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Daniel Laitsch
Founding Director, CSELP
Dr. Laitsch's scholarship and teaching are based in the social foundations of education, and the critical role professional educators play in advancing a just and equitable society. The social foundations of education are action oriented and interdisciplinary, bringing together diverse disciplines including political science, economics, education studies, and education policy studies.
His scholarship focuses on two strands within education policy studies: examination of the neoliberal and economic forces shaping inequities in education systems; and social change through advancement of educator professionalism as informed by research utilization.
More recently, he has used self-determination theory to help challenge change approaches that often exacerbate inequities through competitive extrinsic reward and punishment systems, instead focusing on intrinsically driven change that can help build capacity and resist inequities brought about by competition.
school Supervision Status: Open to New Students
Research
Keywords
social foundations of education; research utilization; use studies; information utilization; research and development; institutional research; educational policy; government policy; information policy; policy; policy analysis; policy formation; policy statements; public policy, motivation, self-determination theory
Supervisory Experience
Doctoral Supervision
- Chow, Pui Kei Peggy (EdD, 2023), Ethical decision-making using the best interests of the student as a guiding principle: Where does it lead?
- Wells, Cherrie (EdD, 2022), High school to university transition: How students perceive, describe, and respond to the academic expectations that they encounter
- Eftenaru, Cristina (EdD, 2020), Experiencing leadership: A study exploring perceptions of leadership of people who pursued doctoral studies in Educational Leadership at Simon Fraser University
- Jung, Kathryn (EdD, 2020), Why the mentoring of female educational leaders with an ethic of care matters (Co-supervisor)
- Maierle, Linda (EdD, 2020), The lifeworld of the high school special education teacher: Voices signified (Co-supervisor)
- Alajlan, Khaled Saleh (EdD, 2018), Evaluation of school principals: Responses from education leaders in Saudi Arabia (Co-supervisor)
- DeMarzo, Luigi (EdD, 2018), Public school principals’ perceptions of innovation (Co-supervisor)
- Chute, Carey Douglas (EdD, 2017), Principal beliefs, experiences, and barriers to involvement with student teachers during the practicum component of initial teacher education programs (Co-supervisor)
- Ho Younghusband, Alice Christine (EdD, 2017), The Professional Learning Experiences of Non-Mathematics Subject Specialist Teachers: A Descriptive Study
- To, Daniel Ming Lui (EdD, 2017), Parental Support for Students Who Participate in High School Athletics: An Exploration of the Perceived Influence of Parents and Its Effect on Student Self-Efficacy and Academic Success (Co-supervisor)
- Glasgow, Keith Brenton (EdD, 2015), An Analysis of the Managerial and Instructional Leadership Practices of Secondary School Principals under Universal Secondary Education Reforms in Saint Vincent and the Grenadines
- Point, Gwendolyn Rose (EdD, 2015), Intergenerational experiences in aboriginal education: my family story
- Lenarduzzi, Grant Peter (EdD, 2010), The effect of school closure on principal leadership
- Holt, Tara Ann Marie (EdD, 2013), Perceptions of Settlement Workers in Schools (SWIS) Working with Refugees in a Large Urban School District: An Exploratory Study of Program Successes and Challenges (Co-supervisor)
- Hansen, Heidi Lee (EdD, 2012), An urban organization's approach to Aboriginal child welfare practice
- Holyk, Travis (EdD, 2011), U’h nook noh khunuk (in our own words): Lake Babine Nation parents’ understanding of school assessment
- Paynter, Rodney Alan (EdD, 2011), Evaluation of a Saskatchewan NewStart Life Skills-based coach training program
Upcoming Course
This instructor is currently not teaching any courses.