Faculty Research: Faculty names from H-K

Dr. Hanadi Kadbey

Head of Institutional Research and Effectiveness

Dr. Hanadi Kadbey joined the Emirates College for Advanced Education in 2007 and is currently the Head of Institutional Research and Effectiveness Department. She has more than 15 years of experience in the education field and has held several positions in the education sector in the United Arab Emirates since 2001. Prior to joining ECAE, Dr. Kadbey held the position of Academic Quality Controller of an international primary school in Abu Dhabi. She was also a faculty member in international schools in Dubai and Abu Dhabi and taught courses at the primary, intermediate and secondary levels.

Dr. Kadbey has published in international peer-reviewed journals and her research interests include teacher education, educational reform, organizational behaviour, management and leadership, and quality assurance in higher education.

She holds a Ph.D. in Education: Management and Leadership from the British University in Dubai, an MBA from the United Arab University and a Bachelor of Science from the American University of Beirut.

Click on the Google Scholar Profile for List of Publications.

Dr. Ieda M. Santos

Associate Professor and Program Chair of Graduate Studies

Qualifications

• EdPh.D. in Education, University of Warwick, United Kingdom.
• Master Degree in Education, Massey University, New Zealand.
• Bachelor of Education in School Supervision, Joinville, Brazil.

Profile

Dr. Santos is an Associate Professor and Program Chair of Graduate Studies at ECAE with more than 12 years of international experience in the education sector in Portugal, the UK and UAE.

Since August 2016, Dr. Santos has taught undergraduate and graduate courses in education technology and research methods and has also served as the Research Office Program Chair, Division Head, and Chair of several Committees including Research and Ethics committees at ECAE.

Prior to joining ECAE in 2008, she worked at the University of Aveiro in Portugal, at the Multimedia and Distance Education Centre, and collaborated in national and international research projects related to technology integration in the classroom and online learning.

In 2006, Dr. Santos coordinated a professional development program for the United Nations working alongside colleagues from the International Labour Organization and other countries.

Dr. Santos’s research interests include investigating technology integration in the classroom, teaching and learning practices in higher education using mixed methods approaches, with emphasis on qualitative methodologies. She has chaired and also served as a second member in doctoral dissertation committees. She has also mentored several graduate research projects, undergraduate action research and internship.

Dr. Santos obtained her Ph.D. in Education in 2008 from University of Warwick, United Kingdom. Her thesis focused on designing and implementing strategies that create and sustain online learning communities in higher education. In 1999, she completed a Masters Degree in Education with First Class Honors from the College of Education, Massey University, New Zealand.

Publications

Articles in Peer-Reviewed Research Journals

• Santos, I. M., Bocheco, O. & Hakab C. (2018). Personal mobile technology in the classroom: Perceptions of usage and policies. Education and Information Technologies, 23,617–632.
• Deng, J., Santos, I. M., & Mathieu, D. J. (2018). Expatriate students’ perceptions of key factors impacting attendance and persistence at a private Malaysian University: An Analysis of a 4Ps framework. PUPIL: International Journal of Teaching, Education and Learning, 2(2), 115-136.
• Ali, N., Santos, I. M., & Areepattamannil, S. (2017). Pre-service teachers’ perception of quick response (QR) code integration in classroom activities. TOJET: The Turkish Online Journal of Educational Technology, 16(1), 93-100.
• Fidalgo, P., Santos, I. M. &. Thormann, J. (2017). College students’ preferences of instructional material formats. Scholars Bulletin, 2017, 3(1),1-12.
• Santos, I. M., & Bocheco, O. (2016). Exploring BYOD Usage in the Classroom and Policies. International Journal of Information and Technology in Education,12(2), 51-61.
• Santos, I. M., Ali, N. & Hill, A. (2016) Students as co-designers of a library virtual learning commons: Results of a collaborative action research. The Journal of Academic Librarianship, 42 (2016) 8–14.
• Santos, I. M. (2013). Bring your own mobile devices to the classroom: the case of an undergraduate course. Learning and Teaching in Higher Education: Gulf Perspectives, 10(2).
• Santos, I. M. & Ali, N. (2012). Beyond classroom: The uses of mobile phones by female students. International Journal of Information and Communication Technology Education, 8(2), 63-75.
• Santos, I. M. & Ali, N. (2012). Exploring the uses of mobile phones to support informal learning. Education and Information Technologies Journal, 17(2), 187-203.
• Crow, R., Santos, I., LeBaron J, McFadden, A. T. & Osborne, C. F. (2010). Switching gears: Moving from e-learning to m-learning. MERLOT Journal of Online Learning & Teaching, 6 (1) 268-278.
• Santos, I. & Hammond, M. (2007). Learning community or community minded learning group? A case study of an online course. Journal of Internet Commerce, 6 (2), pp. 51 – 72.
• Santos, I. & LeBaron, J. (2006). Ethical constraints in the valid interpretation of transcribed communication in online study. The Internet and Higher Education, 9 (3), 191-199.
• LeBaron, J. & Santos, I. (2005). Authentic engagement of adult learners in online learning. Mountain Rise, 2 (1). doi: http://dx.doi.org/10.1234/mr.v2i1.49.

Books, Chapters in Books and Published Reports

• Santos, I. M., Ali, N. & Areepattamannil, S. (Eds) (In Press). Interdisciplinary and international perspectives on 3D printing in education. Hershey, United States: IGI Global.

