College of
Education
Annual Research Report: 2010–2011
www.education.usask.ca
College of Education 2010–2011
1
Dr. Cecilia Reynolds
Dean’s
Associate & Assistant Deans
[Left to right] Laurie Hellsten (Associate
Dean of Graduate Studies and Research)
and Lynn Lemisko (Assistant Dean of
Undergraduate Programs & Research)
Message
Looking at last year as we move forward . . .
The research outlined in this Report was undertaken by our faculty and students and supported
by our staff and administrative teams in the school year 20010/11. These pages reflect recurring
themes in our scholarly and artistic work, topics of research supported by a wide range of
funding agencies, and the depth and breadth of focus areas we are exploring. Those who
read the Report will perhaps be struck by the diverse ways that the overarching discipline of
“education” plays out in the various sections outlining our work. We are a College with a proud
past, and you will note references to our alumni and our Professors Emeriti. We are also a College
determined to move forward with a new College Plan (2012–2016), and you will note references
to our recent graduates and our newly-hired faculty. Our work is both local and global. We are
proud of what has been accomplished, and we are optimistic about what is yet to come.
Eagle art by:
Rocky Young
Department Heads
[Left to right] Len Proctor (ECur),
Sheila Carr-Stewart (EAdm), and
David Mykota (EPSE); [Insert]
Robert Regnier (EFdn)
Cover art by:
Celesta Gamble
Graduate Chairs
[Top] Shaun Murphy (ECur) & Dianne Miller (EFdn);
[Bottom] Jennifer Nicol (EPSE) and Sheila CarrStewart (EFdn)
Note: EAdm: Department of Educational Administration, ECur: Department of
Curriculum Studies, EFdn: Department of Educational Foundations,
EPSE: Department of Educational Psychology and Special Education
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Annual Research Report: 2010–2011
Research Centres
and Research Facilitator
Research Facilitator
Sara Mueller
Aboriginal Educational Research Centre (AERC)
[Left to right] Lloyd Laliberte (*CPSC, *RA), Marie Battiste (Academic Director),
Pamela Fernandez (CPSC, RA), and David Werner (CPSC RA); [Insert] Carmen Gillies
(CPSC, research coordinator)*CPSC: Canadian Prevention Science Cluster, Saskatchewan Hub
*RA: Research Assistant
Saskatchewan Educational
Leadership Unit (SELU)
[Left to right]
Patrick Renihan (Director),
Cecile Laprairie, (Support Staff ),
Betty Rohr (Support Staff ),
and Norm Dray (Associate Director)
College of Education 2010–2011
3
College of Education
Staff & Student Leaders
INDIAN TEACHER EDUCATION PROGRAM (ITEP):
Orest Murawsky (Director), Yvette Arcand (Associate
Director), Rita LaPlante (Administrative Assistant),
Jade Ryan (Academic Advisor)
NORTHERN TEACHER
EDUCATION PROGRAM (NORTEP):
Dr. Herman Michell (Executive Director)
SASKATCHEWAN URBAN NATIVE TEACHER
EDUCATION Program (SUNTEP) Prince Albert:
Michael Relland (Program Coordinator)
SASKATCHEWAN URBAN NATIVE TEACHER
EDUCATION PROGRAM (SUNTEP) Saskatoon:
Murray Hamilton (Coordinator)
NORTH WEST TEACHER EDUCATION PROGRAM
(NWTEP) / AURORA COLLEGE (FORT SMITH, NWT):
Dave Porter (Chair, School of Education)
UNDERGRADUATE PROGRAMS STAFF:
Michelle Conan, Carol Demchuk-Kosolofski,
Helen Mildenberger, Irene Oakes, Sherry Pederson,
Dianne Sander, Charmaine Spezowka, Seema Rathour
Singh, and Audrey Swan
GRADUATE STUDIES PROGRAMS STAFF:
Dayna Boechler (EAdm), Stephanie Kehrig (EFdn),
Susan Mason (EPSE), Cindy Pollard (EAdm), and
Veronica Soltys (ECur)
ADMINISTRATIVE STAFF:
Brenda Hartman (ECur), Stephanie Kehrig (EFdn),
Charlene Morrison (EPSE), and Cindy Pollard (EAdm)
INSTRUCTIONAL SUPPORT STAFF:
Brenda Mergel, Bryce Taylor, and Graham Walker
DEAN’S OFFICE:
Jeff Baker, Iris Kalyniuk, Connie Kocsis, Jae-Anne Peace,
Jane Preston, and Joan Wolf
SECONDED TEACHERS:
Margaret Epp, Constance Sacher, Ivan Tam, and Cole Wilson
EDUCATION GRADUATE STUDENT
ASSOCIATION (GSA):
Karol Kryzanowski-Narfason (President)
EDUCATION STUDENTS’ SOCIETY (ESS)
EXECUTIVE 2010–2011:
Jeff Humber (President), Jeremy Rolheiser & Jeff Horbay
(President’s Liasons), Rylan Goudreau & Alysha Joanette
(Members of Student Council), Fawn Rohatensky
(VP Finance.), Chantal Deibert (VP Internal), Kira Taylor
(VP Academic), Brandon Ewanchuk (VP Social), Kendra
Munday (Senior STF Rep), and Kathy Kerr, Ryan Serblowski,
& Kailey Doraty (Post-internship Reps)
INDIAN TEACHER EDUCATION PROGRAM (ITEP)
STUDENT COUNCIL 2010–2011:
Jessi Gerard (President), Dakota Day (Vice President),
Shanna Bear (Treasurer/Secretary), Kendra Weenie
(Sports Rep), Audrey Ben & Tim Eashappie (Spiritual
Advisors), Faith McLean (PR Rep), Randi Keshane (PD Rep),
Holly Musqua (Social Rep), Alex Tawpisim (4th Year Rep),
Kelley Cardinal (3rd Year Rep), Joseph Burns (2nd Year Rep),
and Leah Arcand (1st Year Rep)
SASKATCHEWAN URBAN NATIVE TEACHER
EDUCATION PROGRAM (SUNTEP) SASKATOON
STUDENT REPRESENTATIVE COUNCIL:
Justin Wiebe (President), Dayna Inkster (Vice President),
Samantha Oullette (Treasurer), Kelsi Pilon (Secretary),
Sarah Clements (Office Coordinator), Amanda Goller & Kayla
Skilliter (Social Reps), Danika Shewchuk (ESS Rep), Michelle
Lavoie (Communications), Bonnie Hrycuik & Annette
Finstad, (1st Year Rep), Randy Johnson
(2nd Year Rep), Kaylie Bell (3rd Year Rep), and
Rhonda Miller (4th Year Rep)
SASKATCHEWAN URBAN NATIVE TEACHER
EDUCATION PROGRAM (SUNTEP) PRINCE ALBERT
STUDENT REPRESENTATIVE COUNCIL:
Destiny Martin (President), Jennifer Brown (Vice President),
Gerald Lisoway (2nd Year Vice President), Sheena
Mulholland (Secretary), Sonja Tichkowsky (Treasurer),
Kevin Sayese & Kyle Harkiss (Sports Reps), Dallas Charles &
Jamie Samuel (PD Reps), Mervin Whitehead (Environmental),
and Amanda Torres (1st Year Rep)
NOTE EAdm: Department of Eduational Admisitration; ECur: Department of Curriculum Studies; EFdn: Department of Educational Foundations;
EPSE: Department of Educational Psychology and Special Education.
