Research Directory 2010 | Contents
Research in Action – A Message from Dr. Jon Shapiro, Dean pro-tem 4
Departments and Schools in the Faculty of Education 5
Department of Curriculum & Pedagogy (EDCP) 5
Department of Educational and Counselling Psychology, and Special Education (ECPS) 7
Department of Educational Studies (EDST) 7
School of Human Kinetics (HKIN) 8
Department of Language and Literacy Education (LLED) 8
Office of External Programs and Learning Technologies (EPLT) 9
Centres and Institutes in the Faculty of Education 10
Network of Centres and Institutes in Education (NCIE) 10
Centre for Culture, Identity, and Education (CCIE) 11
Centre for Cross-Faculty Inquiry in Education (CCFI) 11
Centre for Intercultural Languages Studies (CILS) 12
Centre for Research in Chinese Language and Literacy Education (CRCLLE) 14
Centre for Interdisciplinary Research and Collaboration in Autism (CIRCA) 15
Centre for Policy Studies in Higher Education and Training (CHET) 15
Centre for The Study of Historical Consciousness (CSHC) 16
Centre for the Study of Teacher Education (CSTE) 17
Edudata Canada 17
Institute for Early Childhood Education and Research (IECER) 18
Psychoeducational Research and Training Centre (PRTC) 18
FACULTY RESEARCH PROFILES 20
By Department 343
By Areas of Research 346
Welcome to the 2010 – 2011 edition of the Research Directory for the Faculty of Education at the University of British Columbia. This publication catalogues the significant and high impact research conducted within our Departments, School, Centres, and Institutes, followed by easy-to-navigate research profiles for each of our Faculty members. If you take a moment to scan this description of our Faculty’s research productivity, I’m certain you will be struck by the variety, scope and societal importance of the scholarship pursued by our colleagues.
Our Faculty generates knowledge that will enhance the quality of education in schools, as well as the interpersonal experience that students have in that context. Entries in this publication provide numerous examples of our contributions in this area, but also illustrate Faculty of Education research germane to the visual and performing arts (e.g., research in art, drama, or music education), humanities (e.g., history of education, philosophy of education), social sciences (e.g., research in the sociology of education, educational and counselling psychology), and sciences (e.g., research in science and mathematics education, exercise physiology, sports medicine and kinesiology). In viewing the diversity of contributions represented in this volume, it is important to recognize that the focus of research within the Faculty of Education is life-long and life-wide, addressing issues related to education, culture, society, and sport, in- and out of-schools, and of relevance across the lifespan. Research within the Faculty of Education is locally-, provincially-, nationally-, and internationally-focused, and has been recognized as providing leadership to the field.
Our Faculty structure includes four Departments, a School, and a number of research Centres and Institutes. These units act as research hubs, inviting faculty, students, and international scholars to participate in rich and dynamic dialogue and research. Our Faculty has also been privileged to welcome five Canada Research Chairs. These individuals contribute to the dynamic research culture that is central to our Faculty’s scholarship, and to its impact in schools and society.
Welcome again to our 2010 - 2011 edition of the Research Directory for the Faculty of Education at the University of British Columbia. We hope you find the research descriptions informative, and we invite you to contact us should you wish further information.
Beth Haverkamp, Ph.D.
Graduate Programs and Research
The Faculty of Education’s mission statement states that our research is not only intended to advance theory and improve our practices “but to develop knowledge, tools, perspectives, support services, and programs that are helpful to communities at large.” Having this policy is all well and good, but how is the Faculty putting these words into practice?
Our involvement in schools throughout British Columbia is one example. The robust partnership between the Faculty of Education and the Vancouver School Board brings teachers and researchers together on over thirty classroom initiatives in the areas of literacy, social development, technology, and language instruction. In New Westminster, Richmond, and Surrey schools, our research is being applied in the areas of administration, counselling, and leadership, and in the Provincial curricula, our contributions are seen in art and music education, anti-racism training, and special needs instruction (to mention only a few).
Our faculty members are engaged in conversations with adolescents in the Fraser Valley about how to prevent bullying; with elders in Haida Gwaii about ways to improve math education for First Nations students; and with children all over Canada about the role exercise plays in healthy living. We remain strongly committed to research that can make a difference at home, even as these conversations take us into over 50 countries around the globe.
