Open Access Scholarly Resources
Through policy analysis and research, CSELP scholars work to strengthen education policy and practice in British Columbia. Individuals associated with the Centre are actively engaged international research efforts, as well as monitoring changes to B.C.‘s education policy landscape and examining the implications of change within the current system.
CSELP supports a variety of publications, among those are the peer-reviewed International Journal of Education Policy and Leadership (IJELP), and the research dissemination publications, the Open Source Structured Abstract Database Project (Research brief) and R2P. The Centre strongly supports the concept of free and open access to research and data, and through IJEPL is a participant in the Synergies Project.
School Trustee Information Sources and Research Use
This research project examines the self-reported information seeking activities and networks of BC school trustees in an effort to strengthen the transmission of research through those networks. Results will be reported at the provincial level in an effort to understand the BC context. This research is funded by a Small Research Grant from the Social Sciences and Humanities Research Council.
CSELP scholars recently published the first iteration of a Compendium of Canadian Postsecondary Education Data Sources. Intended as a "living document", the Compendium combines data at the university level, and shares that data among our institutions, thus providing essential information for evidence-based policy discussions inside government.
Compiled by: EDUC 950 Course, under the supervision of Dr. Michelle Nilson
Edited by: M. J. Nilson and D. L. Rexe
Educator use of academic research in practice
Using established survey methodologies, this research project is examining the ways in which teachers incorporate academic research into their practice. The project encompasses a thorough review of the literature focused on practitioner use of research, creation and pilot testing of a survey designed to gauge the extent to which educators use (or don’t use) research in their practice, and examination of institutional barriers and incentives to research use.