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Annual Research Report: 2010–2011
Thematic Highlights
of Research at the
College of Education
Presenter at “Telling Stories” Conference
Photo Credit: Roberta Wells
1. Teaching, Learning, Health, and Wellness
Fostering the development of high-quality teachers, creating ideal learning opportunities for students across all grade levels,
and promoting the academic, physical, emotional, and spiritual wellness of individuals are research priorities of many faculty
members. In the following articles, faculty members articulate how their research embraces these issues by: (a) working
toward creating a “curriculum of parents” in their teacher education coursework; (b) exploring ways pre- and in-service
teachers can create a school culture of inquiry; (c) tracking longitudinal studies of women affected by intimate partner
violence; (d) applying complicated statistical analyses to investigate the impact of social inequalities on health; (e) via
music therapy, supporting youth who experience bereavement; and (f ) describing the successes and challenges of female
academics in tenure-track positions.
Toward a Curriculum of Parents: Enhancing Teacher Education
Dr. Debbie Pushor
A central strand of my research focuses
on the question: How does living out
a “curriculum of parents” in a teacher
education program shift teachers’
beliefs and assumptions about
parents and enhance their practices
of engaging parents in children’s
teaching and learning? While Schwab (1978) conceptualized
curriculum as being comprised of four commonplaces: (a)
subject matter, (b) teacher, (c) student, and (d) milieu, the
curricular aspect of milieu (as it pertains to parents and
families rather than school or classroom) is a rare content in
teacher education courses or programs in Canada. A unique
feature of this inquiry is its attention to how foregrounding
the commonplace of milieu in teacher education coursework
may impact teachers’ philosophical, pedagogical, and
practical approaches to engaging parents, both as a process
of theorizing and as a process of engaging in practice, which
brings teachers alongside parents and families.
With my lived experiences as an educator and a parent and
my doctoral research on parent engagement, I began to
invite teacher candidates, in the courses I teach, to consider
the positioning of parents in their children’s schooling. Over
time, I deliberately created a curriculum strand in each of
my undergraduate courses to engage teacher candidates in
examining their beliefs and assumptions about parents and to
begin to imagine how to translate these beliefs into practice.
Interested in understanding how living out a curriculum
of parents in their teacher education coursework shaped
teachers’ beliefs and practices in relation to parents, my
methodological approach is narrative inquiry. This school year,
I am engaging in taped conversations with four former teacher
candidates who are now at differing stages in their teaching
careers. We are discussing their current practices as educators
to engage parents in their children’s learning, and we are
exploring how projects they did as they lived out a curriculum
of parents in their university course work may have influenced
their current practice. What I am seeing through this inquiry is
that a curriculum of parents calls teachers to re-imagine their
current hierarchical positioning as a side-by-side relationship
with parents. It asks them to re-imagine how to use their
teacher knowledge in conjunction with parent knowledge.
Living out a curriculum of parents presents the possibility
of redefining how teachers do their work and of repositioning
parents in integral ways in the teaching and learning of
their children.
College of Education 2010–2011
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Research for the Revitalization of Teacher Education
Dr. Lynn Lemisko
With on-going interest
and involvement
in the renewal of
our undergraduate
teacher education
program at the
University of
Saskatchewan, my
research has become
focused primarily in the field of teacher
education. In this, I have the privilege of
being engaged with faculty members, teacher
candidates, and partner school divisions in
collaborative work including several pilot
projects, which have explored promising
practices in teacher education using a variety of
analytical/methodological approaches informed
by constructivist learning theory, situated
learning theory, and theories related to subject
area integration. For example, Dr. Angela Ward
and I developed an early pilot project that
involved team-teaching via an interdisciplinary
approach. We integrated the content of our two
methods courses enabling teacher candidates
to simultaneously explore concepts, skills, and
ideas across social studies and language arts
disciplines and arranged practical experiences
in a local school so that teacher candidates had
the opportunity to apply theoretical knowledge
and methods in practice. While issues and
challenges did arise, the experiment was
successful according to teacher candidates,
in-service teachers, and the real live learners
with whom they worked.
With funding support from Dr. Stirling McDowell
Foundation for Research into Teaching, I also
collaborated with Margaret Epp in a three-year
project, which revealed that intergenerational
literature circles, as communities of learning,
are an effective approach to learning for
teacher candidates and school-age children.
Intergenerational literature circles provided
the adults and the children opportunities
to engage in and observe the processes of
reading, develop their awareness of multiple
levels of responding to text, and enhance their
understanding of alternate perspectives and
social studies concepts. Teacher candidates
indicated that the co-learning opportunities
were a powerful approach to learning about
young learners and their needs. Young learners
indicated that co-learning enhanced their
feeling of empowerment, because they were
able to voice their thoughts in conversation with
adults and choose how they represented their
learning. Appreciation for the time given to
explore concepts in depth through conversation
was expressed by both groups—social
awareness was developed through authentic
conversations about authentic issues.
My current research projects include: (a) a study
of teacher educator identity; (b) an exploration
of ways in which pre- and in-service teachers
learn to create a culture of inquiry in schools to
enhance early learning; and (c) a project aimed
at mapping the landscape of teacher education
in Canada. I hope that this research provides
sound footings for evidence-based decision
making in the design of local, national, and even
international teacher education programs.
Hurting and Healing: Highlights of an Anti-Violence Research Agenda
Dr. Stephanie Martin
As a Counselling
Psychologist, I am
interested in lived
experiences and
enjoy contributing
to collaborative
research that has
impact. My research
areas encompass:
(a) the identity and
health-related experiences of adolescent
girls and women, (b) healing from the trauma
of violence and abuse, (c) professional
development and wellbeing, and (d) training
and supervision in applied psychology.
Here, I focus on a few research initiatives
that highlight my commitment to the antiviolence cause.
My affiliation with Research and Education
for Solutions to Violence and Abuse
(RESOLVE) has provided an interdisciplinary
network of academic and community-based
researchers with a shared interest in anti-
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Annual Research Report: 2010–2011
violence research. RESOLVE is one of five
federally-established research centres that
focuses on family violence and violence
against women. Last year, our project team
completed the Healing Journey Project, a
longitudinal study of women affected by
intimate partner violence (Funder: SSHRCCURA; Principle Investigator: Dr. J. Ursel,
University of Manitoba). After five years of
data gathering, we continue to learn about
the physical health, mental health, parenting,
and service use experiences of over 600
women throughout the Prairie Provinces.
The results of this project have revealed that
women’s journeys vis-à-vis intimate partner
violence are complex and multifaceted and
that individuals and communities can make
a difference in interrupting patterns of
violence and abuse.
As a logical extension of this first project,
we have recently been awarded another
SSHRC-CURA grant to examine Northern
and Rural Community Responses to Intimate
Partner Violence (Principle Investigator: Dr.
M. Hampton, University of Regina). Through
mapping interventions and qualitative
interviews, we hope to learn more about what
average citizens, human service organizations,
justice services, and policy makers can do
to make communities safer for women and
children. I am also involved in a project that
explores women’s use of violence in intimate
partnerships and have looked at innovative
group mental health programming for women
healing from the effects of violence and
abuse. As well, I am concerned about the
wellbeing of those who help the hurting and
have explored the experience of secondary
traumatic stress and wellness practices of
front-line, anti-violence responders.
Violence and abuse is a grave social problem
affecting many lives and communities.
Although there is much work to be done and
the work is often difficult, the results of these
projects provide hope that change is possible
when we come together to make a difference.
Investigating the Impact of Social Inequalities on Health
Dr. Ivan Kelly
I have been
conducting
interdisciplinary
research with
colleagues both at
the University of
Saskatchewan and
internationally on
a wide variety of
academic topics.
My main interests
and publications
cover the sciences, philosophy, and statistics.
As well, I always have had an interest in critical
thinking and recently published a review of
a book on critical thinking in education in
the Canadian philosophy journal Dialogue
(March, 2011). Other philosophical interests
include the notion of wisdom across time
periods and cultures and issues concerning
freedom in social and political contexts. My
scientific interests include epistemology
and philosophy of science and how science
is distinguished from other disciplines and
evaluated in social contexts (a forthcoming article in the Encyclopedia of
Human Behavior touches upon some
of these themes).
