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- Writing and Research: Let the Research Hub Be Part of Your Graduate Journey
- SFU Educational Review Journal Reaches New Heights: Symposium, Editorial Board and DOAJ
- From the Lab to the Classroom: Team Behind Dialectical Map Encourage Critical Thinking Across Disciplines
- Reflections on an Exploration of Narrative Inquiry in a Public Seminar with Dr. Gary Barkhuizen
- Jacqueline Barreiro on Storytelling, Pedagogy, and Post Humanism
- Exciting Collaboration on Evaluation as a Means of Community-Based Research and Engagement
- From a Grassroots Pilot Project to a Province-Wide Success: The Story behind YMCA’s Y Mind Program
- Digital Story Creation with Scribjab: An Innovative Interactive Display
- SFU Educational Review Journal Features Impressive Line-up of Publications
- Theater & Teaching - Possible's Slow Fuse Dialogue Series #2 with Kevin O’Neill
- Seminar with Dr. Michelle Pidgeon on Indigenous Education at the From the Ground Up Scholarship Series
- A Provocative Inaugural Session for the Possible's Slow Fuse Dialogue Series
- Q&A with Dr. Paula MacDowell on creating augmented reality (AR) experiences with students
- A Scientist and a Dancer Met in a Classroom…
- Learning Environments Research: Context Matters
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Dr. Cheryl Amundsen wound up a 10-year longitudinal research study, conducted with colleague Dr. Lynn McAlpine (Oxford University), with a book entitled Identity-trajectories of early career researchers (Palgrave-MacMillan, 2018). A narrative approach was used to follow 48 individuals in the social sciences and STEM fields documenting the decision-making processes that guided their careers post-PhD. The book provides a synthesis of the published papers, chapters and two previous books emanating from the study. Dr. Amundsen also co-authored a chapter with Dr. Annique Boelryk, a recent PhD graduate, as part of the book Success after tenure: Supporting mid-career faculty. The chapter critiques and expands upon a course design process developed by Dr. Amundsen and colleagues using a model emerging from Boelryk’s dissertation.
Last June, Dr. Susan Barber attended the Canadian International Conference on Education at the University of Toronto (CICE) where she presented a paper on the new topics on which MEd students in Educational Practice are focusing their inquiry projects: Refugees, Coding and Mindfulness. She is also collaborating on a project with the Surrey School District related to teaching refugees.
Dr. Elina Birmingham co-authored an article titled “How do adults and teens with self-declared Autism Spectrum Disorder experience eye contact? A qualitative analysis of first-hand accounts” for the journal PLoS ONE. In November, Dr. Birmingham co-authored a talk given at the 58th Annual Meeting of the Psychonomic Society entitled “Searching for the social attention bias”.
Dr. Wanda Cassidy co-authored a book chapter, "Looking below the surface: A Canadian perspective on cyberbullying in schools and universities", for a Cambridge University Press book, edited by P. K. Smith and others. She also co-authored an article for the International Journal of Environmental Research and Public Health titled “Adversity in university: Cyberbullying and its impacts on students, faculty and administrators”. Dr. Cassidy received an SFU Publications Grant to assist with the publication of her co-edited book on Cyberbullying at University, to be published by Routledge Press early in 2018. She received a Mitacs Elevate grant with her postdoctoral scholar, Cristina Serverius, to conduct community-based research into the Whytecliff Learning Centres’ therapeutic, whole-school approach to engaging vulnerable youth. She also completed a report for the Justice Education Society, which proposed a legal capabilities theoretical framework for the development of resources for the new BC curriculum. In November, she spoke at the Surrey Social Innovation Summit, as part of a panel titled “Our social responsibility to our youth”.
Dr. Pooja Dharamshi authored an article titled “Seeing the everyday through new lenses: Pedagogies and practices of literacy teacher educators with a critical stance” for Teacher Education Quarterly. Dr. Dharamshi also co-authored an article for the European Journal of Teacher Education titled “Constructivism as a framework for literacy teacher education courses: Case studies of six literacy teacher educators”.