Book Chapters:

• Santos, I. M. (Accepted). BYOD in the Classroom: Opportunities, Issues and Policies. To appear in the Encyclopaedia of Education and Information Technologies. Springer.
• Formiga, M. M., De Araujo, M. M., & I. M. Santos (In Press). Case Illustrations of 3D printing in Brazilian schools and community. In Santos, I. M., Ali, N. & Areepattamannil, S. (Eds) (In Press). Interdisciplinary and international perspectives on 3D printing in education. Hershey, United States: IGI Global.
• Santos, I. M., & Bocheco, O. (2017). University students' perceptions of personal mobile devices in the classroom and policies. In T. Issa, P. Kommers, T. Issa, P. Isais, T.B. Issa (Eds). Smart technology applications in business environments (pp. 303-320). Hershey PA, USA: IGI Global.
• Santos, I. M. (2017). Using their personal mobile devices in higher education: Review of research within the UAE context to inform practice. In L. Menano, & P. Fidalgo (Eds). Art & technology: The practice and influence of art and technology in education. The Netherland: Sense Publishers.
• Santos, I. M. (2015). Mobile devices in higher education classrooms: Challenges and opportunities. In J. Keengwe (Eds). Promoting active learning through the integration of mobile and ubiquitous technologies (pp. 37-54). US: IGI Global.
• Santos, I. M. (2014). Key challenges to consider before adopting students’ personal mobile devices in the higher education classroom. In L. Burke (Ed). Learning in a Digitalized Age: Plugged in, turned on, totally engaged? (pp.123-140) UK: John Catt Educational.
• Santos, I. M., Hammond, H., Durli, Z & Chou, S. (2009). Is There a Role for social networking sites in education? In T. Arthur; J. & Anthony (Eds). Education and technology for a better world (pp. 321-330). IFIP Advances in Information and Communication Technology, Vol. 302. Boston: Springer.
• Barbosa, R. & Santos, I. (2005). O uso de um fórum de discussão para desenvolver atividades colaborativas. In R. Barbosa (Ed.) Ambientes virtuais de aprendizagem (pp.155-167). BR: Artmed
• Santos, I. & Kotyk, P. (2002). What types of training and continuing support instructors need in order to successfully transition from traditional classroom to online environments? In O. Jambeiro & F. Ramos (Eds). Internet and Distance Education (pp. 195-213). Salvador, BR: EDUFBA.
• Ramos, F. Caixinha, H. & Santos, I. (2002). Factores de sucesso e insucesso na utilização das TIC no ensino universitário - a experiência da Universidade de Aveiro. In O. Jambeiro & F. Ramos (Eds). Internet e Educação a Distância (pp. 185-194). Salvador, BR: EDUFBA. 

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Dr. Kyongje Sung, Ph.D

Assistant Professor, Counseling, Special Education, and Neuroscience Division

kyongje.sung@ecae.ac.ae

Qualifications

• Ph.D in Quantitative and Mathematical Psychology from Purdue University, Indiana, US
• M.S in Cognitive Science from SungKyunKwan University, Seoul, South Korea
• B.B.A in Industrial and Organizational Psychology from
  SungKyunKwan University, Seoul, South Korea

Profile

Dr. Kyongje Sung is an expert in Quantitative and Mathematical Psychology/Cognitive Neuroscience who joined ECAE in August 2020 after a decade of professional experience in several academic institutions across USA.

Dr. Sung received his graduate training at Purdue University, after which he joined the Center for Cognitive Neuroscience at Duke University in North Carolina as a postdoctoral associate. In 2008, he joined the Division of Cognitive Neurology/Neuropsychology in the Department of Neurology at Johns Hopkins University School of Medicine as a postdoctoral fellow. Later in 2010, he was promoted to a faculty position as a research associate.

Dr. Sung’s research topics include diverse levels of human information processing, from low-level visual perception to the higher cognitive functions, of healthy individuals and people with a mental condition, including schizophrenia, bipolar disorder, and autism. He adapted computational (simulation), electrophysiologic (EEG), and behavioral analysis (reaction times) techniques to answer the research questions.

His recent research focuses on the electrophysiologic investigation of early visual perception of individuals with autism, especially those with low-functioning autism. The main goal of Dr. Sung’s recent research effort is to identify the defining electrophysiologic characteristics in people with autism and to test non-invasive intervention methods, such as transcranial direct/alternating current stimulation (tDCS/tACS), as a potential intervention tool.

Dr. Sung received his Ph.D. from Purdue University in 2005 in Quantitative and Mathematical Psychology applied to human visual perception and attention. Before his time at Purdue, Dr. Sung received M.S in Cognitive Science from SungKyunKwan University, South Korea, and B.B.A in Industrial and Organizational Psychology from the same university.

Publications

Articles in Peer-Reviewed Research Journals

• Sung, K. & Gordon, B. (2018). Transcranial direct current stimulation (tDCS) facilitates overall visual search response times but does not interact with visual search task factors. PLOS One, 13(3): e0194640.
• Sung, K., Gordon, B., & Schretlen, D. J. (2016). Semantic structure can be inferred from category fluency tasks via clustering analyses: reply to Voorspoels et al. (2014). Cortex, 75, 249-254.
• Sung, K., Gordon, B., & Schretlen, D. J. (2013).  Evidence of semantic clustering in letter-cued word retrieval. Journal of clinical and experimental neuropsychology, 35(10), 1015-1023.
• Sung, K., Gordon, B., Vannorsdall, T. D., Ledoux, K., & Schretlen, D. J. (2013).  Impaired retrieval of semantic information in bipolar disorder: a clustering analysis of category fluency productions.  Journal of abnormal psychology, 122(3), 624-634. Doi:10.1037/a0033068.
• Sung, K., Gordon, B., Vannorsdall, T. D., Ledoux, K., Pickett, E. J., Pearlson, G. D., & Schretlen, D. J. (2012).  Semantic clustering of category fluency in schizophrenia examined via singular value decomposition analysis. Journal of international neuropsychological society, 18(3), 565-575. Doi:10.1017/s1355617712000136.
• Wojtach, W. T., Sung, K., & Purves, D. (2009). An empirical explanation of the speed-distance effect. PLOS One 4(48): e6771. Doi:10.1371/journal.pone.0006771.
• Sung, K., Wojtach, W. T., & Purves, D. (2009). An empirical explanation of the aperture effect. Proceedings of National Academy of Science USA, 106, 298-303.
• Wojtach, W. T., Sung, K., Truong, S., & Purves, D. (2008). An empirical explanation of the flash-lag effect. Proceedings of national academy of science usa, 105, 16338-16343.
• Sung, K. (2008). Serial and parallel attentive visual searches: evidence from cumulative distribution functions of response times. Journal of experimental psychology: human perception and performance, 34, 1372-1388.
• Schweickert, R., Fortin, C., & Sung, K. (2007). Concurrent visual search and time reproduction with crosstalk. Journal of mathematical psychology, 51, 99-121.
• Dzhafarov, E., Schweickert, R., & Sung, k. (2004). Mental architectures with selectively influenced but stochastically interdependent components. Journal of mathematical psychology, 48, 51-64.
• Park, C., Kwak, H., Kim, Y., Lee, J., Lee, K., Sung, K., & Lee, J. (1997). A study of information search in the internet and cognitive learning process.  Proceedings of the Meeting for Korean Society for Cognitive Science. Seoul, Korea.
• Park, C., Kim, Y., Kwak, H., Lee, J., Sung, K., & Lee, J. (1997). Exploratory learning and user strategy in information search on the internet. Proceedings of the Annual Meeting for Korean Psychological Association. Seoul, Korea.