Most recently, much of my quantitative
research has focused on the relationship
between various social determinants (e.g.,
educational attainment, poverty, gender,
age, etc.) and quality of life outcomes (e.g.,
mental and physical health) using complex/
multi-stage surveys from Statistics Canada.
Statistics Canada has a goldmine of surveys
on social and educational issues, which
can be accessed to provide both provincial
and Canada-wide information on unlimited
numbers of topics. The problem is that the
complex sampling designs used are not
simple random surveys, making traditional
statistics misleading and inappropriate when
using inferential statistics. The sampling
designs used by Statistics Canada are multistage (using variations of stratified and cluster
sampling) and require both careful weighting
Photo Credit: Brenda Mergel
and bootstrapping methods to estimate the
error terms in inferential analyses. Further,
even when huge samples (e.g., n > 20,000) are
used and many multi-factor interactions are
required (many of the interactions we have
uncovered are five-way or larger), cells of subgroups can quickly diminish to inappropriate
sizes. I have been exploring ways to
circumvent this problem, and I am presently
working on several papers regarding the
reporting and interpretation of complex
interactions.
Music Therapy Research: Collaborative, Cross-Disciplinary and Creative
Dr. Jennifer Nicol’s
research program
is shaped by
her professional
training in music
therapy (MTA) and
psychology (RDPsych)
and the formative
influences of her
graduate research
supervisor, Dr. Bonita C. Long, an expert in
the area of stress and coping. Focusing on
the benefits of everyday music experiences
(e.g., music listening, singing) across varied
populations, settings, and contexts, Dr. Nicol’s
research is interdisciplinary in nature. Many of
her current studies involve multi-disciplinary
collaborations. Dr. Nicol is an active coinvestigator in: (a) Advancing Interdisciplinary
Research in Singing (AIRS), a sevenyear, SSHRC-funded Major Collaborative
Research Initiative directed by Dr. Annabel
Cohen, University of Prince Edward Island
(Psychology); (b) Creative Practices for
People with Cancer (CP4PC), a SHRF-funded
research initiative co-led by Drs. Elizabeth
Quinlan and Linda McMullen, University of
Saskatchewan (Sociology, Psychology); and
(c) Singing in Pulmonary Rehabilitation, a
pilot study funded by The Lung Association,
Canadian Respiratory Health Professionals
and led by Dr. Donna Goodridge, University
of Saskatchewan (Nursing). Dr. Nicol is
also a Research Associate with the Regina
Qu’Appelle Health Region and is currently
completing a case study on the Caring
Hearts Camp, an annual weekend program
developed by Marlene Jackson (MTA,
Greystone Bereavement Centre) for children
and youth experiencing bereavement,
which incorporates music therapy and other
expressive arts activities. This case study is
part of the larger Meeting Youth in Music
initiative led by Dr. Nicol and funded by the
Canadian Music Therapy Trust Fund.
Qualitative research is Dr. Nicol’s primary
method of inquiry. In particular, the AIRSfunded Singing Your Way to Health is a
grounded theory study that will generate an
explanatory theory linking choir members’
experiences of group singing, health, and
wellness. Two other AIRS studies explore
mother-infant singing groups. Under Dr.
Nicol’s supervision, doctoral student, Jean
Emmerson, is working with adolescent
mothers and their infants in a high school
setting, and master’s student, Marieke Blom,
is focusing on community singing groups for
mothers and their infants. Dr. Nicol supervises
many graduate students, and their work
contributes to her research program in music
and extends it to other creative modalities.
For example, her graduate students are
researching music listening (Gerri Siemens,
Joni Wiebe, and Jolee Kambeitz), singing
(Gisele Lalonde and Marya Stonehouse),
music lessons (Ivy Armstrong), music careers
(Gwen Chappell), dance (Misha Davison, Sarah
Friesen, Tricia Wilson, and Katie McCaw),
creativity (Tara Labuik), the expressive arts
(Angela Wlasenko), and music videos (Heather
Agnew Ksyniuk). Dr. Nicol encourages her
students to present and publish their work,
and they have done so with great success.
For further information, please visit
Dr. Nicol’s website at: http://
www.usask.ca/education/people/nicolj.htm
College of Education 2010–2011
7
The Personal and Professional Lives of Female Academics
Dr. Laureen McIntyre
Research has shown
the academic
workplace and the
need to achieve
tenure within the
first six years is
designed in ways
that discriminate
against women.
The resulting gender disparities (e.g., salary,
merit pay, etc.) only grow when universities
place more emphasis on research relative
to teaching and service. Factors which
contribute to difficulties for women in
academic settings include networking that
excludes women, general environmental
inequalities, and work-family conflicts. For
novice faculty on the tenure-track, achieving
tenure means job security; however, despite
idealistic expectations, novice faculty report
unbalanced lives and feelings of loneliness,
isolation, and rivalry between colleagues.
Novice faculty also report becoming
dissatisfied, overworked, stressed, and
physically ill, as they attempt to meet the
often unwieldy, vague, and increasing tenure
and promotion requirements.
Our research team, Drs. Laurie Hellsten,
Stephanie Martin, Audrey Kinzel, and I
have undertaken a program of research
that explores the personal and professional
experiences of female academics in tenuretrack positions. We seek to enhance our
understanding of how female academics
successfully navigate the academic work place
and the personal and institutional barriers that
may hinder this journey.
To date, this research has resulted in two
international conference presentations and
two peer-reviewed publications
(see references).
Hellsten, L., McIntyre, L. J., Martin, S., &
Kinzel, A. L. (2011). Women on the academic
tenure track: An autoethnographic inquiry.
International Journal for Cross-Disciplinary
Subjects in Education, 2(1), 271–275.
Hellsten, L. M., Martin, S., & McIntyre,
L. J. (2010). Navigating the pot holes and speed
bumps: Three female perspectives on tenure.
Journal of Educational Thought, 44(1), 99–115.
2. Aboriginal Education, Multi-Literacy, and Lifelong Learning
Within the College of Education, faculty research encompasses the topics of Aboriginal education, multi-literacy, and lifelong learning.
In relation to this research theme, Aboriginal education is about supporting quality programs for First Nations, Inuit, and Métis peoples.
Multi-literate individuals are lifelong learners who are communicatively competent, informatively active, and numerically, culturally,
socially, and technologically sophisticated. In particular, the research of some faculty members: (a) targets Adult Basic Education
for First Nations peoples; (b) explores the merits of graphic novels for children and young adults; (c) investigates Internet usage and
problem-solving abilities; and (d) describes test accommodations for diversely-skilled learners.
Adult Basic Education On-Reserve: Cross-Sector Collaboration
Faculty and Staff at Wanuskewin, SK
Photo Credit: Brenda Mergel
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Annual Research Report: 2010–2011
Drs. Vivian Hajnal, Michael Cottrell, and Michelle
Prytula and are partaking in a research involving the
examination of on-reserve Adult Basic Education (ABE).
Although ABE has a long history in Saskatchewan,
additional on-reserve ABE programming began in
2007 when the Province targeted financial support to
Saskatchewan Regional Colleges and Saskatchewan
Indian Institute of Technology (SIIT). The research
team surveyed and interviewed adult learners in ABE
programs, reviewed documents from the four-year,
on-reserve ABE history, and examined the collaborative
efforts between the Province, Regional Colleges, SIIT,
and First Nations. Results indicated that the adult
learners participating in the program were grateful for
their educational experience. In addition to graduation
success, student accomplishment was articulated in
different ways—from improving self-concept to attaining
a grade 12 credential. The research team is delighted
to be a part of this review (under the auspices of the
Saskatchewan Educational Leadership Unit [SELU]) and,
therein, support learning for First Nations adults.