Dr. Marela Dichupa completed her training in somatically oriented psychotherapy with the Sensorimotor Psychotherapy Institute in November (260 hours total for Levels 1 & 2). With the learning gained from this approach, she is reframing the concepts she developed in her doctoral thesis. In her work, she builds on the notion of the gaze, conceptualized as an aspect of dialogue that arranges social spaces by ascribing value on to persons, objects, practices and ideas. Because the gaze is an undercurrent to surface communication, she considers it one of the tasks of the educator to elicit the countergaze—a moment of insight when the student recognizes the gaze and its action. To extend this work, Dr. Dichupa is investigating the effect of the gaze on somatic experiences of persons in social spaces such as the school and other institutions.
Dr. Mark Fettes visited Riga, Latvia in June for the annual meeting of the MIME Research Consortium. MIME (Mobility and Inclusion in Multilingual Europe) is a five-year, 5-million-euro multidisciplinary research project funded by the European Commission with the aim of producing policy recommendations for European governments on the management of multilingualism. The project is entering its final phase and will wind up next year. In November, Dr. Fettes, along with fellow researchers in Italy and Portugal, submitted the third research report from the Education working group, focusing on reforms to bolster linguistic inclusion in the school system and promote more inclusive assessment of language skills.
Dr. Sepideh Fotovatian authored a chapter, “Narratives of Integration” in Guo, S. (Ed.) Work, Learning and Transnational Migration (Routledge), based on her current research about third pedagogical spaces and pedagogical meshing. She has four accepted presentations for 2018 as follows: “The role of curriculum in allowing agency and autonomy for "non-native" EAL teachers” and “Internationalization in English language teacher education programs: A reflection on pedagogical meshing” for the 53rd RELC International Conference on 50 Years of English Language Teaching and Assessment (March 2018, Singapore), “Training international English language teachers: The role of teacher educators and program designers” for the American Association of Applied Linguistics (March 2018, Chicago), and “Negotiation of pedagogies: Teacher education and globalization” for the Comparative and International Education Society (March 2018, Mexico).
Dr. Roger Frie has continued his research on historical trauma and memory. He has just published a new edited volume, “History flows through us: Germany, the Holocaust and the importance of empathy” (Routledge), which creates an interdisciplinary dialogue between psychoanalysts and leading historians of Germany and the Holocaust. Frie’s book Not in my family: German memory and responsibility after the Holocaust (Oxford) was published in April and won the Canadian Jewish Literary Award in the category of history. He has been lecturing widely on the topic of the book and has received invitations to speak to public and professional audiences in Canada, the United States, France and England. He is currently writing an article about the divergent ways in which people respond to being confronted with historical trauma. He is particularly interested in why people seek to avoid or dissociate the responsibility to remember.
For the last two years, Dr. Natalia Gajdamaschko served as an International Program Scientific Committee member for the 5th International Congress of the International Society of Cultural-Historical Activity Research (ISCAR) that was held in Quebec City, Canada. In this capacity, she delivered an Invited Speaker address to the Closing Ceremony of the ISCAR Congress on September 1. Additionally, she has three editorials at the Mind, Culture and Activity (MCA) Journal, the international peer-reviewed journal where she is serving as co-editor.
Dr. Joel Heng Hartse collaborated with his colleague from the Centre for English Language Learning, Teaching and Research (CELLTR), Ismaeil Fazel, on the chapter "Reconsidering “Predatory” Open Access Journals in an Age of Globalized English-language Academic Publishing” published in the book Global Academic Publishing: Policies, Practices, and Pedagogies. Dr. Heng Hartse’s podcast about language in higher education was featured in the November issue of University Affairs magazine.
Dr. Cher Hill published an article, "More-than-reflective practice: Becoming a diffractive practitioner", in Teacher Learning and Professional Development. She also co-authored a book, Disrupting boundaries in education and research, with Drs. Smythe, MacDonald, Dagenais, Sinclair, and Toohey. She taught Education 352: Building on Reflective Practice for the first time, endeavouring to create a “co-intentional” (Freire, 2007) learning environment in which the curriculum was emergent and co-constructed, and all members of the class were positioned as teachers and learners.
