, his involvement in securing institutional and interdepartmental research grants highlights his competence in project design, proposal writing, and collaborative research management. His capacity to lead and co-lead funded research projects has enhanced his project coordination, time management, and academic writing skills. Overall, Ampofo’s research skill set positions him as a versatile researcher capable of producing impactful studies that address pressing educational challenges.

Awards and Honors

Samuel Yaw Ampofo has received several awards and honors that reflect his dedication to research and educational advancement. He has been the recipient of multiple research grants from the Directorate of Research, Innovation and Consultancy (DRIC) at the University of Cape Coast, where he has served both as a principal investigator and co-investigator. Notably, he secured the Group-Led Research Support Grant in 2023 as a principal investigator and additional research grants in previous years for various collaborative projects. These awards underscore his ability to attract competitive funding and contribute to impactful research endeavors. He was also awarded an international workshop travel grant to participate in a UNESCO-sponsored program on teacher education in Shanghai, China in 2023, further expanding his global academic exposure. Earlier in his academic journey, he received a three-year PhD scholarship sponsored by the University of Cape Coast, which supported his doctoral studies at Kenyatta University. These honors highlight his consistent contributions to research and his active involvement in capacity building within the educational sector. His awards are a testament to his commitment to academic excellence, international collaboration, and continuous professional development.

Conclusion

In conclusion, Samuel Yaw Ampofo stands out as a dedicated educator, researcher, and academic leader whose work continues to make meaningful contributions to the field of education. His career is marked by an exceptional balance of teaching, research, and administrative leadership, all driven by a clear passion for enhancing student support and instructional quality. Through his research, Ampofo has addressed key issues in distance education, instructional supervision, and educational administration, directly influencing both policy and practice. His ability to secure significant research funding and his participation in international workshops illustrate his commitment to academic growth and innovation. Additionally, his extensive involvement in workshops as a trainer and resource person has positively impacted the professional development of educators across various institutions. While his achievements are substantial, further international publications and collaborative research projects could broaden his influence globally. Nevertheless, his current accomplishments firmly establish him as a significant contributor to educational research and administration in Ghana and beyond. Samuel Yaw Ampofo’s career reflects a steadfast dedication to improving educational structures and student outcomes, positioning him as a strong candidate for prestigious academic recognitions such as the Best Researcher Award

Publications Top Notes

1. Influence of School Heads’ Direct Supervision on Teacher Role Performance in Public Senior High Schools, Central Region, Ghana

  • Authors: SY Ampofo, GA Onyango, M Ogola

  • Journal: IAFOR Journal of Education 7 (2), 9-26

  • Year: 2019

  • Citations: 115

2. Information Communication Technology Penetration and its Impact on Education: Lessons of Experience from Selected African Countries of Ghana, Kenya and Rwanda

  • Authors: SY Ampofo, B Bizimana, J Mbuthi, I Ndayambaje, N Ogeta, JA Orodho

  • Journal: Journal of Information Engineering and Applications 4 (11), 84-95

  • Year: 2014

  • Citations: 18

3. Significance and Delivery Teaching Practice: Perception of Distance Education Teacher Trainees of the University of Cape Coast, Ghana

  • Authors: SY Ampofo, JA Orodho

  • Journal: International Journal of Recent Scientific Research

  • Year: 2014

  • Citations: 16

4. Quantitative Data Management: A Step by Step Data Analysis Using Statistical Package for Social Sciences (SPSS) for Windows Computer Programme

  • Authors: AJ Orodho, SY Ampofo

  • Publisher: Kanezja Publisher, Kenya

  • Year: 2016

  • Citations: 14

5. Social and Spill-over Benefits as Motivating Factors to Investment in Formal Education in Africa: A Reflection around Ghanaian, Kenyan and Rwandan Contexts

  • Authors: SY Ampofo, B Bizimana, I Ndayambaje, V Karongo, KL Lawrence, …

  • Journal: Journal of Education and Practice

  • Year: 2015

  • Citations: 13

6. Effect of Face-to-Face Tutoring on Academic Performance of Distance Learners: Implications for Educational Practice

  • Authors: V Arhin, SY Ampofo, M Segbenya, BA Somauh, VM Minadzi, LA Dankyi, …

  • Journal: Universal Journal of Educational Research 9 (3), 593-605

  • Year: 2021

  • Citations: 11

7. Influence of Students’ Learning Experiences on Involvement in Alma Mater in Selected Ghanaian, Kenyan and Rwandan Universities