Books, Chapters in Books and Other

• Schweickert, F., Fisher, D. L., & Sung, K. (2012). Discovering cognitive structure by selectively influencing mental processes: a guide.  Singapore: World Scientific.

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Dr. Joseph Seyram Agbenyega

Dr. Joseph Seyram Agbenyega

Associate Professor in the Counseling, Special Education and Neuroscience Division

Profile

Dr Joseph Seyram Agbenyega is an Associate Professor in the Counseling, Special Education and Neuroscience Division at Emirates College for Advanced Education (ECAE). He is currently the Research Chair at ECAE. Dr Agbenyega is a certified Teacher Educator with more than 25 years of experience. He started his career as an elementary school teacher in 1990. He obtained his Professional Doctorate (EdD) from Monash University in Melbourne, Australia in 2005. Prior to joining ECAE, Dr Agbenyega worked at University of Ghana from 2006-2007 and at Monash University from 2008 to 2020. He was the Director of Graduate Research Education and Chair of Examiners, Graduate Research Education from 2017-2020.
The focus of his research is the psychological and sociological understandings of educational inclusion and inequality among children and youth. At the micro level, he explores the impact of teacher dispositions, cultural and family practices on inclusive teaching and learning. At the macro level, he explores how policy and government support for education orchestrate educational equity and quality. He is interested in understanding how the worldwide problem of underachievement and exclusion of children and youth with a disability and/or significant learning needs can be addressed. He applies both qualitative and quantitative methodologies with diverse theoretical perspectives including critical theory, postcolonial theory, Bordieuan theory and cultural historical theory to his research.
Dr Agbenyega has international research networking with several universities, including Mahidol University, Thailand; Monash University, Australia, University of Ghana; University of Cape Coast, Ghana, Millersville University, PA, USA and Universitas Negeri Jakarta (UNJ). He has published widely in his field of expertise.

Publications

BOOKS

• Agbenyega, J.S, Fleer, M. (eds), 2010, International Research in Early Childhood Education (IRECE) Journal, Faculty of Education, Monash University, Australia.
• Power, K.M.,Agbenyega, J.S. (eds), 2010, Journal of Australian Research in Early Childhood Education - Special Mathematics Issue, Monash University, Faculty of Education, Australia.

BOOK CHAPTERS

• Agbenyega, J. S., & Tamaklo, D. (2021). Using collaborative instructional Approaches to Prepare Competent Inclusive Education Pre-Service Teachers.). In S. Semon & P. Jones (ed.). Instructional Collaboration in International Inclusive Education Contexts(V.17). Emerald Publishers.
• Agbenyega, J. S., Ikegame, K., & Rivalland, C. (2021). Soka education philosophy as a foundation for teacher preparation in creating inclusive education. In J. Goldman, J. Lambrecht, and T. Loreman (Ed). Resourcing Inclusive Education: International Perspectives on Inclusive Education, Volume 15, (pp. 117–132). Emerald Publishing Limited. ISSN: 1479-3636/doi:10.1108/S1479-363620210000015010
• Agbenyega, J. S., Athinodorou, E. & Monk, H. (2018). Rising from the “Ashes”: Quality Early Childhood Education as a Panacea for National Development in Sierra Leone. In Fleer, M. & van Oers, B. (eds.). International Handbook of Early Childhood Education Vol. 1, (pp. 691-705). Springer.
• Supple, B & & Agbenyega, J. S. (2018). Reconceptualising Inclusive Policy and Practice in Higher Education: A Bourdieuian Theorisation. In B. Boufoy-Bastick & L.D. Cook (Eds). International Cultures of Educational Inclusion (pp.1-27). Strasbourg, France: Analytrics.
• Agbenyega, J. S. (2018). Examining Early Childhood Education System in Ghana: How Can Bourdieuian Theorisation Support a Transformational Approach to Pedagogy? In Fleer, M. & van Oers, B. (eds.). International Handbook of Early Childhood Education volume 1 (pp. 673-705). Springer.
• Agbenyega, J.S. (2015). Strengthening literacy and numeracy in early childhood. In Joanne M. Deppeler, Tim Loreman, Ron Smith, Lani Florian (Ed.), International Perspectives on Inclusive Education Volume 7 (pp. 25-43): Bradford, UK: Emerald Group Publishing.
• Agbenyega, J. S., Klibthong, S. (2015). Re-imagining inclusive research and practice: a focus on Bourdieu's concepts of habitus, capital, doxa and field. In Phyllis Jones & Scot Danforth (Ed.), Foundations of Inclusive Education Research vol. 6 (pp. 149-167), Bradford, UK: Emerald Group Publishing.
• Agbenyega, J.S., & Sharma, U. (2014). Leading Inclusive education: Measuring ‘effective’ leadership for inclusive education through a Bourdieuian lens. In C. Forlin &T. Loreman (Ed.), International Perspectives on Inclusive Education: Volume 3 Measuring Inclusive Education (pp.115-132). Bradford, UK: Emerald Group Publishing.
• Agbenyega, J.S. (2014). How Does Inclusive Theory Look Like in Practice? Resolving the Pedagogical Dilemmas of Preservice Teachers. In B. Boufoy-Bastick (Ed). International Cultures of Educational Inclusion. Strasbourg, France: Analytrics. (ISBN 979-10-90365-06-3)
• Supple, B., & Agbenyega, J.S. (2014). Inclusion in higher education: Perspectives and practices. In B. Boufoy-Bastick (Ed), International Cultures of Educational Inclusion. Strasbourg, France: Analytrics. (ISBN 979-10-90365-06-3)
• Fridani, L., & Agbenyega, J.S. (2014). Rethinking school readiness and transition policy and practices in early childhood education: a whole schooling framework. In B. Boufoy-Bastick (Ed). Handbook of International Culture of Education Policy (pp.121-154). Strasbourg, France: Analytrics. (ISBN 979-10-90365-03-2)
• Agbenyega, J. S. (2014). Beyond alienation: unpacking the methodological issues in visual research with children. In M. Fleer & A. Ridgeway (Eds.).Visual methodologies and digital tools for researching with young children: transforming visuality (pp. 153-168), Switzerland: Springer
• Klibthong, S. & Agbenyega, J. S. (2013). Thai Early Childhood Educators’ Perspectives: Transforming Inclusive Teachers to Move Beyond Religiosity. In P. Jones (Ed.), Bringing Insider Perspectives into Inclusive Teacher learning: Potentials and Challenges for Educational Professionals (pp. 121-132). London, UK: Taylor & Francis/Routledge.
• Supple, B., Agbenyega, J., (2012). Reconceptualising policy and practice in higher inclusive education: a Bourdieuian theorization. In (Eds. TBC) Cultures of Education Policy: International issues of policy-outcome relationships. Analytics: Strasbourg
• Deppeler, J., Moss, J., Agbenyega, J. S. (2008). The ethical dilemmas of working the visual and digital across space, in Researching education: Visually digitally spatially, (eds) J. Moss, Sense, Rotterdam, Netherlands, pp. 209-227.