Literacy Education, Children’s Literature,
& Special Education: Research Connections
Dr. Bev Brenna
Thanks to great
support from
colleagues, research
assistants, and
research participants,
as well as funding
opportunities from
the University of
Saskatchewan and
the Canada Council
for the Arts, during the last two years, I have
made interesting inroads related to my
three key research areas: literacy education,
children’s literature, and special education.
My study on reading comprehension and
graphic novels is well into its second year with
data from school sites suggesting implications
about key strategies for unlocking meaning
from the graphic novel form, as well as master
key strategies that are more universal in
their application to multiple textual forms.
Through this research, I contextualize graphic
novels as appropriate teaching resources
for developing metacognition related to the
reading process. A second research direction
related to reading comprehension involves
the use of picture books with struggling teen
readers and seniors with memory decline.
Recommendations for schools and public
libraries include a broader use of picture
books beyond their current application with
young children. In addition, my research into
the characteristics of autism has extended
into a continuation of the story of Taylor Jane
Simon in my new novel “Waiting for No One,”
a stand-alone sequel to “Wild Orchid.” In this
new title, I connect the existential themes of
Samuel Beckett in a first-person exploration of
entrance to university and the world of work.
A third title is in progress, further exploring
the journey towards independence, as Taylor
Jane spends her 19th summer in France
The Design of Learning Environments
for Information Literacy Instruction
(see www.beverleybrenna.com). I see this
series of books as helping to fill a gap within
the landscape of children’s literature where
characters with disabilities have been unseen
and/or unheard. My continued research into
patterns and trends related to portrayals of
disability in North American children’s novels
is ongoing.
Brenna, B. (2011). Characters with disabilities
in contemporary novels for children:
A portrait of three authors in a framework
of Canadian texts. Language and Literacy,
13(1), 1–13.
Brenna, B. (2010). Waiting for no one.
Markham, ON: Red Deer Press/Fitzhenry
& Whiteside.
Brenna, B. (2005). Wild orchid. Calgary, AB:
Red Deer Press/Fitzhenry & Whiteside.
Test Accommodations for
Students with Diverse Needs
Dr. Len Proctor
The Association
of Colleges
and Libraries’
traditional
definition of an
informationalliterate citizen is
one who is “able
to recognize
when information
is needed and has the ability to locate,
evaluate and use effectively the needed
information”. However, with the onset
of the Internet and search tools like
Google, users no longer need to solely
rely on textbooks and libraries to find
answers to the many types of questions
they may have. Moreover, users are no
longer restricted to being consumers of
information, as tools such as YouTube
enable them to also be producers
of information. This modern turn of
events has led to the common belief
that current students are more skilled
with manipulating computers than their
predecessors simply because present
students have grown up with the
technology. Despite students’ general
confidence with technology, some
educators would argue that current
students are not necessarily any more
skilled than their predecessors when called
upon to demonstrate competence in
solving practical tasks.
Going to the library or using the Internet
to merely find facts appears to do little to
encourage advanced form of learning in an
information-rich society. Instead, asking
questions that require students to find,
use, and share information for authentic,
meaningful purposes propels the learning
beyond just fact-finding. This latter
situation is particularly the case if students
also need to make a decision on how to
choose wisely between myriad alternatives
and how to answer why, which, and how
statements. To think critically, students
must be willing and able to gather
evidence and draw conclusions from an
array of data. As a related question for
students in the College of Education:
What perceptions do incoming teacher
candidates have of their abilities to use
Internet search tools to solve
practical tasks?
Pei-Ying Lin is currently
an Assistant Professor
in the Department of
Educational Psychology
and Special Education in
the College of Education.
Her research and teaching
interests primarily focus
on: (a) psychometric and
measurement issues
in testing students with special needs, and (b)
English language learners. While enrolled at
the Ontario Institute for Studies in Education
(Toronto), Pei-Ying and her doctoral supervisor,
Dr. Ruth Childs, conducted several studies on
test accommodation policy and the effects of
test accommodations on math and reading
assessments for students with disabilities, as well
as English language learners participating in
large-scale assessments. Through this research,
Pei-Ying found that math and item difficulty
differed for students in relation to whether they
received a setting accommodation and/or had
a learning disability (LD). In addition, a few math
and reading items of provincial assessments
functioned differently for non-LD students with
and without a setting accommodation.
College of Education 2010–2011
9
3. Cultural Recognition, Eco / Social Justice, and Leadership
The theme of cultural recognition, eco/social justice, and leadership is about being inclusive and responsive to cultural needs,
propagating equal rights across social groups, intensifying environmental stewardship and providing leadership within these and other
areas. In particular, some faculty are focusing their research on: (a) exploring the history and ongoing operation of colonialism in Canada;
(b) investigating the commodification of language and its impact on learners with English as an Additional Language; (c) examining
hegemonic beliefs and neoconservative climates; (d) exploring how to teach for a stronger democracy; (e) addressing the current lack of
coordinated analysis of educational policy and practice in relation to Canadian environmental issues, and (f ) using critical realism as it
relates to organizational analysis.
Anti-Colonial Project: Building and Mobilizing Knowledge
about Race and Colonialism in Canada
Dr. Verna St. Denis
The Anti-Colonial
Project (ACP) is
a multi-platform
and trans-media
exploration of
the history and
ongoing operation
of colonialism
in Canada. The
objective of this
research project is to mobilize, through
the production of educational materials
including films and interactive websites,
existing research and knowledge on how
race continues to matter in Canada. The
project team is comprised of a group of
approximately 20 leading filmmakers and
scholars whose research and creative
work offer an analysis of colonization and
racialization in Canada. The project is
currently developing a SSHRC Partnership
Development grant for submission
November, 2011. The ACP’s point of
departure is that Canada is a white settler
colony built on the expropriation of
Indigenous land, erasure of Indigenous
histories, and ongoing colonization. It takes
a firm stance against narratives of Canadian
multiculturalism or those that promote the
idea that racial equity and harmony exist in
Canada. Members of the ACP believe that
multicultural approaches oversimplify race
and colonization; deny the experiences of
Indigenous people and racial minorities;
and make it difficult if not impossible to
address the consequences of colonization
and racial inequity in Canada. In contrast,
the ACP pursues a critical approach to
race issues in Canada. We assume that
historical and ongoing colonialism is
profoundly relevant to life in Canada
and that colonialism and racism exist at
individual and institutional levels. Members
of the project team contributed articles
that formed a special issue journal on race,
colonialism, and film in Canada, published
by The Review of Education, Pedagogy,
and Cultural Studies in September 2011.
My article published in this special issue
is titled, Silencing Aboriginal education
through multiculturalism.
Transnationalism and Language Learning
Dr. Hyunjung Shin
My research
centers on the role
of language and
education in the
construction of
social inequality and
for social change,
increasingly in
relation to migration
and transnationalism
under global capitalism. I am particularly
interested in examining how globalization—
in particular, the commodification of
language and corporatization of education
in the new economy—has impacted ideas
of language, culture, identity, and learning
in the context of English as an Additional
Language (EAL), in order to develop
transformative education for language
minority students in multilingual settings.
10
Annual Research Report: 2010–2011
These interests have evolved through my own
life trajectories as a transnational migrant of
South Korean origin in North American postgraduate institutions.
My doctoral dissertation at the University of
Toronto (2010) examined transnationalism
as an emerging context for second language
learning through the case of four Korean
jogi yuhak (early study abroad) students
attending Toronto high schools. This
sociolinguistic ethnography explored how
the linguistic and racial stigmatization
experienced in a Toronto context made it
difficult for the students to develop academic
language skills recognized at their schools.