The sheer number of our international projects is impressive, but the nature of these projects is more striking. When talented researchers are partnered with diverse communities, the results are creative, sustainable, and culturally-appropriate solutions tailor-made to benefit the regional community. Our faculty members can be spotted teaching and learning with workers in U.S. migrant camps, training counsellors in Japan, and improving learning conditions for Ugandan girls. We work in close association with The International Association for the Evaluation of Educational Achievement, Universitas 21, the European Economic Community, the Asia-Pacific Network, and UNESCO.
In addition to their own research endeavours, our faculty members continue to mentor Education graduate students to ensure they have an opportunity to present and publish research at the university level. Our success rate so far is evidence of these efforts: between 1999-2000 and 2003-2004, our students received the highest number and combined dollar value of research awards when compared to four peer institutions and our PhD graduates continue to dominate awards given for thesis work by the American Educational Research Association and other organizations. Since 2000, four of our faculty members have been inducted into the Royal Society of Canada’s Academy of Sciences and Humanities, and countless others have received international and national awards in Art Education, Curriculum Theory, Educational Measurement, Literacy Education, and Science Education. As one of the leading faculties of education world-wide, we are known not only for our research but also our commitment to improve communities at home and abroad.
The greatest role this Faculty can provide is to facilitate conversations with new and established partners that foster educational improvements which are collaborative and socially responsible. If you are interested in learning more about how you can be a part of our network, please do not hesitate to contact us. I would like to continue this important conversation.
Interim Department Head: Dr. Karen Meyer
Department Head: Dr. Peter Grimmett (as of Jan. 1, 2011)
Department Telephone: 604-822-5422
Department Fax: 604-822-4714
"Leading research in learning and teaching within and across the disciplines"
In the Department of Curriculum & Pedagogy, we conceptualize our scholarly work in education as animated by the complexities and particularities of learning and teaching. Our faculty members and graduate students conduct research into the diverse ways people of all ages develop experiences of personal, social, and cultural learning through engagements with one another, with human-made artifacts, and with the more-than-human world. For us, the study of curriculum and pedagogy comprises a diversity of disciplinary, theoretical, and methodological approaches. Our graduate programs offer opportunities for students to specialize in art education, curriculum studies, home economics education, mathematics education, music education, physical education, science education and social studies education. As well, students may develop interdisciplinary specializations in teacher education; culture, gender and sexuality studies; scholarship of learning and teaching; studies in historical consciousness; museum and visitor education; and health, nutrition & sustainability education -- and others that may emerge from student and faculty members' research interests. As a vital cross-disciplinary Department, faculty members and students participate in a wide array of seminars, research projects and professional activities.
Department Head: Dr. William Borgen
Department Telephone: 604-822-0242
Department Fax: 604-822-3302
The Department of Educational and Counselling Psychology, and Special Education in large measure represents a blending of research and teaching interests that cut across both teaching levels (teacher preparation and graduate studies) and the following program areas in Teacher Education program and graduate programs: Counselling Psychology (CNPS); Human Development, Learning and Culture (HDLC); Measurement, Evaluation, and Research Methodology (MERM); School Psychology (SCPS); and Special Education (SPED). The Department is a community of scholars committed to the use and application of psychological foundations and research to understanding and solving human problems across the lifespan and in diverse contexts including families, communities, schools, and workplaces. Departmental scholars bring the disciplined forms of inquiry associated with Psychology to bear upon the investigation, generation, and dissemination of theory and knowledge of the role of contextual influences and individual differences in learning, development, adjustment, and interventions.
Department Head: Dr. Don Fisher
Department Telephone: 604-822-5374
Department Fax: 604-822-4244
The Department of Educational Studies (EDST) is a community of learners - scholars and practitioners with diverse interests and backgrounds that are concerned with the study of education. Our internationally renowned faculty publish widely, hold offices in major international organizations, edit top journals in various fields, and conduct extensive research programs. Our students have the opportunity to join us in many of these exciting endeavours. EDST offers the Doctor of Philosophy (Ph.D.) in Educational Studies and a professional Doctor of Education (Ed.D.) in Educational Leadership and Policy. EDST provides Masters programs (M.Ed. and M.A.) in Adult, Administrative and Higher Education as well as in Society, Culture, and Politics in Education (SCPE). The SCPE Program merges the Department's Foundations Programs in History, Philosophy and Sociology/Anthropology and the specialization in Feminism and Social Justice in Education. Recent initiatives include an innovative online, coursework-only, professional Master of Education (M.Ed.) in Adult Learning and Global Change, offered in collaboration with universities in Australia, South Africa and Sweden. Overall our scholarship and teaching are animated by a commitment to challenging the commonplace and generating possibilities for transformation to foster more sustainable, socially just, democratic societies. The department is characterized by theoretical depth, methodological diversity and innovation, and praxis in scholarship, teaching and civic engagement.
