Geoffrey Borman | Education | Best Researcher Award

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Dr. Geoffrey Borman | Education | Best Researcher Award

Arizona State University | United States

Dr. Geoffrey D. Borman, Ph.D. University of Chicago, currently the Alice Wiley Snell Endowed Professor at the Mary Lou Fulton Teachers College, Arizona State University, Tempe, has established a distinguished career in quantitative methods, educational policy analysis and the design of large‐scale randomized and quasi‐experimental studies directed at educational inequality and school reform. He holds over 55 major peer-reviewed journal articles, book chapters and technical reports his Scopus profile reports 3,653 citations and an h-index of 30 His work includes seminal meta-analyses of comprehensive school reform and national randomized field trials such as the long-term evaluation of “Success for All”, and has addressed summer learning, teacher quality, and self-affirmation interventions to narrow achievement gaps. His methodological contributions span causal inference, multilevel modeling, and research synthesis, and his substantive agenda focuses on how schooling outcomes are socially distributed and how interventions can promote equity. He has held leadership roles such as Director of the Interdisciplinary Training Program in the Education Sciences at the University of Wisconsin-Madison and currently leads research efforts and training at ASU. His numerous honors include Fellow of the American Educational Research Association and national awards for research impact

Profile: Scopus | Orcid

Featured Publications 

Borman, G. D., et al. (2025). The costs and impacts of Descubriendo la Lectura: Evidence from a multisite experimental study. Journal of Research on Educational Effectiveness.

Borman, G. D., et al. (2024). The Spanish- and English-language literacy impacts of Descubriendo la Lectura across three experimental replications. Journal of Research on Educational Effectiveness.

Borman, G. D., et al. (2024). The district-wide effectiveness of the Achieve3000 program: A quasi-experimental study. Journal of Education for Students Placed at Risk.

Borman, G. D., et al. (2022). A replicable identity-based intervention reduces the Black-White suspension gap at scale. American Educational Research Journal.

Xinlei Sun | Educational Technology | Best Researcher Award

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Mr. Xinlei Sun | Educational Technology | Best Researcher Award 

Mr. Xinlei Sun, Chair of Educational Science, University of Passau, Germany.

Xinlei Sun is a Research Assistant at the University of Passau, Germany, and a PhD student in Educational Science. He holds a Master’s degree in Vocational Education and Personnel Capacity Building from TU Dresden and a Bachelor’s degree in Human Resource Management from Beijing Union University. Xinlei is actively involved in the project “KI meets VHB” and has made significant contributions to educational research, particularly through a pioneering meta-analysis on the effects of GFC on learning outcomes. His work provides valuable insights into educational technology and higher education, guiding future instructional design and practices.

Professional Profile

ORCID ID

🎓 Education

  • PhD in Educational Science
    University of Passau, Germany
    April 2024 – Present
  • Master’s Degree in Vocational Education and Personnel Capacity Building
    TU Dresden, Germany
    October 2021 – October 2023
  • Bachelor’s Degree in Human Resource Management
    Beijing Union University, China
    September 2017 – June 2021

🔬Research Contributions On Educational Technology

Xinlei Sun’s research contributions are focused on the intersection of educational technology and higher education. His notable work includes a pioneering meta-analysis on the effects of GFC on various learning outcomes, which fills a significant gap in the field. This study provides valuable insights and offers guidance for educators and researchers in developing effective strategies for instructional design. Xinlei’s contributions are poised to make a lasting impact on the future of educational practices and research, offering promising results for further advancements.

💼 Work Experience

  • Project Assistant (Projektmitarbeiter)
    “KI meets VHB” Project, Chair of Educational Science, University of Passau, Germany
    December 2024 – Present
  • Research Assistant (Wissenschaftlicher Mitarbeiter)
    Chair of Educational Science, University of Passau, Germany
    April 2024 – Present

🏅Impact and Honors 

Xinlei Sun’s research has made a significant impact in the field of educational science, particularly with his pioneering meta-analysis on the effects of GFC on learning outcomes. This contribution fills a key gap in educational research and offers valuable insights for future instructional design. While still early in his career, his work is already setting the stage for promising advancements in educational technology and higher education, marking him as a rising scholar with the potential for long-lasting influence.

📚Publication Top Notes

📘”Students’ behavioural, cognitive and affective outcomes in gamified flipped classrooms: A meta‐analysis”

Published: April 2025
DOI: 10.1002/rev3.70039
Contributors: Xinlei Sun; Maximilian Sailer