Through my thesis research, I became
interested in the role of transnational digital
communication in the identity construction
and language learning among migrant
students, which was also the focus of my
postdoctoral research at the University of
British Columbia, supported by Government
of Canada Postdoctoral Research Fellowship
(2010–2011). This postgraduate ethnography
focused on seven Korean students
(grade 5–12) and examined their identity
represented in networked communication on
Facebook and text messaging.
Two manuscripts resulting from my
dissertation research include a refereed
journal article to appear in Journal of
Sociolinguistics (2012) and an invited
submission to an edited book (by U.S.
anthropologists) on the Korean transnational
educational migration to North America.
I am currently preparing two additional
manuscripts, one from each of my doctoral
and postdoctoral research.
Connecting the Dots: Inter-relationships among Learning, Teaching,
and Social/Ecological Justice
Dr. Janet McVittie
There is much that needs to be done just to keep the human species alive and healthy. Most of this work has to do with
examining hegemonic beliefs—being willing to challenge what our needs are and what is valuable to us. This statement
means that students must un-learn what the media reinforces regarding cultural values. My research has focused
on how students engage with their learning, begin to challenge taken-for-granted systems, and begin to act in more
environmentally- and human-friendly ways. My current research spotlights the relationship between students carrying
out worthy tasks and the learning that takes place when students engage in meaningful tasks. I question: In what ways
will this work be taken up by educators and the general public in the current neoconservative climate of back to the
basics, standardized testing, and reduced social services?
Teaching for a Civil Society
Dr. Paul Orlowski
Almost 30 years
ago, I enrolled in the
University of British
Columbia’s (UBC’s)
Teacher Education
Program after
obtaining a Bachelor
of Civil Engineering
degree. Prompted
by my burgeoning
awareness of environmental issues such as
global warming, depletion of the ozone layer,
acid rain, and the perils of nuclear energy, I
became a teacher so that I could inform young
people about environmental issues.
After a few years of teaching in small BC
communities like Bella Coola and Squamish,
I found myself working in a predominantly
working-class school in Vancouver. This
was an eye-opening experience, because I
became blatantly aware of just how poor some
Canadians are—for many students, the best
meal of the day is via the school’s hot lunch
program. This led me to question my middleclass perspective on environmentalism. Why
would teenagers care about the depletion of
the ozone layer when they were worried about
obtaining their next meal?
This realization led me to a different
philosophy of education, one more influenced
by critical pedagogy. Although I still taught
about ecological issues in my Earth Science 11
course, I was now also focused on economic
and social issues in Social Studies courses.
In 1999, I began teaching in UBC’s Teacher
Education Program for pre-service Social
Studies teachers, a place where I reflected
upon and refined the critical pedagogy I
was using. In tandem with my teaching
experiences and learned theory, I recently
wrote a book for Social Studies educators and
educational leaders. In July 2011, Springer
published Teaching about hegemony: Race,
class & democracy in the 21st century, a book
that chronicles pedagogical ideas about
teaching for a political consciousness and,
by corollary, a civil society.
Building upon personal and academic
experiences, I am now extending my research
agenda. Still rooted in critical pedagogy, I
want to investigate how best to teach for
a stronger democracy. This new research
agenda differs from my previous investigations
in that the new focus is about exploring the
meaning of social justice in Christian churches,
both Protestant and Catholic. I was raised in
Toronto during the progressive Catholicism
of post-Vatican II and became an advocate for
social justice because of the Church’s support
for Cesar Chavez. Yet, these days, I question
whether or not the progressive politics of
Liberation Theology and Protestantism’s Social
Gospel have disappeared. One thing is for
certain, the loudest Christians on TV seem
to be the ones clamouring for tax cuts and
not much else. I question how a teacher’s
faith influences their thoughts around social
and ecological justice. For me, this is a very
important political matter.
Photo Credit: Brenda Mergel
College of Education 2010–2011
11
The Sustainability and Education Policy Network
Dr. Marcia McKenzie
The Sustainability and Education
Policy Network (SEPN) is a partnership
between academic research
institutions and national policy
and environmental organizations
that addresses the current lack of
coordinated analysis of educational
policy and practice in relation to
Canadian environmental issues. Led
by Dr. Marcia McKenzie and including
four other U of S faculty members including Dr. Alex Wilson
college of Education), the research program was successful at
the Letter of Intent stage in the Social Science and Humanities
Research Council (SSHRC) Partnership Grant competition. If the
pending request for 2 million in SSHRC funds is successful, SEPN
will engage educational institutions and communities across the
country to develop and mobilize national models of exemplary
sustainability policy and practice for education. A display of
partnership involvement is illustrated in the figure.
Critical Realism in Organizational Analysis
and the Visualizations of Educational Law
Dr. David Burgess
Over the past few
years, Dr. David
Burgess’ research has
been focused upon
two academic areas
of study. His first
research interest is
the exploration of a
philosophical school
of thought known
as critical realism, seeking applications in
terms of research methods for organizational
analysis. His second research focus has been in
the exploration of educational law, specifically
in terms of visual representations of legal
concepts.
The first area of research can be broadly
placed under the heading, critical realist
social organization analysis. To best explain
Dr. Burgess’ work, it is helpful to state
two key assumptions: (a) not unlike the
management of other public and private
sector organizations, the management
and organization of schools and school
systems are dependent, for the purposes of
responsible planning and decision-making,
upon forecasting techniques related to
human and capital resource investment; and
(b) again, not unlike other organizations,
12
Annual Research Report: 2010–2011
educational planning and decision-making
is guided by the theoretical and conceptual
understandings and assumptions held
by the leadership of those organizational
phenomena with which they interact on a
daily basis (e.g., cliques and other internal
and external employee social systems;
demographic diversity of employees or
students; power relationships between
and among employees, students, and
parents; values espoused by stakeholders;
communication modes; interorganizational
relationships; and, indeed, leadership itself ).
As a part of this research, he brings questions
of forecasting together with guiding
theoretical and conceptual understandings
and assumptions. In the initial stages of this
work, the focus has been on the development
of methodological means of studying social
organizational phenomena (like those listed
above) for the purpose of forecasting in aid
of responsible planning and decision-making.
Key in Dr. Burgess’ research endeavor has
been the development of two interrelated
methodological research tools from within
the critical realist school of thought. The
first research tool is represented in work
distinguishing a theory of social phenomena x
from a model of social phenomena x in terms
of predictive limitations—he has explored and
continues to explore these issues in a 2010
paper published in Educational Management,
Administration, and Leadership, and through
the development of a book, which he is
currently co-writing with colleagues from the
Universities of Alberta and Saskatchewan.
The second research tool emerges through
developing methods around a mode of
reasoning known as retroduction (currently
engaged as a principal element in the doctoral
research of Robin Mueller in the Department
of Educational Administration, and supported
by a 2011 grant from the Social Sciences and
Humanities Research Council).
The second area of research has extended
methods explored in Dr. Burgess’ doctoral
research for the understanding of multirelational organizational phenomena (again,
like those listed above) in terms of visual
representations. His more recent research
in this area examines the use of these visual
representations in the teaching of legal and
institutional concepts. His work has been
recently published in the Proceedings of
the International Conference on Alternative
Methods of Argumentation in Law and is a
basis for his contributions to a textbook in
educational law he is writing with colleagues
from the University of Alberta.
FACULTY RESEARCH INTERESTS
CURRICULUM STUDIES
Geraldine Balzer, Ph.D. (University of Saskatchewan),
M.A., B.Ed., B.A. Assistant Professor. Research interests:
teacher education; secondary school English language
arts; Aboriginal education; decolonization; transformative
education; curriculum; and service learning.
Mary Jeanne (MJ) Barrett, Ph.D. (University of Regina),
M.E.S., B.Ed., B.A. Assistant Professor. Research interests:
human-nature relations; decolonizing research and
pedagogy; poststructuralism; eco-psychology as it applies to
environmental education; epistemological and ontological
issues in research and teaching; arts-based inquiry;
Aboriginal education; citizenship education; health and discourse change;
trans-rational ways of knowing.