Director: Dr. Robert Sparks
School Telephone: 604-822-3838
School Fax: 604-822-6842
Human Kinetics is a cross-disciplinary body of knowledge, which focuses on the bio-physical and psycho-social dimensions of human movement, exercise, sport, and play and the cultural context within which these elements of human behaviour have developed and occur. Problems studied range from cellular analysis of neuromuscular function, movement control and psycho-social factors influencing human movement, to analyses of social and cultural transformations in the role and functions of exercise, play, and sport.
Department Head: Dr. Annette Henry (as of Sept. 1, 2010)
Department Telephone: 604-822-5788
Department Fax: 604-822-3154
The Department of Language & Literacy Education (LLED) includes scholars in a comprehensive range of language-related fields; the teaching of literacy (emergent literacies, adolescent literacies, digital literacy, multiliteracies, reading development, writing development, clinical methods, family literacy, mulitmodality, intergenerational literacy, First Nations literacy developments), English Language Arts (literature, composition, drama/theatre, poetry), English as a Second Language (ESL methods, applied linguistics, academic literacies, language assessment, discourse analysis), Modern Language Education (French as a Second Language, French Immersion, Mandarin as a Second or Heritage Language, First Nations language revitalization, various other Asia Pacific languages), Teacher Librarianship (cooperative-operative program planning, selection of resources, classification, library automation). Graduate courses in research in the various subject matter fields, and in research metholdologies, are offered regularly. The Department offers M.Ed, M.A., and Ph.D. degrees in all of its related fields. Department members are actively involved with graduate students in local, provincial, national and international research, and in a wide variety of community programs and collaborative activities.
Associate Dean: Dr. Thomas Sork
Office Telephone: 604-822-2013
Office Fax: 604-822-2015
External Programs and Learning Technologies administers professional development programs, both domestic and international, in collaboration with Departments and Centres in the Faculty of Education. Examples of these programs include summer institutes, workshops, professional conferences, off-campus cohort-based graduate programs, online distance education courses and credit and non-credit undergraduate courses. EPLT supports international students in, and visitors to, the Faculty and facilitates international projects and programs overseas.
The Network of Centres and Institutes in Education (NCIE) was created in 2002. It brings several research centres and institutes under one administrative umbrella within the faculty:
Centre for Culture, Identity, and Education (CCIE)
Centre for Cross-Faculty Inquiry in Education (CCFI)
Centre for Intercultural Language Studies (CILS)
Centre for Research in Chinese Language and Literacy Education (CRCLLE)
Centre for Interdisciplinary Research and Collaboration in Autism (CIRCA)
Centre for Policy Studies in Higher Education and Training (CHET)
Centre for the Study of Historical Consciousness (CSHC)
Centre for the Study of Teacher Education (CSTE)
Institute for Early Childhood Education and Research (IECER)
Psychoeducational Research & Training Centre (PRTC)
The NCIE administrative team provides support services for the various research and program activities of centres and institutes within the network.
While each centre/institute in NCIE has its own unique mandate, purpose, and focus, their common features have served to bring them together. Other collaborative groups may join the Network in the future.
The Network may be seen as a "generative space" where faculty and graduate students might come together around sets of shared research interests and problems that often transcend departmental boundaries. One of the primary roles of Centres in the Faculty of Education is to undertake and promote a variety of research and communication activities around a focussed set of issues, which define that particular Centre or Institute. By creating a network of units within the Faculty of Education, Dr. Tierney was seeking to truly promote and nurture the type of social organizational structure that Jean Lave and Etienne Wenger have referred to as a "Community of Practice."