PUBLISHED PEER-REVIEWED JOURNAL PAPERS

• Klibthong, S., & Agbenyega, J.S. (2020). Assessing issues of inclusive education from the perspectives of Thai early childhood teachers. Journal: International Journal of Early Years Education https://doi.org/10.1080/09669760.2020.1823205 .
• Munchan, L., & Agbenyega, J.S. (2020). Exploring early childhood educators’ experiences of teaching young children with disability. Australasian Journal of Early Childhood, 45(3), 280-291. https://doi.org/10.1177/1836939120944635
• Agbenyega, J.S. & Klibthong, S. (2020). A qualitative study to explore Thai early childhood teachers’ experiences of inclusive teaching practices. Australian Education Researcher, 48(1), 125-143. https://doi.org/10.1007/s13384-020-00380-1
• Klibthong, S. & Agbenyega, J. (2020). Inclusive Early Childhood Settings: Analyses of the Experiences of Thai Early Childhood Teachers, International Education Studies,13(1), 21-31.
• Adams, M., & Agbenyega, J. S (2019). Futurescaping: school choice of internationally mobile global middle-class families temporarily residing in Malaysia. Discourse: Studies in the Cultural Politics of Education, 40(5), 647-665. https://doi.org 10.1080/01596306.2019.1576266
• Timothy, S., & Agbenyega, J. S. (2019). Insider perspectives on catalysing the development and use of individual education plans. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2019.1642401
• Timothy, S. & Agbenyega, J. S. (2018). Inclusive school leaders' perceptions on the implementation of individual education plans. International Journal of Whole Schooling,14(1), 1-30.
• Klibthong, S. & Agbenyega, J. S. (2018). Exploring professional knowing, being and becoming through inclusive pedagogical approach in action (IPAA) framework, Australian Journal of Teacher Education, 43 (3), 109-123.
• Opoku, M. P., Mprah, K. W., Badu, E., Mckenzie, J., & Agbenyega, J. (2017). Decade of inclusive education in Ghana: perspectives of special educators. Journal of Social Inclusion, 8(1), 4-20.
• Agbenyega, J. S. (2017). When belonging becomes belonging: A Bourdieuian theorisation. International Journal of Whole Schooling, 1, 5-16.
• Agbenyega, J. S., Tamakloe, D. & Klibthong, S. (2017). Folklore epistemology: How does traditional folklore contribute to children’s thinking and concept development? International Journal of Early Years Education, 25 (2), 112-126.
• Tamakloe, D. E. & Agbenyega, J. S. (2017). Exploring preschool teachers' and support staff's use and experiences of assistive technology with children with disabilities. Australasian Journal of Early Childhood, 42 (2), 29-36.
• Agbenyega, J. S., & Deku, P. (2016). Children with Disabilities, Locus of Control, and Perceived Vulnerability to Physical and Sexual Assault in Three Special Schools in Ghana. Cogent Social Services, 2, 1-12.
• Macaulay, L. W. E., Deppeler, J. M. & Agbenyega, J. S. (2016). Access to quality education for students with disability. Journal of Social Inclusion, 7(2) 3-17.
• Agbenyega, J.S., Klibthong, S. (2015). Understanding the contribution of visual methods to early childhood research: a cross-cultural investigation, MIER Journal of Educational Studies, Trends & Practices, 5(1), 1- 13.
• Agbenyega, J. S., & Davis, E. (2015). Exploring the intersection of English as an instructional language and inclusive pedagogy in primary mathematics classrooms in Ghana. International Journal of Whole Schooling, 11(2), 45-64.
• Agbenyega, J.S., Klibthong, S. (2015). Transforming Thai preschool teachers' Knowledge on inclusive practice: A collaborative inquiry. Australian Journal of Teacher Education, 40 (7), 57-69.
• Loo, J.K.Y. Agbenyega, J.S. (2015). A critical analysis of the Australian ECEC policy reform: An opportunity for transforming educators into pedagogical leaders? Australasian Journal of Early Childhood 40 (2), 127-131.
• Supple, B., & Agbenyega, J.S. (2015). Reframing the Self in an International Learning Context: Experiences of International Students with a Disability. Current Issues in Education 18(1), 1-13.
• Klibthong, S., Ikegame, K., Fridani, L., & Agbenyega, J. S. (2014). The relationship between quality early childhood programs and transition services in inclusive education for young children. Asian Journal of Inclusive Education, 2 (1), 35-55.
• Ikegame, K., & Agbenyega, J. S. (2014). Exploring educator’s perspectives: How does learning through happiness promote quality early childhood education? Australian Journal of early Childhood Education, 39(3), 46-55.
• Agbenyega, J. S & Tamakloe, D. (2014). Where do I send my child with disability? How Australian parents negotiate their kindergarten placement dilemmas. Asian Journal of inclusive Education, 2 (1), 17-33.
• Agbenyega, J. S. (2014).Theorising rural transformation through Bourdieuian lenses: trumping dominant models with sustainable Indigenous practices. Journal of Education and Research, 4 (2), 20-35.
• Agbenyega, J. S., & Klibthong, S. (2014). Assessing Thai early childhood teachers' knowledge of inclusive education. International Journal of Inclusive Education, 18(12), 1247-1261. DOI:10.1080/13603116.2014.886306
• Salifu, I., & Agbenyega, J. S. (2013). Viewing teacher motivation in Ghana through a postcolonial lens. Current Issues in Education, 16 (3), 1-15.