Beverley (Bev) Brenna, Ph.D. (University of Alberta), M.Ed.,
B.A., B.Ed. Assistant Professor. Research interests: literacy
education (reading and writing focus); children’s literature;
special education.
Egan Chernoff, Ph.D. (Simon Fraser University), B.Ed., B.A.
Assistant Professor. Research interests: classical, frequentist,
and subjective interpretations of probability; coin flips; sample
space; equiprobability; perceived randomness; heuristic and
biases; relativism; and coin flip sequence multivalence.
Brenda Kalyn, Ph.D. (University of Alberta), M.Ed., B.Ed.
Assistant Professor. Research interests: investigating the
lived experiences of teachers and students; investigating
the impact of student and teacher experiences on
curriculum, pedagogy, and practice; and health, physical
education, and cultural influences.
Lynn Lemisko, Ph.D. (University of Calgary), M.A., B.Ed.
Assistant Dean of Undergraduate Programs and Research
and Associate Professor. Research interests: teacher
education; social studies education; and history of
education.
Janet McVittie, Ph.D. (Simon Fraser University), M.Ed.,
B.Ed., B.Sc. Assistant Professor. Research interests: student
engagement through inquiry, assessment for learning,
authentic tasks, and culturally responsive teaching;
education for sustainable development; and experiential
education.
Tim Molnar, Ph.D. (University of Victoria), M.Ed., B.Ed., B.Sc.
Assistant Professor. Research interests: transformative learning
experiences in science education; conceptions of responsibility
and judgment in relation to education; and information
communication technologies (ICT) in teacher development.
Dirk Morrison, Ed.D. (University of Toronto), M.Sc., B.A.
Associate Professor. Research interests: instructional design
practice applied to distance and e-learning; educational
technology in higher education, non-formal and informal
online learning environments; effects of information
communication technologies (ICT) on culture and society.
M. S. (Shaun) Murphy, Ph.D. (University of Alberta), M.Ed.,
B.Ed. Associate Professor. Research interests: teacher
education; curriculum studies; teacher and children’s
knowledge; narrative inquiry; mathematics education;
familial curriculum making; and the interwoven lives of
children, families, and teachers.
Paul Orlowski, Ph.D. (University of British Columbia), M.A.,
B.Ed., B.Eng. Assistant Professor. Research interests: Social
Studies education; sociology of education; Aboriginal
education; anti-racist education; teaching for democracy;
teaching for political consciousness; critical media literacy;
and teacher education.
Bev Pain, Ph.D. (University of Alberta), M.Ed., B.Ed., B.S.H. Ec.
Associate Professor. Research interests: high school students’
consumer related skills; home economics education; and
family and food.
Jeff Park, Ph.D. (University of Saskatchewan), M.F.A., B.A.
Associate Professor. Research interests: literacy issues; critical
literacy; writing and composition theory; creativity; gender;
arts-based research methodologies; poetic inquiry; narrative;
English Language Arts; and curriculum theory and history.
Leonard Proctor, Ph.D. (University of Indiana), M.Ed., B.Ed.,
B.A. Professor and Department Head of Curriculum Studies.
Research interests: integrating technology into instruction
and information literacy.
Debbie Pushor, Ph.D. (University of Alberta), B.Ed. Associate
Professor. Research interests: parent knowledge; parent
engagement; a “curriculum of parents” in teacher education;
and narrative inquiry.
Edwin Ralph, Ph.D. (University of Manitoba), M.Ed., B.Ed., B.A.
Professor. Research interests: mentorship and supervision in
teacher education; and mentorship in education across all
the professional disciplines.
College of Education 2010–2011
13
Richard Schwier, Ed.D. (Indiana University), M.S., B.S.
Professor. Research interests: the role of educational
technology in education and society; instructional
design and change agency; visual design; technologysupported learning environments; and virtual learning
communities
Hyunjung Shin, Ph.D. (University of Toronto), M.A. (Hawaii),
M.A. (Korea), B.A. Assistant Professor. Research interests:
globalization, political economy and language education;
language, culture, and identity; transnationalism and
migration; language and social inequality in education;
critical pedagogy; language policy in multilingual settings;
and ethnography.
Linda Wason-Ellam, Ed.D. (Montana State University), M.Ed.,
M.A., B.A. Professor. Research interests: early and struggling
readers including English as an Additional Language
(EAL) and children with Fetal Alcohol Spectrum Disorder
(FASD); children’s literature; teaching reading and writing in
multilingual classrooms; and ethnographic research methods.
Jay Wilson, Ed.D. (University of Southern Queensland), M.Ed.,
B.Ed., B.A. Assistant Professor. Research interests: technology
skill development for educators; technological and media
literacy; social agency in teaching and learning; and
authentic learning as it applies to design and teaching.
Professors Emeriti
Aikenhead, G. S., B.Sc., M.A.T., Ed.D. (1971–2006)
Barnett, D. C. (1972–1998)
Beamer, J. E., B.S., M.Sc., M.S., Ed.D. (1971–1996)
Birnie, H. H., B.A., B.Ed., M.Ed., Ph.D. (1969–1990)
Brown, F. B., B.A., B.Ed., Ed.D. (1966–2007)
Dhand, H., B.A., M.A., B.T., M.A., Ed.D. (1967–2002)
Gajadharsingh, J. L., B.Ed., B.A., M.Ed., Ph.D. (1977–1995)
Gambell, T. J., B.Ed., M.Ed., Ph.D. (1978–2007)
Hammel, P. J., B.Ed., B.A., M.A. (1968–1996)
Hope, J. A., B.Sc., M.A., Ed.D. (1972–2004)
Klein, H. A., B.A., M.A., Ph.D. (1966–1993)
Robinson, S. D., B.Ed., B.A., M.A., Ph.D. (1975–2005)
Ryan, A. G., B.A., M.Sc., Ph.D. (1978–2004)
EDUCATIONAL ADMINISTRATION
David Burgess, Ph.D. (University of Saskatchewan), M.Ed.,
B.Ed., B.A. Assistant Professor. Research interests: philosophy
of organization; organization theory; law, argumentation,
rhetoric, and persuasion in educational administration;
comparative educational administration; and critical realism.
Patrick Renihan, Ph.D. (University of Alberta), M.Ed., B.Ed.
Professor. Research interests: school effectiveness and
renewal; personnel evaluation; instructional leadership;
and leadership succession.
Sheila Carr-Stewart, Ph.D. (University of Alberta), M.Ed.,
M.A., B.A. Professor Department Head of Educational
Administration. Research interests: Indigenous education;
treaty rights; comparative education; community
involvement; effective schools; youth gangs; educational
governance; and administrative and financial systems.
Cecilia Reynolds, Ph.D. (University of Toronto), M.A., B.A.
Professor and Dean of the College of Education. Research
interests: gender and power; leadership succession; and
women in education.
Michael Cottrell, Ph.D. (University of Saskatchewan), M.A.,
B.A. Associate Professor. Research interests: Indigenous
education; educational leadership; comparative and
international education; and Native newcomer relations.
Vivian Hajnal, Ph.D. (University of Saskatchewan), M.B.A.,
B.Sc. Associate Professor. Research interests: teacher
and administrator work life; finance; school system
amalgamation; and school improvement.
Michelle Prytula, Ph.D. (University of Saskatchewan), M.Ed.,
B.Ed. B.Comm. Assistant Professor. Research interests:
teacher learning and metacognition; teacher identity; action
research in education; the professional learning community;
school improvement; school leadership; and teacher
induction.
14
Annual Research Report: 2010–2011
Bonnie Stelmach, Ph.D. (University of Alberta), M.A., B.Ed.