Chair: Dr. Handel Wright
Centre Telephone: 604-822-6502
Centre Secretary Telephone: 604-827-3483
Centre Fax: 604-822-8234
The Centre for Culture, Identity and Education (CCIE) was established in 2005 as part of a successful UBC proposal for a Canada Research Chair and is a cultural studies research centre that focuses on exploring various facets of and developments in the comprehensive issue of identity and its educational implications in local and international cultural contexts. Located in the Faculty of Education with Handel Kashope Wright as Director, the CCIE is a collaborative, cultural studies glocal praxis centre, meaning that it emphasizes utilizing cultural studies and related discourses in the promotion of local cultural and activist work as well as collaborative research undertaken at the local, national and global levels. At the local level, the CCIE forges and maintains links (town/gown relationships) with selected local educational institutions, cultural and activist organizations as well as targeted communities (e.g. Aboriginal and immigrant communities). At the national and global levels, the CCIE is a focal point of national and international consortium of scholars working on identity and identification issues as well as on discourses that articulate and represent sociocultural diversity, the nation-state and nationalism and social and global justice. The CCIE emphasizes research and activist work that troubles fixed notions of identity and established approaches to categorizing and making meaning of individuals and groups.
Director: Dr. Mary Bryson
Centre Telephone: 604-822-6502
Centre Fax: 604-822-8234
The Centre for Cross-Faculty Inquiry in Education (CCFI) draws faculty and students together, in graduate programs, courses, lectures, workshops and other interactive venues, to address Educational issues or topics of common concern from inter- and transdisciplinary perspectives.
CCFI seeks to drive intellectual and social innovation through the nurturance of transdisciplinary scholarship in Education. CCFI thus serves as both an active academic unit that provides graduate programs and courses, and in so doing, contributes to the development of knowledge advances across multiple fields of inquiry in Education, as well as an incubator space for the development of cross-faculty initiatives and collaborative inquiry.
Director: Dr. Andrew Scales (Continuing Studies)
Centre Telephone: 604-822-6502
Centre Fax: 604-822-8234
Established in 1994, UBC’s Centre for Intercultural Languages Studies is a cross-campus centre for research, outreach, and collaboration on issues broadly connected to language, culture, and education. CILS receives support from the Faculty of Education, Faculty of Arts, and Continuing Studies. CILS members come from these and other parts of campus as well as from other institutions in the Lower Mainland. Historically, one of the Centre’s mandates has been to consider innovations in second language curriculum and methodology, particularly at the post-secondary level, with the recognition that it is in a nation’s and university’s best social, economic, and intellectual interests to have culturally sensitive, bilingual or multilingual citizens with excellent communication skills. CILS has therefore had significant involvement over the years from faculty, instructors, and graduate students in the departments of Language and Literacy Education; Asian Studies; Central, Eastern and Northern European Studies; French, Hispanic and Italian Studies; the English Language Institute; Linguistics; and the Centre for Intercultural Communication, among others. CILS regularly offers workshops and research seminars on such topics as technology in language education, issues related to language, culture and identity, software and website development for language education, and other innovations in international and heritage language education. CILS also sponsors research and development projects of interest to its members, funded by University and other sources. In 2002-2004, R&D projects have been primarily related to the theme of “Teaching Non-traditional Language Learners: Issues and Possibilities,” funded by two Teaching and Learning Enhancement Grants. Other projects have also been initiated by bringing together scholars associated with CILS who have common research interests.