With his colleagues and graduate students, Dr. David Kaufman was active in presenting several papers at the AGE-WELL NCE annual meeting and the Canadian Association for Gerontology (CAG) annual conference in Winnipeg in October. Dr. Kaufman and Simone Hausknecht (PhD candidate) also presented a workshop on digital storytelling for older adults at the CAG conference. Dr. Kaufman and his team published three chapters in Computer Supported Education (Springer). He and his colleagues also published a paper in French in the Canadian Journal of Communication and another in the Canadian Journal on Aging. The topics in the above papers and presentations addressed the areas of digital games and digital storytelling for older adults.
Dr. Paula MacDowell authored an article titled “Girls’ perspectives on (mis)representations of girlhood in hegemonic media texts” for Girlhood Studies: An Interdisciplinary Journal. She presented her research on “Greening making” at the 9th World Environmental Education Congress held in Vancouver. In October, she presented the peer-reviewed paper “App making for pro-social and environmental change at an equity-oriented makeathon” at Stanford University (FabLearn 2017) where she also demonstrated how to “Upcycle and augment your reality with old t-shirts”. She is grateful for the opportunity to speak on CBC Radio (two times during the summer) about her research with girls learning coding at Maker Camp. Dr. MacDowell is currently working alongside EDUC 358 students to create an interactive multi-touch textbook Traditions, Education, Technology, which will be available on the iTunes store in December.
In November, Dr. Masahiro Minami presented 3 papers at the 35th Annual Meeting of the Japanese Society for Morita Therapy, Kumamoto, Japan. A 2-part paper focused on the mechanisms of change in outpatient Morita Therapy. The first part, ”Via transdiagnostic and transtherapeutic approaches”, was presented at the International Symposium of Morita Therapy: Theory, Practice, and Training. Then, he presented the second part “Theoretical/conceptual analysis of the views of suffering and wellness via integrative attitude mode” at the same conference. Dr. Minami also presented a paper at the International Roundtable for the Advancement of Morita Therapy titled “Arugamama and acceptance: via cognitive dissonance theory”.
Dr. John Nesbit will give a presentation, co-authored with Mladen Rakovic, Dr. Phil Winne and Misha Jain, at the American Educational Research Association Meeting in April. Titled “Mastery learning of complex skills: A simulation”, the presentation will report research simulating how learners acquire complex skills represented by learning hierarchies. Nesbit, Hui Niu and Qing Liu summarized their research on argument visualization in a chapter (in press) titled “Cognitive tools for scaffolding argumentation”. The central claim of the chapter is a) skillful argumentation is cognitively supported by schema that represent components of arguments such as evidence, counterarguments, and warrants; and b) students can acquire such schema by interacting with visualizations such as argument maps.
Dr. Kevin O'Neill is leading a collaborative research project funded by the Centre for Online and Distance Education (CODE) at SFU. Extending prior research, this project aims to develop the most comprehensive understanding to date of how students choose the modality in which they take a particular postsecondary course: face-to-face or fully online. Already almost 300 students from three different faculties at SFU (including Education) have participated in the research. The research team includes Dr. Kanthi Jayasundera from CODE, Dr. John Nesbit from the Faculty of Education, and two graduate students in Educational Technology and Learning Design: Suzanne Reinhardt (PhD) and Natália Lopes (MA). He also presented in three conference this term. At the Annual Meeting of the American Educational Research Association in Texas, Dr. O’Neill presented the paper “To be genuine in artificial circumstances: Using the theatre analogy to understand teachers’ workplace and work”. At the 1st annual symposium of the International Society for STEM in Education, he was invited to present his paper “Getting beyond functional rationality in the kid coding movement”. He also collaborated on the paper, “Development and field testing of a formative assessment of metahistorical conceptions”, presented at the Annual Meeting of the American Educational Research Association in San Antonio, Texas.
Dr. Susan O’Neill had two co-authored journal articles published: “Singing our song: The affordances of singing in an intergenerational, multimodal literacy program” for Literacy and “Cognitive strategies in sight-singing: The development of an inventory for aural skills pedagogy” for Psychology of Music. She also published a chapter for the book Arts-based methods and organizational learning: Higher education around the world (Palgrave Macmillan). In July, she gave the opening address at the 3rd International Conference of Dalcroze Studies in Quebec and in October, she presented a keynote at the Brazilian Association of Music Education Conference in Manaus, Brazil. She also presented an invited paper in November at the Intergenerational Cities Conference in Paris based on her SSHRC-funded research and co-authored book Why Multimodal Literacy Matters published by Sense.