• Agbenyega, J. S., & Klibthong, S. (2013). A whole schooling approach: Has inclusive education gone astray? International Journal of Whole Schooling, 9 (1), 1-22.
• Peers, C., & Agbenyega, J. S. (2013). When caring ‘Is’. Educational Philosophy and Theory, 1-15.
• O’Nell, S., Fleer, M., Agbenyega, J. S., Ozanne-Smith, J., & Urlichs, M. (2013). A cultural-historical construction of safety education programs for preschool children: Findings from SeeMore Safety, the Pilot Study. Australasian Journal of early childhood Education, 38 (1), 74-84.
• Patel, W & Agbenyega, J. S. (2013). How we view Australian early childhood education practice: Indian migrant parents’ perspectives. Australian Journal of Early Childhood Education, 38 (1), 49-54.
• Salifu, I., & Agbenyega, J. S. (2013). Teacher motivation and identity issues: issues affecting professional practice. MIER Journal of Educational Studies, Trends and Practices, 3(1), 58-74.
• Agbenyega, J. S. (2012). Early Childhood Education in Sub-Saharan Africa. In Oxford Bibliographies in Education. Ed. Luanna Meyer. New York: Oxford University Press
• Salifu, I., & Agbenyega, J. S. (2012). Impact of discipline issues on school effectiveness: the views of some Ghanaian principals. Journal of Education Studies, Trends and Practices, 2(1), 50-65.
• Agbenyega, J. S. (2012). How we view our theoretical competency: Early childhood pre-service teachers’ self-evaluation of a professional placement experience. Australian Journal of Early Childhood Education, 37(2), 141-147.
• Chen, Y., & Agbenyega, J. S. (2012). Interpreting Chinese parents’ perspectives on home-kindergarten partnership. Australian Journal of Early Childhood Education, 37(2), 95-104.
• Agbenyega, J. S, & Klibthong, S. (2012). Learning inclusively in higher education: a problem-based approach. Journal of Educational Studies, Trends and Practices, 2(1), 105-121.
• Davis, E., & Agbenyega, J.S. (2012). Language Policy and Instructional Practice Dichotomy: The case of primary schools in Ghana. International Journal of Educational Research, 53, 341-347.
• Agbenyega, J. S, & Klibthong, S. (2012). Transforming selves for Inclusive Practice: Experiences of Early Childhood Preservice Teachers. Australian Journal of Teacher Education, 37(4), 24-36.
• Agbenyega, J., (2011). Institutional practices in early childhood teachers' construction and management of learning spaces: an encounter for inclusion or exclusion? International Journal of Equity and Innovation in Early Childhood, 9(1), 62-76.
• Agbenyega, J. S. (2011). Researching children's understanding of safety: an auto-driven visual approach, Contemporary Issues in Early Childhood, 12(2), 163-174.
• Agbenyega, J. S., Deku, P. (2011). Building new identities in teacher preparation for inclusive education in Ghana, Current Issues in Education, 14(1), 1-36. Arizona State University (Mary Lou Fulton Teachers College.
• Agbenyega, J. S., & Klibthong, S. (2011). Early Childhood Inclusion: A postcolonial analysis of pre-service teachers' professional development and pedagogy in Ghana, Contemporary Issues in Early Childhood, 12 (4), 403-414.
• Supple, B., Agbenyega, J. S. (2011). Developing the understanding and practice of inclusion in higher education for international students with disabilities/additional needs: A whole schooling approach, International Journal of Whole Schooling,7(2), 93-108. Whole Schooling Consortium, United States.
• Agbenyega, J. S., & Peers, C. (2010). Early childhood inclusion: A silver lining in the dark clouds for African immigrant children? International Journal of Whole Schooling, 6 (2), 46-58 Whole Schooling Consortium, United States.
• Agbenyega, J.S., (2009). Enhancing anticipation, coordination and conflict resolution skills in children through 'ampe', Every Child, 15 (2), 22-23. Early Childhood Australia Inc., ACT, Australia
• Agbenyega, J.S. (2009). The Australian Early Development Index, who does it measure: Piaget or Vygotsky's child?, Australian Journal of Early Childhood, 34 (2) pp. 31-37.
• Agbenyega, J. S. (2008). Developing the understanding of the influence of school place on student’s’ identity, pedagogy and learning, visually, International journal of whole schooling, The whole school press/EBSCO Publishing, Canada, pp. 52-66.
• Deppeler, J., Moss, J., Agbenyega, J. S. (2008). The ethical dilemmas of working the visual and digital across space, in Researching education: Visually digitally spatially, (eds) J. Moss, Sense, Rotterdam, Netherlands, pp. 209-227.
• Agbenyega, J. S. (2008). Development of early years policy and practice in Ghana: Can outcomes be improved for marginalised children? Contemporary Issues in Early Childhood, 9 (4), 400-404.
• Agbenyega, J. S. (2008). Early childhood education in Ghana: The policy hiatus, Journal of Australian research in early education, 15 (2), 25-40.
• Agbenyega, J. S. (2007). Examining teachers’ concerns and attitudes to inclusive education in Ghana, International Journal of Whole Schooling, 3 (1), 41-56.
• Agbenyega, J. S. (2006). Corporal punishment in the schools of Ghana: Does inclusive education suffer? The Australian Educational Researcher, 33 (3), 107-122.
• Agbenyega, J. S., Deppeler, J. M., Harvey, D. H. (2005). Developing an instrument to measure teachers’ attitudes toward inclusive education for students with disabilities, Journal of Research and Development in Education, 5, 1-10.