Director: Dr. Patricia (Patsy) Duff
Co-Director (2010-11): Dr. Duanduan Li (Asian Studies)
Coordinator: Rachel Wang
Centre Telephone: 604-827-5587
Centre Fax: 604-822-4714
The Centre for Research in Chinese Language and Literacy Education (CRCLLE), housed within the Department of Language and Literacy Education, was officially established in 2008 with generous funding from the Office of Chinese Language Council International (“Hanban”) in Beijing. The Centre is a hub for world-class researchers and scholars engaged in research activities contributing to our understanding of more effective approaches to Chinese language teaching, testing, curriculum and materials development and a deeper appreciation for the complexities of learning (Mandarin) Chinese as a global language. A number of graduate students focusing on Chinese are already affiliated with CRCLLE, as are faculty members at UBC in both the Faculty of Arts and in the Faculty of Education. The major collaborative research project being undertaken in CRCLLE at present is entitled "Learning Chinese as an Additional Language: Negotiating Identities, Communities and Trajectories." Furthermore, together with leading scholars in the area of Chinese applied linguistics and language education around the world, CRCLLE members have drafted a research agenda on issues and priorities in the teaching and learning of Chinese across a range of geographical, linguistic, and educational contexts worldwide, from childhood through adulthood. The Centre is also involved in overseeing, coordinating, and promoting research in Chinese language teaching theories, materials, methodologies, assessment, and technology and collaborates with others interested in curriculum and teaching materials development for international Chinese language teacher education. Although the main goal of the Centre is to spearhead research and aggregate existing knowledge on Chinese language education for both Chinese diaspora members and learners of Chinese from other linguistic and cultural backgrounds, its mandate also includes sponsoring a variety of professional development events, short courses, and symposia focusing on theory, research, and effective practices in Chinese language and literacy education.
Director: Dr. Pat Mirenda
Co-Director: Dr. Joseph Lucyshyn
Centre Telephone: 604-827-3424
Centre Fax: 604-822-8234
The Centre for Interdisciplinary Research and Collaboration in Autism (CIRCA) was established in 2009 in UBC’s Faculty of Education. The CIRCA draws faculty, students, provincial service providers, policy makers, and both basic and applied researchers from BC post-secondary institutions together, to address issues of common concern that are relevant to improving the lives of individuals with autism spectrum disorders (ASD) and their families. The CIRCA seeks to drive innovation through the nurturance of transdisciplinary, collaborative work, in order to contribute to the development of knowledge advances across multiple fields of inquiry. The CIRCA also endeavours to act as an “incubator” for the development of collaborative inquiry and initiatives. The mission of the CIRCA is to support research and professional capacity-building efforts that will improve the lives of individuals with autism spectrum disorders, their families, and the communities in which they live.
Director: Dr. Kjell Rubenson
Centre Telephone: 604-822-2593
Centre Fax: 604-822-6988
Established in 1984 to conduct policy research on educational issues, the Centre for Policy Studies in Higher Education and Training (formerly the Centre for Policy Studies in Education) is concerned with the relationship between higher education and the economy. The Centre for Policy Studies in Higher Education and Training (CHET) has a mandate to:
conduct policy-oriented research and analysis in the fields of higher education and training
disseminate current research to general and academic audiences
provide an interdisciplinary academic environment for faculty, graduate students, visiting scholars and experts in policy making and policy analysis
facilitate an exchange of ideas between policy makers, researchers, administrators and leaders of business and industry
stimulate and contribute to ongoing debates on higher education within the university, the Greater Vancouver community, the province, the country, and on an international basis.
CHET maintains close ties with all levels of government in Canada, with international bodies such as the OECD and UNESCO, with special interest groups, the private sector and the community at large. CHET contributes to the advancement of knowledge in the social sciences by attempting to nurture a balance of pure and applied research, understanding that practical research must be grounded in a broad theoretical perspective. The research projects in the Centre are closely co-ordinated with an ongoing series of seminars, organized in cooperation with Green College.
Director: Dr. Peter Seixas
Centre Telephone: 604-822-5277
Centre Fax: 604-822-4714
Established in 2001, the Centre for the Study of Historical Consciousness is a unique institution, not only in Canada, but internationally. It is the only scholarly Centre whose central mandate is to foster research and research networks that link history education, historiography, collective memory and historical consciousness, i.e., the fields of inquiry that investigate how people think about, understand, and use the past. In so doing, it provides a home for researchers who are pushing the boundaries of history education research beyond formal institutions like schools and museums, while it offers scholars of collective memory support to develop the policy implications of their work. Anchored with funding from the Faculty of Education’s successful proposal for a Canada Research Chair, the Centre is based jointly in the Faculties of Education and Arts. It is located physically in the Scarfe Education building, with a laboratory, digital hardware and software, research aids, five graduate student workstations, a small seminar room, and support services. It has attracted Canadian and international scholars as research collaborators and visiting lecturers, drawn highly promising graduate students to UBC, and established links with schools, museums, and the broader community for discussion and dissemination of research projects. The Centre has developed international collaboration and exchanges with researchers in Australia, China, Japan, the Netherlands, Denmark, Germany, the U.K., and the United States and has hosted scholars from Manitoba, New Brunswick, Nova Scotia, Quebec and Ontario.