  • Authors: B Bizimana, SY Ampofo, I Ndayambaje, SM Njihia, BA Somuah, …

  • Journal: Social Sciences & Humanities Open 2 (1), 100026

  • Year: 2020

  • Citations: 7

8. Quantitative Data Management: A Step by Step to Data Analysis Using Statistical Package for Social Sciences (SPSS) for Windows Computer Programme

  • Authors: JA Orodho, SY Ampofo, B Bizimana, I Ndayambaje

  • Publisher: Nairobi: Kanezja Happyland Enterprises

  • Year: 2016

  • Citations: 7

9. Usefulness of Problem Tree, Objective Tree and Logical Framework Matrix to Fix Challenges of Unemployment and Underemployment of Higher Education Graduates in Rwanda, Kenya …

  • Authors: I Ndayambaje, P Ntawiha, S Ngigi, SY Ampofo

  • Journal: Rwandan Journal of Education 3 (2), 63-77

  • Year: 2016

  • Citations: 7

10. Factors Influencing Students’ Choice of Programme of Study at the College of Distance Education, University of Cape Coast: Curriculum Implication

  • Authors: EK Gyimah, J Sam-Tagoe, V Arhin, P Brown, BE Arthur

  • Journal: International Journal of Social Sciences & Educational Studies

  • Year: 2018

  • Citations: 6

 

Lucia Cardenas Curiel | Education | Best Researcher Award

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Dr. Lucia Cardenas Curiel | Education | Best Researcher Award

Assistant Professor from Michigan State University, United States

Lucía Cárdenas Curiel is an esteemed academic specializing in bilingual education, biliteracy, and second language acquisition. She is currently an Assistant Professor at Michigan State University, where she contributes significantly to teacher education, multilingual learning, and curriculum development. With a strong background in qualitative research, she has served as an editor and reviewer for prestigious journals, enhancing scholarly discourse in her field. Her work bridges research and practice, influencing policy and pedagogy in multicultural education. Through numerous grants, fellowships, and mentoring efforts, she has shaped future educators and researchers, reinforcing her commitment to educational equity. Her extensive service in professional organizations and editorial boards underscores her dedication to advancing bilingual and literacy education. Her scholarship and leadership in the field position her as a key figure in educational research, making substantial contributions to understanding language learning, identity, and multilingual pedagogies in diverse educational settings.

Professional Profile

Education

Lucía Cárdenas Curiel holds a Ph.D. in Curriculum and Instruction from the University of Texas at Austin, specializing in Bilingual/Bicultural Education, with a portfolio in Mexican American Studies. She earned an M.A.L.S. in Urban Education from The Graduate Center at City University of New York, emphasizing the intersection of education and urban communities. Her academic journey began with a B.A. in Educational Sciences from Universidad de Monterrey in Mexico, where she graduated Cum Laude with minors in Special Education and Informal Education. Her educational background reflects a strong foundation in multilingual and multicultural education, which informs her research and teaching practices. Her academic pursuits have focused on literacy development, language policy, and bilingual education, shaping her approach to curriculum design and teacher training. This diverse educational experience has positioned her as a leader in bilingual education research and instructional methodologies.

Professional Experience

Lucía Cárdenas Curiel has an extensive academic career, currently serving as an Assistant Professor in Teacher Education at Michigan State University. In this role, she leads the English as a Second Language Licensure and Course Area programs while contributing to the Chicano/Latino Studies and Global Educators Cohort Program. Before joining Michigan State, she was a Lecturer and Assistant Instructor at the University of Texas at Austin, where she played a critical role in bilingual and bicultural education. She has designed and taught various courses at the doctoral, master’s, and undergraduate levels, focusing on biliteracy, multilingual education, and decolonizing research methods. Additionally, she has been actively involved in mentoring doctoral students, serving on dissertation committees, and supervising research assistantships. Her academic contributions extend beyond teaching, as she is a dedicated researcher and editor, shaping the discourse on bilingual education and multilingual learning in higher education.