Dr. Özlem Sensoy finished the final proofs on an article titled “We are all for diversity, but…”: How faculty hiring committees reproduce whiteness and practical suggestions for how they can change". The paper will be published in the Harvard Educational Review winter 2017 edition in December. Dr. Sensoy has also begun work on a new project, with colleague Michelle Stack at UBC, on youth participation in civic activism, civic disobedience, and civic protest.
Dr. Celeste Snowber has written a chapter in the Handbook of Arts-Based Research, edited by Patricia Leavy and published by Guildford Press in Fall of 2017. Her contribution is “Living, moving, and dancing: Embodied ways of inquiry”. As part of her Artist in Residency in the UBC Botanical Garden she did a performance in July entitled Maple Musings in collaboration with Douglas Justice, Associate Director of Horticulture, which explored the maples from a scientific and poetic lens. Her second collection of poetry, Blue waiting, co-authored with Sean Wiebe has been released this fall by Acorn Press. She has an article coming out in the French journal Theologiques, a special issue on dance and spirituality entitled “Dancers of incarnation: From embodied prayer to embodied inquiry”.
Dr. Valia Spiliotopoulos presented the following papers at the Integrating Content and Language in Higher Education conference in Copenhagen, Denmark on behalf of the Centre for English Language Learning Teaching and Research: “Integrating language, content, and critical thinking in an undergraduate business course: Assessing the impact on student learning and faculty engagement”, and “From ‘lone ranger’ to ‘community of practice’: Supporting faculty engagement and integrating content and language at the institutional level”. Dr. Spiliotopoulos also co-presented and co-authored with Drs. Cécile Sabatier and Rémi Léger a research report for the B.C. Ministry of Education entitled “French as a second language and British Columbia’s second language education policy”.
Dr. Zuzanna Vasko presented an experiential workshop at the World Environmental Education Conference in Vancouver with Maple Ridge artist-in-residence Robi Smith. The workshop, “Drawing meaning from nature: observation, symbols and stories”, explored building personal connections with the natural world through the arts, with a view to engender cultural change around environmental stewardship. Dr. Vasko also had an exhibition, “The enlargement of small moments”, at the Fort Gallery in Langley with fellow artist Elizabeth Anderson. Among her work was a large mixed-media wall installation which reflects upon the act of attending to humble, easily-overlooked phenomena within local ecologies.
Dr. Phil Winne authored and co-authored several conference presentations this term presented in the USA, Denmark and Finland. Here are some highlights. Collaborating with Dr. Bernacki of the University of Nevada-Las Vegas, in April Dr. Winne presented a paper at the American Educational Research Association, “What can be inferred from trace data? Current methods to triangulate and validate traces of learning behavior”. In August, Dr. Winne collaborated on “Refutations moderate mediations between value, emotions and learning during knowledge revision” presented at the American Psychological Association in Washington, DC and another paper titled “The Influence of attitudes and emotions in learning from multiple texts” presented at the European Association for Research on Learning and Instruction conference in Tampere, Finland. At the 5th Integrating Content and Language in Higher Education conference in Copenhagen, Denmark, he collaborated on a paper “Using trace data to take a peek into the black box: The case of 'definitions”. More recently, he has developed a proof that “endpoints” of a confidence interval have their own confidence intervals rather than being precise values. He reframes the conventional confidence interval as a “frayed” confidence interval. If his analysis proves valid, researchers will need to be more careful when claiming confidence for effects they identify using statistical analyses. His manuscript is under review for publication.
In November, Dr. David Zandvliet was the keynote speaker at the 9th International Conference on Science, Mathematics, and Technology Education (SMTE). The conference was held in collaboration with the Faculty of Psychology and Education, Universiti Malaysia Sabah in Kota Kinabalu Sabah, Malaysia. With the theme “Sustaining Science, Mathematics and Technology Education for Future Generations”, Dr. Zandvliet was invited to discuss and address issues in improving science, mathematics, and technology education for the 21st century.