Associate Professor. Research interests: educational policy;
parents’ roles in education (secondary and post-secondary);
scholarly/professorial identity; and corporatization trends
in universities.
Keith Walker, Ph.D. (University of Saskatchewan), M.Ed.,
B.Ed., B.P.E. Post Graduate Diploma in Christian Studies,
Professor. Research interests: Professional and applied
ethics; leadership, board and organizational development;
trust and moral agency; hope-building through leadership;
the spiritual dimension of leadership; wellness and
policymaking; capacity building in the new economy; leadership
philosophy; and decision making in public and not for profit sectors.
Professors Emeriti
Dibski, D. J., B.Ed., M.Ed., Ph.D. (1967–1993)
Lucas, B. G., B.A., Ed.M., Ph.D. (1978–1990)
Newton, E. E., B.Ed., B.A., M.Ed., Ph.D. (1968–1992)
Sackney, L. E., B.A., B.Ed., M.Ed., Ph.D. (1976–2007)
Scharf, M. P., B.A., B.Ed., M.Ed., Ph.D. (1967–2006)
Wilson, K. A., B.A., M.Ed., Ph.D. (1971–1996)
EDUCATIONAL FOUNDATIONS
Marie Battiste, Ed.D. (Stanford University), Ed.M., B.S.
Professor and Director of Aboriginal Education Research
Centre. Research interests: violence prevention among
youth; Indigenous/Aboriginal education, knowledge,
languages, and humanities; initiating institutional change
in the decolonization of education, social justice policy
and power; postcolonial educational approaches that recognize and
affirm the political and cultural diversity of Canada; and the collective
healing required for transformation from colonialism, culturalism, and
cognitive imperialism.
Karla Jessen Williamson, Ph.D. (Aberdeen University), M.Ed.,
B.Ed. Assistant Professor. Research interests: resilience and
Aboriginal peoples; Aboriginal higher learning; knowledge
and paradigm shifts; social construction of gender as these
relate to privilege, deconstruction and reconstruction
of knowledge on Inuit; world views and education; and
antiracist education.
Margaret Kovach, Ph.D. (University of Victoria), M.S.W.,
B.A., B.S.W. Assistant Professor. Research interests:
Indigenous curriculum development; Indigenous research
methodologies; Indigenous higher learning; distance
education; and adult education.
Marcia McKenzie, Ph.D. (Simon Fraser University), M.Ed.,
B.Sc. Assistant Professor and Joint Member in the School
of Environment and Sustainability. Research interests:
environment and place; globalization and social justice;
pedagogy and educational policy; youth culture and
activism; and the politics of social science research.
Dianne Miller, Ph.D. (University of Toronto), M.Ed., B.S.W.,
B.Ed., B.A. As a professor of Educational Foundations, she has
eclectic research and artistic interests. She has published in
the history of women and education, the history of teaching,
and on the creative arts side, poetry. She is currently
pursuing an interest in the ways that people understand
and use wilderness areas.
Robert Regnier, M.Ed. (University of Saskatchewan), B.A.
Professor and Department Head of Educational Foundations.
Research interests: learning as valuing, critical pedagogy,
ecological education, teaching and learning at University,
process teaching and learning, and philosophy of education.
Verna St. Denis, Ph.D. (Stanford University), M.A., B.Ed.
Associate Professor. Research interests: teaching lives of
Indigenous teachers; anti-colonial, critical race theory
and anti-oppressive teacher education; associations
and collaborations between western theories such as
cultural theory, assimilation theory, critical race theory,
multiculturalism, feminist theory and Indigenous education.
Reg Wickett, Ed.D. (University of Toronto), M.Ed., B.A.
Professor. Research interests: adult learning
and development; methods of teaching religious
studies in school; and adult religious education
(retired December 2010).
Alexandria Wilson, Ed.D. (Harvard University), Ed.M., B.A.
Assistant Professor. Research interests: Indigenous research
methodologies; qualitative and quantitative methods;
LGBT issues in education; Aboriginal health and wellbeing;
social justice/anti-oppressive education; Indigenous
psychology; relational psychology; and institutional
ethnography/systems analysis.
Howard Woodhouse, Ph.D. (University of Toronto), M.A., B.A.
Professor and Co-Director, Saskatchewan Process Philosophy
Research Unit. Research interests: academic freedom and
university autonomy; process philosophy; global and
international education; teaching and learning in higher
education; and history and philosophy of education.
Professors Emeriti
Carlson, R. A., B.S., M.S., M.A., Ph.D. (1968–1999)
Cochrane, D. B., B.A., M.A. (1980–2005)
Collins, M., B.Comm., M.C.Ed., Ed.D. (1982–2007)
Dorotich, D., B.Th., B.A., M.A., Ph.D. (1970–1990)
Lyons, J. E., B.A., B.Ed., M.A., Ph.D. (1975–2003)
Poelzer, I. A., B.A., B.Ed., M.Ed., M.A., Ph.D. (1970–1993)
Stephan, W., B.Ed., M.A., Ph.D. (1977–1995)
University of Saskatchewan walkway
Photo Credit: Jane Preston
College of Education 2010–2011
15
EDUCATIONAL PSYCHOLOGY AND SPECIAL EDUCATION
Tim Claypool, Ph.D. (University of Saskatchewan), M.Ed.,
B.Ed., B.A. Assistant Professor, R.D. Psych. Research interests:
the impact and adaptation of assessment practices on First
Nations, Métis and Inuit populations; implementation of the
Response to Intervention model in Saskatchewan schools;
and empathy and its measurement and application in
various school-based programs (e.g., Roots of Empathy).
Stephanie Martin, Ph.D. (University of Calgary), M.Sc., B.A.
Assistant Professor. Research interests: the psychology and
experience of adolescent girls and women; health and
healing in the context of interpersonal trauma (particularly
violence and abuse); counsellor development and wellbeing;
ethics in research and practice; and qualitative, actionoriented approaches to research in applied psychology.
Mark Flynn, Ph.D. (Dalhousie University), M.Ed., B.Sc.
Professor. Research interests: epistemology; the process of
learning; systemic inhibitors of learning; critical thinking;
the critical analysis of conventional presuppositions
in psychology; educational psychology and special
education; Aboriginal psychology and healing; and the
philosophy of science.
Laureen McIntyre, Ph.D. (University of Alberta), M.Sc., B.Ed.
Associate Professor. Research interests: language basis of
learning difficulties and disabilities (i.e. teacher education,
knowledge, and classroom practice relating to special
education, early identification and intervention of speech
and language difficulties and disabilities); and professional
identity and mentorship.
David Mykota, Ph.D. (University of Saskatchewan), M.Ed.,
B.Ed., B.A. Associate Professor and Department Head of
Educational Psychology and Special Education. Research
interests: early intervention; program evaluation; resilient
children and youth; child and youth psychopathology;
and e-learning.
Laurie-Ann Hellsten, Ph.D. (University of Alberta), M.Sc.,
B.A. Associate Dean Graduate Studies and Research and
Associate Professor. Research interests: Physical activity
and wellness, beginning teacher and professional identity
and mentorship, instrument development, analysis and
validation; program evaluation; survey research; and the application of
modern quantitative and analytical techniques (classical test and item
response theory, generalizability theory, factor analysis, and structural
equation modeling) within the domains of educational health and health
promotion, quality of life, and sport.
Ivan Kelly, Ph.D. (University of Calgary), M.Sc., B.Ed. Professor.
Research interests: conceptual issues in psychology, quality
of life, and science; statistical methods in research (metaanalysis, probability models, linear and logistic models,
hidden markov models, and time-series analysis; empirical
philosophy and critical thinking; and analyzing data from
complex social surveys on health and educational issues.