A website at www.cshc.ubc.ca includes information about the Centre, the work of its Student Associates, projects and special events. As well, the website provides access to a research directory of scholars in the fields of historical consciousness, a bibliography of recent works, and an archive of full-text papers, all of which are indexed and fully searchable. In additional to Visiting Lecturers, the Centre hosts a regular seminar where Associates present works in progress, supplemented by background readings.
Co-Directors: Dr. Anne Phelan, Dr. Tony Clarke
Centre Telephone: 604-822-2733
Centre Fax: 604-822-8234
The Centre for the Study of Teacher Education was founded to conduct programmatic research in teacher education and encompasses teacher preparation, teacher induction, and the on-going professional development of teachers. This research has several strands falling within the following parameters: research by, with, and about teachers. One of the principal vehicles for this research is school-university partnerships. Thus the Centre provides a venue for faculty and teachers to engage in inquiry about teaching and teacher education. The centre oversees doctoral and master's seminars in teacher education. Also members of the Centre supervise a growing number of graduate students whose principal research interest is in teacher education.
Director: Dr. Victor Glickman
Centre Telephone: 604-822-2338
Centre Fax: 604-822-8234
Edudata Canada is a research unit located at The University of British Columbia. We are a secure facility for storing and analyzing personal information in collaboration with data users from a broad range of sectors including education, economics, and health. We assist data stewards and users to collect, organize and warehouse data in an effective, user-friendly way.
Our mission is to increase the sharing of data and knowledge as well as to facilitate successful research and policy collaborations.
Director: Dr. Marilyn Chapman
Centre Telephone: 604-822-6593
Centre Fax: 604-822-8234
The early years of a child’s life are critical years that play a major role in determining the child’s developmental trajectory throughout life. A very robust research literature has documented the importance of early childhood education and the difference that quality early childhood education makes in these early formative years. The Faculty of Education at UBC is fortunate in having a number of faculty members whose research and professional interests focus on children from birth to age 8. The strength of this group is in its breadth across disciplinary areas, the variety and the high calibre of its research, its commitment to professional development and to playing a leadership, advocacy, and consultative role to different stakeholders. Taken together, this group represents a significant strength within the Faculty that would attract additional faculty, students, and research dollars. In order to facilitate the work of these individuals with interests in early childhood education, the Dean established the Institute for Early Childhood Education and Research in the Faculty of Education. The Institute is an interdisciplinary unit and involves the active participation of faculty, students, and visiting scholars from a range of units across the campus and the broader community. The major purpose of the Institute is to serve as a community of discourse within the Faculty and the University around issues pertaining to professional development, research, and policy in the area of early childhood development and education.
Director: William McKee
Centre Telephone: 604-822-1364
Centre Fax: 604-822-9097
Test Library & Hotline: 604-822-1364
The Psychoeducational Research and Training Centre (PRTC) is a multidisciplinary Centre for research and graduate training within the Faculty of Education. As a setting for the training of various specialists in education (i.e., school psychologists, counsellors, learning assistance teachers, etc.), the PRTC maintains an up-to-date Test Library of assessment instruments and other educational resources which can be borrowed by qualified UBC faculty and students. The PRTC also facilitates research in education and encourages the development of research partnerships with schools and professionals in the field to work together on studies of mutual interest. Our hope is to provide a Centre in which faculty and graduate students in education can work collaboratively with district and school staff and professionals in the field to develop, collect, analyze and/or disseminate research in education. The PRTC also provides service and leadership in the profession and in the community through the sponsorship of various workshops, institutes, and self-study groups, and through the PRTC Hotline, an information service providing responses to questions from school professionals on issues related to psychoeducational assessment and research in schools. Children and adolescents may be referred to the PRTC for psychoeducational assessment conducted by graduate students under the supervision of faculty members as part of graduate training in school psychology and other programs. Information from these assessments is included (anonymously) in a research database. In most cases, a fee is charged for assessment services.
