Research Matters — Past Issues

Dr. Cameron earned a PhD in clinical psychology from the University of Calgary in 2020. Her doctoral work focused on mental health during the transition to parenthood, with her dissertation examining risk and protective factors for paternal perinatal depression. Dr. Cameron also held postdoctoral fellowships from the University of Manitoba (Department of Psychology and Department of Pediatrics) and UBC in Educational and Counselling Psychology (Faculty of Education). She is a registered psychologist in British Columbia and Manitoba, with practice in child, youth, family, and parent wellbeing.

Appointed to the Faculty of Education as an assistant professor in summer 2022, Dr. Lilach Marom is interested in questions related to diversity, inclusion, anti-racism, and social justice in teacher education. Having worked as an educator in multiple locations and countries (Israel, the United States, and Canada) with culturally, linguistically, and ethnically diverse populations, Lilach is particularly concerned with the barriers facing internationally educated teachers, racialized, and Indigenous teachers. Her work focuses on efforts toward diversifying teacher education and the teaching force. A starting point of her academic inquiry is grounded in her positionality as an immigrant, Jewish, settler educator.

Dr. Sara Florence Davidson is a Haida/Settler educator and scholar who has a PhD in Literacy Education. One of the main areas of focus in her research is seeking ways to merge the strengths of Indigenous and non-Indigenous perspectives and pedagogical practices in the K-12 system. She is also the project lead on Indigenous Storybooks where she is learning about how traditional Indigenous stories can be used to strengthen text-based and Indigenous literacy practices.

Joining the Faculty of Education in 2023, Dr. Cristiano B. Moura came to SFU from Brazil, where he taught at the Federal Center for Technological Education Celso Suckow da Fonseca. From 2019, he held the position of assistant professor in the Graduate Program in Science, Technology & Education, supervising masters and PhD students in science education. In 2019, Dr. Moura earned his doctorate at the Federal Center for Technological Education of Rio de Janeiro with an exchange period at York University. Previously, he also taught chemistry in Brazil’s public school system.

Dr. Ana Maria Navas Iannini joined the Faculty of Education in Fall 2022 from the University of Los Andes in Colombia. Specializing in informal science education (ISE), she brings an extensive array of graduate and undergraduate teaching and graduate mentorship experiences as well as a portfolio of research projects in collaboration with Simon Fraser University, the University of São Paulo (Brazil) and the Ontario Institute for Studies in Education - University of Toronto, where she received her PhD in 2017.

Dr. Sharon Hou (she/her) joined the Faculty of Education as an assistant professor in Educational Psychology in Fall 2024. She is also a psychologist and investigator at BC Children’s Hospital and the Research Institute. Dr. Hou earned her MA and PhD in Clinical Child and Adolescent Psychology from the University of Guelph and her BA (Honours) in Psychology and French from the University of California, Los Angeles. Dr. Hou completed two postdoctoral fellowships, including a specialization in oncology and psychology at the University of Calgary and a focus on knowledge mobilization and implementation science at the University of British Columbia.

Dr. John Nesbit is a professor in the Faculty of Education at Simon Fraser University who conducts primary research and meta-analyses on fundamental and applied topics within the learning sciences. He leads two research groups that have published SSHRC-funded research in areas such as the evaluation of digital learning resources, individual and collaborative concept mapping, effects of prompting self-explanation, cognitive tools for supporting self-regulated learning, the relationship between the need for cognition and academic achievement, and efficacy of intelligent tutoring systems. In recent years, his research has focused on two topics – interactive guidance in scientific inquiry learning and development and evaluation of an argument mapping tool to support critical thinking.

Dr. Rina Zazkis, professor in the Faculty of Education and Tier 1 Canada Research Chair (term until 2030) in STEM Teaching and Learning, has long researched how creative approaches to learning mathematics can play a critical role in secondary school mathematics teacher preparation. In 2024, as an invited plenary speaker at the 15th International Congress on Mathematical Education in Sydney, Australia, she explored the interplay between her own teaching and research in mathematics education. Her current SSHRC Insight-funded project focuses on how prospective and practising teachers, teacher educators, and mathematicians consider not only how they use their knowledge but what they see as its potential usage. Dr. Zazkis sees raising awareness of the connections between disciplinary mathematics and school mathematics as one of her primary research goals.

This article highlights Dr. David Zandvliet, a UNESCO Chair and professor at the Faculty of Education, who redefines the concept of a field school at Indonesia’s Universitas Sam Ratulangi (UNSRAT). Dr. Zandvliet integrates a hands-on, inquiry-based educational method, immersing students in local culture and environmental issues. His unique vision for the field school emphasizes bio-cultural diversity and collaborative international learning, with the aim of deeply engaging faculty and enhancing global educational practices. Through this initiative, Dr. Zandvliet not only fosters academic and professional development but also champions innovative environmental learning strategies.

Dr. Lilach Marom highlights the biases and challenges faced by internationally educated teachers (IETs) in Western countries during teacher recertification. Her collaborative project, involving researchers from Canada and Europe, delves into how recertification policies may hinder the diversification of the teaching workforce. Highlighting the gap between policy and practice, Dr. Marom examines the intersection of migration, job market demands, and teacher professionalism and explores the potential of IETs to enrich the educational landscape with their diverse backgrounds.

Drs. Cary Campbell and Michael Ling are redefining the landscape of higher education through their FIRE-funded project “Transdisciplinary Pathways in Higher Education Research and Education,” which introduces innovative educational frameworks integrating multiple disciplines. Deeply rooted in the challenges and opportunities of digital and environmental shifts, their research seeks to create meaningful educational experiences that transcend traditional boundaries. By focusing not only on enhancing academic inquiry but also on expanding opportunities for graduate students internationally, Drs. Campbell and Ling are committed to developing future scholars equipped to tackle global challenges through a transdisciplinary approach.

The data visualization (DV) project enables us to comprehend, process, and cultivate relationships and stories about the scholarly work undertaken within our non-departmentalized, interdisciplinary faculty. Such visualization provokes new thinking and sparks insights into our collaborative efforts and the potential for faculty development. This research was driven by an approach known as data feminism, which foregrounds two data principles: “embrace pluralism” and “make labor visible.” These principles foster an inclusive educational research culture while also effectively presenting and valuing greater interdisciplinarity. Through this DV project, we also gained insights into faculty members’ sense of belonging within the faculty, particularly in relation to opportunities for collaborative research.