Research Interests

Lucía Cárdenas Curiel’s research focuses on bilingual and multilingual education, biliteracy development, language identity, and discourse analysis in educational settings. She is particularly interested in how linguistic and cultural diversity influence teaching and learning processes in multilingual classrooms. Her work examines the intersection of language policy, equity, and social justice in education, aiming to improve literacy outcomes for linguistically diverse learners. She also explores decolonizing research methodologies and qualitative approaches to studying bilingualism, emphasizing the lived experiences of bilingual students and teachers. Through her research, she seeks to inform policies that support equitable language education and teacher preparation programs. Her scholarship contributes to a broader understanding of how bilingual education frameworks can be enhanced to support literacy and identity development among learners from diverse linguistic and cultural backgrounds.

Research Skills

Lucía Cárdenas Curiel is highly skilled in qualitative research methods, including discourse analysis, ethnographic research, and case study methodologies. She has expertise in conducting bilingual and multilingual research, utilizing both Spanish and English in data collection and analysis. Her methodological strengths lie in humanizing and decolonizing research approaches, which prioritize the voices and lived experiences of marginalized communities. She also has experience with mixed-methods research, integrating qualitative and quantitative data to explore language acquisition and literacy development comprehensively. Additionally, her proficiency in curriculum development and pedagogical research allows her to bridge the gap between theoretical insights and practical classroom applications. As an editor and reviewer for top-tier academic journals, she has honed her analytical and evaluative skills, making significant contributions to scholarly conversations in bilingual education, multilingualism, and literacy studies.

Awards and Honors

Lucía Cárdenas Curiel has received numerous accolades recognizing her contributions to bilingual education and literacy research. She was awarded the prestigious Arthur Applebee Award for Excellence in Research, underscoring the impact of her scholarship in the field. She also received the National Association for Bilingual Education Outstanding Dissertation Award, demonstrating the significance of her early research contributions. Other notable honors include the Salute to Latinas: Fuerza de la Mujer Faculty Award and multiple mentoring and professional development awards from organizations such as the American Educational Research Association and the Literacy Research Association. Additionally, she has secured several research grants and fellowships, including funding from the Diversity Research Network and the Engagement Scholarship Consortium. These recognitions highlight her commitment to advancing multilingual education, mentoring future scholars, and shaping educational policies that support bilingual learners.

Conclusion

Lucía Cárdenas Curiel is a distinguished scholar whose research, teaching, and mentorship have significantly contributed to the fields of bilingual education and literacy studies. Her work bridges research and practice, fostering equitable educational opportunities for multilingual learners. With a strong academic background, extensive teaching experience, and expertise in qualitative research methodologies, she has made substantial contributions to the field. Her leadership in research, mentorship, and editorial roles further underscores her influence in shaping educational policies and bilingual education practices. While expanding international collaborations and quantitative research could enhance her impact, her dedication to linguistic equity and education reform already places her among the leading researchers in her field. Her record of scholarly excellence, funding success, and mentorship makes her a highly deserving candidate for recognition as a top researcher in bilingual and multicultural education.

Publications Top Notes

  1. Title: “Yeah, but I don’t speak English”: Critical language portrait dialogues with adult multilingual language learners
    Authors: McHolme, L.*, De Costa, P., & Cárdenas Curiel, L.
    Year: In Press

  2. Title: Multiliteracies and translanguaging pedagogies for emergent multilingual learners in the elementary classroom
    Authors: Cárdenas Curiel, L., Manzo, A.**, Sifuentes, A.A., & Becker Mendoza, L.M.
    Year: 2024

  3. Title: “The best way to get to know a student is to know their community”: Fostering pre-service teachers’ critical multilingual language awareness through linguistic community walks
    Authors: Cárdenas Curiel, L., Ojha, L. P., Zang, L., & Chen, M*.
    Year: 2024

  4. Title: A multiliteracies classroom ecology for elementary bilingual language learners
    Authors: Cárdenas Curiel, L.
    Year: 2023

  5. Title: Collaborative translanguaging and transmodal literacies: Learning the language of science in a dual-language classroom
    Authors: Cárdenas Curiel, L. & Palmer, D.K.
    Year: 2023