Counselling in the Workplace
Career Coping and Decision Making in the Workplace: How employees are coping and possibly thriving in the changing work environment. How decisions are being made within this context. The impact of workplace wellness programs. Workplace attractors and how these interface with career development in recruitment and retention.
Amundson, N., Harris-Bowlsbey, J., & Niles, S. (2005). Essential elements of career counseling. Columbus, OH: Merrill Prentice Hall.
Borgen, W. A., Amundson, N. E., & Reuter, J. (2004). Using portfolios to enhance career resilience. Journal of Employment Counseling, 41, 50-59.
Children’s Early Math Learning
Parent and Teacher Mediation of Math
Mathematics in Context
Early Mathematics Learning in Home and Preschool Environments: To document over a 2-3 year period the activity of parents and their preschool child (starting age 2.5 years) with respect to everyday mathematics experiences and to document over the same period the preschool children's preschool experiences with respect to early mathematics (SSHRC 1998-2001).
Emergence and Mediation of Multiple Literacies in Young Children from Diverse Backgrounds: To investigate young children's emerging knowledge, conceptions and awareness in print literacy and mathematical literacy across three age ranges. To document the mediation of these literacies by parents (or significant other) and the impact of such mediation upon emergent literacies. To examine the interrelationships between the literacies under study across age and gender (with Principal Investigator: Jim Anderson, Co-Investigator: Jon Shapiro) (SSHRC 1999-2002).
Sex Differences in Storybook Reading Events: To investigate the effect of sex on the interactions which occur within parent/child storybook reading. To investigate how the sex of the child, the sex of the parent and the genre or style of book being shared interact in terms of the events which occur (with Jim Anderson and Jon Shapiro) (Hampton 1999-2000).
Anderson, A., & Sheffield, L. (2004). Mathematics education in pre- and primary school. Proceedings of the Ninth International Congress on Mathematical Education. Tokyo/Makuhari, Japan.
Anderson, A. (2001). Review of Verschaffel, Greer, & De Corte (Eds.), Making sense of word problems. Teaching Children Mathematics, 7(8), 489-491.
Anderson, A. (2000). Review of Thompson (Ed.), Issues in teaching numeracy in primary schools. International Reviews on Mathematical Education (ZDM), 3.
Jenner, D., & Anderson, A. (2000). Experiencing mathematics through literature: The story of Neil. Teaching Children Mathematics, 6(9), 544-547.
Anderson, A., & Poirier, L. (1999). Working Group C: Elementary mathematics. Proceedings of the 1999 Annual Meeting of Canadian Mathematics Education Study Group, 91-95.
Anderson, A. (1998). Parents as partners: Supporting children's mathematics learning prior to school. Teaching Children Mathematics, 4(6), 331-337.
Towers, J., & Anderson, A. (1998). The wall that stops the outside coming in: Exploring infinity and other "difficult" concepts with a preschooler. Early Child Development and Care, 145, 17-29.
Early Childhood, Mathematics
Associate Professor, EDCP
Deputy Head, Department of Curriculum and Pedagogy (EDCP)
Research Design and Methods
Teacher Enculturation in the Practice of Field Trip Visitation and Curriculum Integration in China: This collaborative project will be conducted as a joint research partnership between myself and Beijing Normal University, China, over the next three years. The collaborative research project aims to investigate the processes by which teachers in China embrace and implement field trip visitation to out-of-school science contexts such as museums and science centres, as a part of their normal curriculum practice. This study is unique in that field trip visitations of classes to out-of-school settings are not a tradition within the Chinese education system. The study seeks to elucidate the worlds of participating Chinese teachers in their enculturation into this practice.
Pre-Service Teachers' Extended Practicum Experience in a Marine Science Centre: This study is investigating the impact of an extended practicum experience in a Marine Science Centre on pre-service teachers. The study is documenting the changes in pedagogical skills, confidence as a beginning teacher, and changing conceptions of "self as teacher" that practicum placements in museum settings produce. The study intends to demonstrate the need to expand and change the traditional models of teacher education in Canada.
Visitors' Long-term Memory of Large Scale Exhibitions: Recollection of World Expositions: This study explores the nature and character of visitors’ long-term episodic and semantic memories associated with their experiences at large-scale exhibitions, by considering two significant world’s fairs, namely, World Expo 86 and World Expo 88. This study is currently investigating long-term memories associated with Expo 67 (Montreal) and Expo 70 (Osaka).
