CERJ Editorial Board and Readership (CEBR) Award
About
The purpose of this award is to acknowledge exceptional works submitted to CERJ. Instituted in 2016, the award will be presented annually. For the first CEBR award, articles from both Volumes 1 and 2 have were considered.
Criteria
Below are suggested criteria to guide voters' selections:
- Well-articulated (e.g., logical, accessible to non-specialist audiences, clear and well-developed argumentation)
- Engaging (e.g., sustains attention, makes connections across multiple disciplines)
- Innovative (e.g., use of new types of research methodologies, presents solutions to current or foreseen challenges in education)
- Significance and practical value (e.g., the findings have obvious practical applications, such as improving pedagogical practices or policies)
List of CEBR Award recipients
2021 Winner: Raquel Scarpa-Gebara and Jonas Batista for their paper:"Dialogues of Fisherwomen in Amazonian Costal Communities - Outcomes of a Financial Literacy Education Programme" (Volume 8)
2021 Runner-up: Lily Stone for her paper:" Touching Collage: Examining Haptic Potential in Arts-Based Research Through the Lens of 'Lucy's Picture' " (Volume 8)
2020: Emily Rushton for her paper:"Speaking through a Dead Bird: Using Art for Emotional and Communicative Accessibility in an A-Level Classical Literature Classroom" (Volume 7)
In 2020, an award (Best Video Award) was also presented to Ryan Irvan & Maria Tsapali for turning their article "The Role of Inhibitory Control in Achievement in Early Childhood Education" into an outstandingly engaging video that made the content of the article more familiar and accessible. You can access and watch Ryan and Maria's video here. (Volume 7)
2019 Winner: Sabilah Eboo Alwani for her paper "Early childhood education in India: A possible investment in better outcomes? A quantitative analysis using Young Lives India. (Volume 6)
2019 Runner-up: Jonathan Birtwell for his paper "Understanding Education and Understanding Yourself as a Refugee Learner Seeking Access to Higher Education in Malaysia: Insights from a Pilot Study" (Volume 6)
2017: Rebecca Nambi, for her paper "Negotiating the Incorporation of Multimodal Materials in Literacy Learning: Some Observations in One Secondary School in Uganda" (Volume 3)
2016: Geetha Marcus, for her paper "Marginalisation and the Voices of Gypsy/ Traveller Girls" (Volume 2)