  6. Title: Translenguaje y el arte en unión: Fostering pre-service teachers’ languaging and multiliteracies through bilingual community art gallery lessons
    Authors: Cárdenas Curiel, L., McHolme, L.*, & Lundeen, A.**
    Year: 2023

  7. Title: Centering teacher narratives for equitable teaching of culturally and linguistically diverse learners
    Authors: Edwards, P.A., Reichmuth, H.*, & Cárdenas Curiel, L.
    Year: 2022

  8. Title: Imagining multimodal and translanguaging possibilities for authentic cultural writing experiences
    Authors: Cárdenas Curiel, L. & Ponzio, C.*
    Year: 2021

  9. Title: “You can talk in Espagñol!”: An emergent bilingual and biliterate identity
    Authors: Bauer, E., Cárdenas Curiel, L., & Ponzio, C.*
    Year: 2020

  10. Title: A historical inquiry into bilingual reading textbooks: Coloniality and biliteracy at the turn of the 20th century
    Authors: Cárdenas Curiel, L. & Durán, L.G.
    Year: 2020

  11. Title: There’s no one way to be bilingual: Knowing students’ language practices
    Authors: Domke, L.M.* & Cárdenas Curiel, L.
    Year: 2020

  12. Title: The struggle of emerging (bi)literate identities: Narrative representations of preservice bilingual teachers’ (bi)Literate/(bi)cultural experiences across time and space
    Authors: Nuñez, I., Villarreal, D.A., DeJulio, S., Harvey, R., & Cárdenas Curiel, L.
    Year: 2020

  13. Title: Cultural artifacts: Using Sylvia and Aki for opening up authoring spaces
    Authors: López, M., Ynostroza, A., Fránquiz, M.E., & Cárdenas Curiel, L.
    Year: 2015

Kubilay CELİK | Special Education | Best Researcher Award

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Mr. Kubilay CELİK | Special Education | Best Researcher Award

HACETTEPE UNİVERSİTY, Turkey

Kubilay Celik is a dedicated researcher and educator specializing in special education, with a focus on autism spectrum disorder (ASD). He holds a strong academic background and has actively contributed to research in the field of special education, particularly in teaching safety and social skills to children with ASD. His commitment to both research and practical application is evident through his work in a state special education kindergarten, where he directly engages with children and their families. Celik has presented oral papers at congresses, demonstrating his ability to communicate research findings effectively within the academic community. Additionally, his recent publication in Behavioral Interventions highlights his contributions to evidence-based teaching methods for children with ASD. While his research portfolio is still developing, his dedication and growing expertise make him a promising candidate for academic recognition. With continued efforts in publishing, international collaboration, and leadership in special education research, Celik has the potential to become a leading figure in the field. His work bridges the gap between theoretical research and practical implementation, making a meaningful impact on the lives of children with ASD and their families.

Professional Profile

Education

Kubilay Celik completed his undergraduate degree in Special Education Teaching at Hacettepe University, one of Turkey’s leading institutions in education and research. Building on his foundational knowledge, he pursued a master’s degree at the Hacettepe University Institute of Educational Sciences, specializing in Autism Spectrum Disorder. His graduate studies provided him with in-depth knowledge of autism-related interventions, child development, and special education methodologies. During his academic journey, he focused on developing innovative teaching strategies to improve safety and social skills in children with ASD. His education has been instrumental in shaping his research interests and professional career, equipping him with the theoretical and practical expertise required for working with children with developmental disorders. Through his academic training, Celik gained experience in both qualitative and quantitative research methods, preparing him to conduct impactful studies in special education. His strong educational background serves as the foundation for his contributions to the field and allows him to engage in meaningful research that benefits both academia and the community. Continuing to build upon his academic achievements, Celik is expected to further contribute to special education research through future doctoral studies and expanded publications.