Metacognition and Museums: An international investigation, in collaboration with co-investigators Dr. Gregory Thomas (Hong Kong Institute of Education - China), and Dr. Kirsten Ellenbogen (Institute for Learning Innovation - USA) examines the ways students become aware and in control of their learning in informal settings such as museums, science centres, and nature parks.
An Investigation of the Factors Influencing K-7 Teachers’ Decisions to Make Field Trip Visits: This study investigates the issues confronting K-7 teachers of the lower mainland of BC that are hindrances to their planning field-trip visits with their classes. The key objectives are to understand the determinants and barriers faced by K-7 teachers planning field trips in general and to Science World, BC in particular.
Krmpotich, C., & Anderson, D. (2005). The impact of collaboratively developed exhibitions on visitors: The case of Nitsitapiisinni: Our way of life. Curator, 48(4), 307-405.
Nashon, S., & Anderson, D. (2004). Obsession with ‘g’: A metacognitive reflection of a laboratory episode. Alberta Journal of Science Education, 36(2), 39-44.
Hisasaka, T., Anderson, D., Nashson, S., Shigematsu, K., Watanabe, E., Yagi, I., & Hatakeyama, S. (2004). Recognition of amusement park as a studying space. Physics Education in Tohoku, 13, 31-34.
Anderson, D., Thomas, G. P., & Ellenbogen, K. M. (2003). Learning science from experiences in informal contexts: The next generation of research. Asia-Pacific Forum on Science Learning and Teaching, 4(1),1-6.
Anderson, D. (2003). Visitors' long-term memories of World Expositions. Curator, 46(4), 400-420.
Anderson, D., & Zhang, Z. (2003). Teacher perception of field trip planning and implementation. Visitor Studies Today, 6(3), 6-12.
Anderson, D., Lucas, K. B., & Ginns, I. S. (2003). Theoretical perspectives on learning in an informal setting. Journal of Research in Science Teaching, 40(2), 177-199.
Anderson, D., Piscitelli, B., Weier, K., Everett, M., & Tayler, C. (2002). Children’s museum experiences: Identifying powerful mediators of learning. Curator, 45(3), 213-231.
Anderson, D. (2002). Parental recollections of childhood museum visits. Museum National, 10(4), 26-27.
Anderson, D., & Lucas, K. B. (2001). A wider perspective on museum learning: Principles for developing effective post-visit activities for enhancing students' learning. In S. Errington, S. Stocklmayer, & B. Honeyman (Eds.), Using museums to popularise science and technology. London: Commonwealth Secretariat.
Anderson, D., Lucas, K. B., Ginns, I. S., & Dierking, L. D. (2000). Development of knowledge about electricity and magnetism during a visit to a science museum and related post-visit activities. Science Education, 84(5), 658-679.
Adult Education Issues, Science Education, Social Cognition, Teacher Research
Emerging / Early Literacy
Socio-Cultural Aspects of Literacy
Parents and Literacy
Parents as Literacy Supporters (PALS): Fiona Morrison, the Director of Early and Family Literacy with Literacy and I are co-leading a project in which we are translating the Parents as Literacy Supporters (PALS) program into four languages and training teachers/educators, multicultural workers and other support workers to work with refugee and immigrant families in their home languages and in culturally sensitive ways. The project is a collaborative effort involving five school districts: Abbotsford, Burnaby, Langley, North Vancouver, and Surrey. We also are documenting the development and implementation of the program and its impact in the communities served. The project is funded by a grant from the BC Ministry of Education
Intergenerational Literacy Project (Literacy for Life): Dr. Vicki Purcell-Gates and I are co-leading this project at two sites: Britannia Community Center, Vancouver in partnership with the Canucks Family Literacy Project and at Hjorth Community School, Surrey in partnership with the Surrey School District. The project involves classes for low literate adults and their pre-school children and focuses on the situated and real life literacy practices of the participants in their homes and communities. In addition to documenting the development and evolution of the program, they are also assessing and documenting changes in the literacy practices and knowledge of the adults and the children. As a result of this work, a handbook will be produced to train teachers working in intergenerational literacy programs. This project is funded by grants from the UBC Bookstore and the Canadian Council on Learning.