FULL PEER REVIEWED CONFERENCE PUBLICATIONS

• Agbenyega, J. S., & Klibthong, S. (2019). Thai early childhood teachers’ experiences of inclusive teaching practices: A phenomenological inquiry. 12th annual International Conference of Education, Research and Innovation, November 11th-13th, 2019, Seville (Spain).
• Agbenyega, J. S. (2011). How Does Theory Look Like in Practice? Resolving the Pedagogical Dilemmas of Preservice Teachers (3rd International Paris Conference on Education and Economy 20-23rd June, France)
• Fridani, L., & Agbenyega, J. S. (2011). School Readiness and Transition to Primary Schools: A Whole Schooling Approach Proceedings of the 3rd International Conference on Education, Economy & Society, 20 -23 July, 2011, Analytics, France.
• Supple, B., Agbenyega, J.S. (2011). Inclusion in higher education, Proceedings of the 3rd International Conference on Education, Economy & Society, 20 -23 July, 2011, Analytics, France, pp. 568-576.
• Swart, E., & Agbenyega, J. S. (2010). Developing researcher self-reflexivity and agency: a cross-cultural narrative of inclusive education research. Paper to be presented at the AARE: Changing climates education for sustainable futures, 30 November - 3 December 2010, AARE, Melbourne
• Agbenyega, J. S. (2010). Using auto-driven research methods to create reflection of inclusive teaching and learning spaces. Paper presented at the 11 International Conference on Educational Research in Seoul, South Korea from 29-30, September 2010.
• Fleer, M., Agbenyega, J.S., & Peers, C. (2009). Australian Early Development Index: neutral measurement or colonial relic? A paper presented at the 11 New Zealand/Australian Early Childhood Conference (22-23rd January, 2009) Wellington New Zealand.
• Agbenyega, J. S., Deppeler, J. M., Moss, J. (2008). Knowing schooling, identity and pedagogy visually, AARE: Changing climates education for sustainable futures, 30 November - 4 December 2008, AARE, Melbourne.
• Deppeler, J. M., Agbenyega, J. S. (2008). Ethical dilemmas of visual research in globalized education context, 30 November - 4 December 2008.
• Agbenyega, J. S. (2005). Successful inclusive education: What matters is teacher motivation, Scholarship and Community, 7, University of Western Sydney, NSW, pp. 1-12.
• Agbenyega, J. S. The Power of labelling discourse in the construction of disability in Ghana, Educational Research, Risks and Dilemmas, 29/11/2003 to 03/12/2003, AARE, www.are.org.nz/are_info.html, pp. 1-12.
• Agbenyega, J. S. (2017). Zoos or schools? A Bourdieuian Analysis of Educational Provision for Students with Intellectual Disabilities. London International Conference on Education (LICE‐2017) and World Congress on Special Needs Education (WCSNE-2017) 11-14, December, 2017 Cambridge, UK
• Klibthong, S & Agbenyega, J. S. (2017). Utilising an International professional learning Immersion Program to Enhance Special Education Teachers’ Professional Knowledge. London International Conference on Education (LICE) and World Congress on Special Needs Education (WCSNE) 11-14 December 2017, Cambridge, UK.
• Agbenyega, J. S (2016). How does traditional folklore contribute to children’s holistic development? A paper presented at the 45th Annual Meeting of the Society for Cross-cultural Research from 17-20 February 2016, Portland, Oregon USA.
• Ikegame, K., & Agbenyega, J. S. (2014). Quality of early childhood education revisited: Voices of teachers in Soka kindergartens. A paper presented at the 24 European Early Childhood Research Association (EECERA) Conference at the University of Crete, Greece from 7th-10th September 2014.
• Ikegame, K., & Agbenyega, J. S. (2013). Exploring teacher-child interactions: the Soka discourse in practice. A paper presented at the 14th Pacific Early childhood Research Association Annual Conference from July 4 - 6, 2013 in Seoul, South Korea.
• Fridani, L., & Agbenyega, J. S. (2013). School Readiness and Transition to Primary School: Voices of Parents and Teachers in Indonesia. A paper presented at the 14th Pacific Early childhood Research Association Annual Conference from July 4 - 6, 2013 in Seoul, South Korea.
• Agbenyega, J. S. (2013). Inclusive education at the margins: the voices of African migrant families accessing early childhood education for their children in Melbourne, Australia. A paper presented at the 29th Annual Pacific Rim International Conference on Disability and Diversity, April 29 & 30: Honolulu, Hawaii Convention Center, USA.
• Agbenyega, J. S. & Klibthong, J. S. (2012). “One classroom two worlds”: A Bourdieuian theorisation of quality early childhood inclusive education. Paper presented at the International Conference on Early Childhood Care and Development (ECCD) “Supporting Children’s Holistic Learning and Development: Homes, Schools and Communities”, in Jakarta, Indonesia from 5-7 November 2012 at The Sultan Hotel.
• Banu, M & Agbenyega, J.S (2011). Early Childhood Quality in Melbourne and Bangladesh: A critical Postcolonial Analysis Proceedings of the 3rd International Conference on Education, Economy & Society, 20 -23 July, 2011, Analytics, France.
• O’Sullivan, B., See, D., Zyngier, D. & Agbenyega, J. S. (2010). Enhanced learning through network communities Paper presented at the 17th conference of Australian research in early childhood education 19-21 January, Peninsula, Monash University.
• Peers, C. & Agbenyega, J. S. (2010). Perceptions of access of access to early childhood education and care: stories from African refugee parents in Melbourne. Paper presented at the 17th conference of Australian research in early childhood education 19-21 January, Peninsula, Monash University.
• Agbenyega, J. S. (2009). Same theory, different day? Revisiting theories of teaching and learning in Early Childhood Education. A paper presented at the Australian Kindergarten Parents Victoria Conference (29-30 May 2009), Caulfield Race Course, Melbourne.
• Agbenyega, J. S. (2009). Enhancing the contribution of visual methods to early childhood education cross-culturally. A paper presented at the 11 New Zealand/Australian Early Childhood Conference (22-23rd January, 2009) Wellington New Zealand.
• Agbenyega, J. S. (2008). Problem based learning (PBL): A theoretical analysis of its contribution to knowledge acquisition and professional development, Institute of Education and Basic Education conference: Enhancing man power development through quality basic education, 17 December - 19 December 2008, University of Cape Coast, University of Cape Coast, pp. 1-19.
• Agbenyega, J. S. (2014). A better life for all children: Framing school readiness and transition in socio-critical theory of Pierre Bourdieu. PECERA conference, Bali, Indonesia (8-10 August, 2014).
• Agbenyega, J. S. (2013). From theory to policy, governance and practice: Transforming the Australian early childhood education and research landscape. Invited Keynote to a forum of 35 Vice Governors from Turkey. Monash University Council Chambers 11 December, 2013.