Professional Experience

Kubilay Celik has extensive experience working in special education, particularly with children diagnosed with autism spectrum disorder (ASD). He currently works in a state special education kindergarten, where he plays a crucial role in developing and implementing individualized educational programs for children with ASD. His hands-on experience in the classroom allows him to test and refine research-based teaching strategies, ensuring that his academic findings have practical applications. In addition to his teaching responsibilities, Celik actively collaborates with parents, providing them with guidance and support to enhance their children’s development. His role extends beyond teaching, as he engages in professional training sessions and workshops aimed at improving ASD education strategies. Celik has also presented oral papers at academic congresses, sharing his insights with the wider research community. His ability to balance both academic research and real-world educational practice makes him a valuable contributor to the field of special education. By combining research with direct classroom experience, Celik ensures that his work is both relevant and impactful, bridging the gap between theory and practice. His professional experience strengthens his ability to conduct research that directly benefits children, educators, and families.

Research Interests

Kubilay Celik’s research interests primarily focus on autism spectrum disorder (ASD), with an emphasis on improving safety and social skills in preschool children. Recognizing the challenges that children with ASD face in daily life, Celik is particularly interested in developing practical teaching strategies that help them navigate their environment safely and interact effectively with others. His recent research explores the effectiveness of behavioral interventions, such as the “cool versus not cool” procedure, in teaching children essential safety skills. Additionally, he is interested in parent training programs that empower caregivers to reinforce these skills at home. Beyond safety and social skills, Celik aims to investigate other evidence-based teaching methods, such as applied behavior analysis (ABA) and technology-assisted learning, to enhance educational outcomes for children with ASD. He is also interested in inclusive education practices and the role of early intervention in improving long-term developmental outcomes. Through his research, Celik seeks to bridge the gap between theory and practical application, ensuring that his findings are directly applicable in real-world educational settings. His goal is to contribute to the development of more effective, evidence-based teaching methods that benefit children with ASD, their families, and educators.

Research Skills

Kubilay Celik possesses strong research skills that allow him to contribute effectively to the field of special education. He has experience in both qualitative and quantitative research methodologies, enabling him to design studies that provide meaningful insights into autism education. Celik is proficient in conducting literature reviews, developing research hypotheses, and designing intervention-based studies to test the effectiveness of various teaching methods. His ability to collect and analyze data ensures that his research is grounded in empirical evidence. Additionally, he has experience presenting research findings at academic conferences, demonstrating his ability to communicate complex ideas clearly. Celik also collaborates with other researchers and practitioners, enhancing his ability to conduct interdisciplinary studies. His recent publication in Behavioral Interventions reflects his skill in academic writing and his ability to contribute to peer-reviewed journals. As he continues to develop his research career, expanding his statistical analysis expertise and engaging in larger-scale studies will further strengthen his research capabilities. His commitment to advancing knowledge in special education makes him a valuable researcher in the field.

Awards and Honors

Although Kubilay Celik is in the early stages of his research career, he has already made significant contributions to the field of special education. His recent publication in Behavioral Interventions is a testament to his dedication to research excellence. Additionally, his presentations at academic congresses highlight his growing recognition within the research community. While he has not yet received major research awards, his work has the potential to earn future recognition as he continues to expand his contributions. Securing research grants and participating in international collaborations could further enhance his profile and increase his chances of receiving prestigious awards in special education research. Celik’s commitment to improving the lives of children with autism spectrum disorder through research and practice demonstrates his potential for future honors. As he continues to publish and engage in impactful research projects, he is well-positioned to achieve greater academic recognition in the coming years.

Conclusion

Kubilay Celik is a promising researcher in the field of special education, with a focus on autism spectrum disorder. His strong academic background, hands-on teaching experience, and dedication to research make him a valuable contributor to the field. While his research portfolio is still growing, his work on safety and social skills in children with ASD demonstrates both relevance and impact. To further strengthen his academic career, Celik could expand his research publications, engage in international collaborations, and secure funding for larger-scale studies. His ability to bridge the gap between theoretical research and practical application is a key strength, ensuring that his findings benefit children, educators, and families alike. With continued dedication, Celik has the potential to become a leading expert in special education research. His contributions thus far make him a strong candidate for academic recognition, and with further development, he could be a future leader in autism education research.

Publications Top Notes

  1. The Effectiveness of Cool Versus Not Cool Procedure in Teaching Chemical Safety Skills to Children With Autism Spectrum Disorder
    Authors: Kubilay Celik, Seray Olcay
    Year: 2025