INVITED KEYNOTES

• Agbenyega, J. S. (2021). School and readiness and transition to school in Covid-19 time (24 March, 2021 Online, University Riau, Indonesia).
• Agbenyega, J. S. (2019). Contemporary approaches to researching disability and inclusion. A a research workshop delivered at Ratchasuda International Conference on Disability (15-17 May 2019) at The Salaya Pavilion Hotel and Training Center, Nakhon Pathom, Thailand.
• Agbenyega, J. S. (2019). Creating a world of opportunities for children with disabilities. Key note delivered at Ratchasuda International Conference on Disability (15-17 May 2019) at The Salaya Pavilion Hotel and Training Center, Nakhon Pathom, Thailand
• Agbenyega, J.S. (2017). Implementing high quality early childhood curriculum and deep learning. Presented at the launch of Learning Research Institute’s new early childhood curriculum at Grand Hotel (13-14 July 2017), Bangkok, Thailand.
• Agbenyega, J.S. (2016). Reversing academic failure: Pedagogical leadership and teaching innovations in disability and inclusive education. Mahidol University, Thailand.
• Agbenyega, J.S. (2016). The mechanisms of inclusive education. Presented at Ministry of Basic Education conference from 26 - 28th July 2015. Bangkok, Thailand.
• Agbenyega, J. S. (2013). Theorising rural transformation: trumping dominant models with sustainable Indigenous practices. Invited keynote presentation at the 4th Education for rural transformation (ERT) conference in Kasetsart University, Bangkok, Thailand (18-20th November 2003).
• Agbenyega, J. S. (2012). Inclusion and quality teaching workshop. Invited workshop at Denla International School in Bangkok, Thailand.
• Agbenyega, J. S. (2011). Improving early childhood education through theory, research and practice. A 5-day workshop delivered at the State University of Jakarta, Indonesia.
• Agbenyega, J. S. (2012). Transformative Inclusive Teacher Education: What can Bourdieu's Ideas of Habitus, Field and Capital Offer Us? Invited Keynote at International Inclusive Teacher Education Researchers’ Forum, University of South Florida, Tampa, USA (13-15 February, 2012).
• Agbenyega, J. S. (2008). Building alternative futures for minority groups. Invited Keynote by the Child Safety Commissioner of Victoria and presented at panel for the Horn of Africa group forum, Flemington, Melbourne 17th June 2008.
• Agbenyega, J. S. (2008). Quality in the early years: Developing the best practice through cultural historical theory and the pedagogy of listening, Institute of Education and Basic Education conference: Enhancing man power development through quality basic education, Invited Keynote on 17 December - 19 December 2008, University of Cape Coast, University of Cape Coast, Ghana.

BOOK REVIEWS

• Agbenyega, J. S. (2015). Inclusion in Action by Phil Foreman.
• Agbenyega, J. S. (2013). Santrok, Life Span Development
• Agbenyega, J. S. (2008). Early identification improves learning condition for children, www.wordsltd.com, Oxford, UK, pp. 182-183.)

RESEARCH GRANTS

EXTERNAL RESEARCH GRANTS

• 2017-2020: Respective relationships and gender equality. Department of Education and Training, Victoria, Melbourne: Cis Joseph Agbenyega, Marilyn Fleer, Hilary Monk, Corine Rivalland (DET - $980,000.00)
• 2013-2014: Review and Evaluation of the Victorian Curriculum and Assessment Authority, Inquiry into Implementation Project, Melbourne: CIs.-Duhn I, Fleer, M., Harrison, L., Agbenyega, J.S. (DEECD - $197, 000.00)
• 2013-2015: An Inclusive and Early Intervention Immersion program for Directors of the Ministry of Education of Thailand Ministry of Education, Thailand: CIs.-Agbenyega, J. S., & Klibthong, S. (MOE, Thailand - $136,800.00)
• 2012: Developing Parents' & Teachers' Understanding of Disability/Additional Needs Support & Learning within the Victorian Early Years Learning Framework: CIs. Agbenyega, J.S., & Rivalland C. (Yooralla Disability Services - $19, 971.00)
• 2011: Early Year Learning Framework Baseline Study: CIs. Fleer, M, Agbenyega, J.S., Bone, J, Hammer, M, Power, K, Ridgway, A, Shah, C. (Australian Department of Education and Workplace Relations - $372,136.00)
• 2011: Building a collective leadership and professional capacity for early childhood educators, Agbenyega, J. S., Fleer, M, Peers, C. (Australian Leaders Fellowship - $32,366.00)
• 2010: Contemporary Child Development Theory for Early Childhood Educators, CIs Fleer, M, Blaise, M, Agbenyega, J. S., Peers, C, Ridgway, A, Monk, H, Rivalland, C. (Victorian Department of Education and Early Childhood Development, Melbourne (DEECD) - $272,244.00)
• 2010: Evaluation: Early Start Kindergarten Partnerships - CIs Fleer, M, Blaise, M, Agbenyega, J. S., Hammer, M. (Victorian Department of Education and Early Childhood Development, Melbourne (DEECD) - $145,959.00)
• 2009 - Early Childhood Education for Master Trainers and project managers CIs: Rivalland, C. & Agbenyega, J.S. (Government of Indonesia, Jakarta International College - $103,000)
• Assessment practices for diverse children: Assumptions, beliefs and practices: CIs. Agbenyega, J.S, Fleer, M., Blaise, M., & Peers C.(The South Australian Department of Education and Early Childhood Education -$10,000.00)
• 2007-Youth Behavior Change in HIV Education in Ghana: A Docu-drama project: Research report submitted to United Nation Population Fund CIs. Agbenyega, J. S., Tefe, T. &, Agor, K. (UNFPA, Accra, Ghana).

INTERNAL RESEARCH GRANTS

• 2020-2021- Towards a better education for all students. A cross-cultural pilot study of effective application of quality research evidence in schools Agbenyega, J.S, Woolsey, M., Tamakloe, D., Klibthong S., & Davis, (ECAE, AED47,000.)
• 2009 - Schools First: Networking Communities to improve Learning and Social Opportunities: Faculty of Education Monash University: CIs: Agbenyega, J.S & Zyngier, D. (Monash University -$7, 810.50)
• 2009 - Inclusive Early childhood Education: accessibility issues faced by children of African families. Faculty of Education, Monash University: CIs. Agbenyega, J.S., & Peers, C (Monash University - $7,640.80)
• 2009 - International strategic initiative fund CIs Fleer, M., Peers, C., & Agbenyega, J.S (Monash University - $14,701.00)
• 2008 - Teacher and child construction of learning spaces: A cross-cultural visual knowing of child development and learning. Faculty of Education, Monash University, Australia. CIs: Agbenyega, J. S. (Monash University- $ 5,051.16

RESEARCH REPORTS TO INDUSTRY/ORGANIZATIONS

• Agbenyega, J.S., Hammer, M. et al. (2020). Respectful relationship project for early childhood teachers. Department of Education & Early Childhood Development, Melbourne, Australia.
• Agbenyega, J. S & Klibthong, S. (2016). An Inclusive and Early Intervention Immersion program for Directors. A research report submitted to the Ministry of Education of Thailand Ministry of Education, Thailand.
• Agbenyega, J. S & Klibthong, S. (2016). Understanding how structured teaching combined with visual strategies enhances the academic performance of children with autism: A collaborative project with Eastern Ranges School. A research report submitted to Ministry of Basic Education, Thailand.
• Agbenyega, J. S & Klibthong, S. (2016). Participatory Action Research for School-based Management and Teacher appraisal. A research report submitted to Council for Tertiary Education, Thailand.
• Agbenyega, J. S & Rivalland, C. (2013). Developing Parents’ and Staffs’ Understanding on Disability/Additional Needs Support and Learning within the Victorian Early Years Leaning Development Framework: A research report prepared for the Yooralla Children’s Services.
• Agbenyega, J.S., Rivalland, C.M.P., (2013). Educator Resource for the teaching of concepts to young children in Early Childhood Programs, Educator Resource, Monash University and Yooralla Services, Australia.
• Agbenyega, J.S., Fleer, M., Blaise, M., & Hammer, M. (2010). Early Start Kindergarten Initiative for Children Known to Child Protection: Research report submitted to Victorian Department of Education and Early Childhood Development, Victoria, Australia.
• Fleer, M., Agbenyega, J. S., Blaise, M., Peers, C. (2008). Assessment practices within the early years: Assumptions, beliefs and practices, SADECS, South Australia. Research report submitted to South Australian Department of Education and Early Childhood Development.
• Agbenyega, J. S., Tefe, T.&, Agor, K. (2007). Youth Behavior Change in HIV Education in Ghana: A Docu-drama project: Research report submitted to United Nation Population Fund (UNFPA, Accra, Ghana).

INVITED UNIVERSITY AND COMMUNITY-BASED PRESENTATIONS

• Soka educational philosophy: How relevant is it for teaching in early education settings? Emirates College for Advanced Education Research Forum (25 February 2021).
• The SCARF Approach to Developing Collaborative Inclusive Teachers. Emirates College for Advanced Education Research Forum (27 October 2020)
• 24 May 2018. Monash Thesis Examination Procedures: Actions and Responsibilities. Presented at Monash University. Australia.
• Thursday, 11h January, 2018. Developing courageous and winnable research grants. Presented at the University of Cape Coast, Ghana.
• Thursday, 11h January, 2018. Implementing subject-based early childhood curriculum. Presented at the University of Cape Coast, Ghana.
• Wednesday, 10th January, 2018: University of Cape Coast. Leading Cultural and Institutional Change. Presented at the University of Cape Coast, Ghana.
• 12 April 2018. Finding your way: Critically linking your theoretical framework and literature review. Monash University, Australia.
• 20 August 2017. Respectful Relationships: A transformative approach for working with supervisors. Monash University, Australia.
• September 26-30, 2016. Research Excellence and research impact. Presented at Millersville University, Pennsylvania, USA.
• Tuesday January 3, 2017 to Friday, January 13, 2017. Early intervention processes and practices: Theories and quality. Presented at University of Cape Coast, Ghana.
• 2017. Research excellence and research impact. Presented at University of Education, Winneba, Ghana.
• 2017. Teaching students with multiple disabilities. Presented at Ratchasuda College, Mahidol University, Thailand.
• 16 October 2015 - How much do you know about data management and analysis? (Monash University Education Research Community (MERC) Workshop Peninsula Campus)
• 15 June 2013 - The Role of theory in educational Research (Queensland University of Technology, Brisbane)
• 21 May 2013 - “Research methodologies: Engaging in rigour and quality”: Monash Education Research Community (MERC) workshop on Tuesday at Struan Building, Peninsula Campus
• 2012 - Translating inclusive theory into practice University of South Florida, Tampa, USA
• 2012 - Developing research capacity for academics University of Cape Coast, Ghana 2012
• 2009-2012 - Monash Institute of Graduate Research Expert Seminar Series on “relating to your supervisor series” Presentations were at Monash Institute of Graduate Research Centre, Clayton.
• 20-21 June, 2012 - Workshop for Osaka Kunei Women’s College, Japan (Culture and Education: Making connections for knowledge innovation) at Monash University.
• May 2011 “Developing research track record: my directions and epistemologies”: Monash University Academic Board in 2011 in Monash University Chambers, Clayton
• 20 June 2010 - “Visual Research in Education: methodologies and strategies” Monash Education Research Community (MERC) workshop presented on at Struan Building, Peninsula Campus
• 4 June 2008 - Breakdown of the student-supervisor relationship during doctoral study: Causes and remediation procedures (Monash University Graduate School)
• 2 -9, January 2007- Facilitator- Institute of Continuing and Distance Education 58th Annual New Year School (Ghana at 50: Achievements, Challenges and Future) at University of Ghana, Legon.
• 10-15 April 2006 Facilitator- Institute of Continuing and Distance Education, Northern Ghana Easter School, Tamale

Click on the Google Scholar Profile for List of Publications.