Audrey Kinzel, Ph.D. (University of Alberta), M.Ed.,
B.A., B.S.P.E. Assistant Professor, Registered Doctoral
Psychologist (with Authorized Practice Endorsement).
Research interests: acceptance; health psychology
including (but not limited to) chronic pain management,
the acceptance of chronic pain, exercise, weight
management, cancer, nutrition, and chronic condition management;
the training of psychologists and counselors; the mental, emotional,
and spiritual health of children, teens, adults, and senior citizens, which
may also include life goals and purpose, motivation, happiness, and life
satisfaction; and qualitative research methods and studies.
Pei-Ying Lin, Ph.D. Candidate (University of Toronto),
M.Ed., B.Ed. Assistant Professor. Research interests: current
practices and policies on test accommodations for
students with diverse needs; pre-service teachers’ beliefs
and practices of assessments; and the measurement
and psychometric issues in large-scale and classroom
assessments for students with special needs.
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Annual Research Report: 2010–2011
Jennifer Nicol, Ph.D. (University of British Columbia), M.A.,
B.M.T., B.Mus. Associate Professor, Registered Doctoral
Psychologist, Accredited Music Therapist and Associate
Member in Music and in Women’s and Gender Studies.
Research interests: health, wellbeing, and everyday music
experiences, especially in the context of chronic illness
and coping.
Brian Noonan, Ph.D. (University of Ottawa), M.Ed., B.Ed.
Adjunct Professor. Research interests: educational research
and enquiry; classroom assessment; and educational policy
development and evaluation (retired December 2010).
Professors Emeriti
Bloom, B. J., B.S., M.S., Ph.D. (1972–1997)
Greenough, P. M., N.F.F., B.Ed., M.Ed. (1975–1994)
Haines, L., B.A., M.A., Ph.D. (1978–2010)
Hunt, D., B.A., B.Ed., M.Ed., Ph.D. (1971–1989)
Illerbrun, D. W., D.S.P.A., M.S., Ph.D. (1970–2000)
Leong, C. K., B.A., M.A.(Ed.), Ph.D., D.Soc.Sc., F.I.A.R.L.D.,
F.A.P.A., F.C.P.A., F.A.P.S. (1969–1998)
McLeod, J., B.Sc., Dip.Ed., Ed.B., M.Ed., Ph.D., C.Psych., F.B.Ps.S. (1968–1992)
Michayluk, J. O., B.A., B.Ed., M.Ed. (1964–1995)
Morris, G. B., B.A., B.Ed., M.A., Ph.D., F.I.R.E.T. (1977–2000)
Njaa, L. J., B.Ed., M.Ed., Ph.D. (1967–1993)
Pawlovich, W. E., B.A., B.Ed., M.Ed., Ph.D. (1968–2007)
Peters, H. D., M.A., Ph.D. (1961–1986)
Randhawa, B. S., B.A., B.T., M.A., B.Ed., M.Ed., Ph.D., F.A.P.A, F.C.P.A.,
F.A.P.S. (1969–2000)
Sanche, R. P., B.Ed., M.Ed., Ph.D. (1972–2000)
Sankey, G. R., B.A., B.Ed., M.A., D.Ed. (1967–1986)
Savage, H. W., B.A., M.Ed., Ed.D. (1962–1989)
Van Hesteren, F. N., B.Ed., M.Ed., Ph.D. (1976–1999)
PUBLICATIONS, PRESENTATIONS, AND PERFORMANCES
BOOKS
Brenna, B. A. (2010). Waiting for no one.
Markham, ON: Red Deer/Fitzhenry & Whiteside.
Parker, & D. Pushor (Eds.), Narrative inquiries
into curriculum making in teacher education (pp.
3–18). Bingley, UK: Emerald Group.
Delta Cohort, & Pushor, D. (2011). Where we’re
from: A collection of poems by the 2010–2012
Delta Cohort. Melfort, SK: MiniJeff Productions.
Jessen Williamson, K. (in press). Silencing
Inuit menstruation. In C. L. Biggs, S. Gingell,
& P. Downe (Eds.), Gendered intersections: An
introduction to women’s and gender studies
(2nd ed.). Black Point, NS: Fernwood.
Donlevy, K., & Walker, K. (2011). Working through
ethics in education and leadership: Theory, plays,
poems, prose, speeches, cases, and analysis.
Rotterdam, The Netherlands: Sense.
Kelly, I. W., Janzen, B. L., & Saklofske, D. H. (in
press). Psychology, science, and pseudoscience.
In V. S. Ramachandran (Ed.), Encyclopedia of
Human Behavior (2nd ed.), Toronto, ON: Elsevier.
Huber, J., Murphy, M. S., Clandinin, D. J. (Eds.).
(2011). Places of curriculum making: Narrative
inquiries into children’s lives in motion. Bingley,
UK: Emerald Group.
Kalyn, B. (2010). My red boots: A journey of
culture and identity through Ukrainian dance.
Saskatoon, SK: University of Saskatchewan
Printing Services.
Kitchen, J., Ciuffetelli Parker, D., & Pushor, D.
(Eds.). (2011). Narrative inquiries into curriculum
making in teacher education. Bingley, UK:
Emerald Group.
Orlowski, P. (2011). Teaching about hegemony:
Race, class, and democracy in the 21st century.
New York, NY: Springer.
Park, J., & Robinson, S. (Eds.). (2011). Ink feathers
take flight: Writings from the CMHA Writers’
Group. Saskatoon, SK: Softstorm.
Schwier, R. A. (2011). Connections: Virtual
learning communities. Saskatoon, SK:
Copestone.
CHAPTERS IN BOOKS
Battiste, M. (2010). Indigenous knowledge
and Indigenous peoples education. In S. M.
Subramanian & B. Pisupati (Eds.), Traditional
knowledge in policy and practice: Approaches to
development and human well-being (pp. 31–51).
New York, NY: United Nations University Press.
Battiste, M. (2011). Curriculum reform through
constitutional reconciliation of Indigenous
knowledge. In D. Stanley & K. Young (Eds.),
Contemporary studies in Canadian curriculum,
principles, portraits & practices (pp. 287–312).
Calgary, AB: Temeron Books.
Cuiffetelli Parker, D., Pushor, D., & Kitchen, J.
(2011). Narrative inquiry, curriculum making, and
teacher education. In J. Kitchen, D. Cuiffetelli
Prytula, M. P., & Ferguson, L. (2011). Becoming:
The role of mentorship in integration of
new-comers into communities of practice.
In E. Ralph & K. Walker (Eds.), Adapting
mentorship across the professions: Fresh insights
and perspectives (pp. 87–105). Calgary, AB:
Detselig Enterprises.
Pushor, D. (2011). Attending to milieu: Living
a “curriculum of parents” alongside teacher
candidates. In J. Kitchen, D. Cuiffetelli Parker,
& D. Pushor (Eds.), Narrative inquiries into
curriculum making in teacher education (pp.
217–237). Bingley, UK: Emerald Group.
Pushor, D., Kitchen, J., Cuiffetelli Parker, D.
(2011). Turning points: Reflections on the
autumn leaves. In J. Kitchen, D. Cuiffetelli
Parker, & D. Pushor (Eds.), Narrative inquiries
into curriculum making in teacher education
(pp. 279–292). Bingley, UK: Emerald Group.
Reynolds, C., Brayman, C., Burgess, D., Moore,
S., & White, R. E. (2011). The effects of cultural
contexts on leadership succession: Participation
of women and people of “difference” in
educational administration. In R. E. White & K.
Cooper (Eds.), Principals in succession: Transfer
and rotation in educational administration
(pp. 139–156). Dordrecht, Germany: Springer.
Schwier, R. A. (2011). The elusive metaphor of
virtual learning communities. In G. Anglin (Ed.),
Instructional technology: Past, present, future
(3rd ed., pp. 295–306). Englewood Cliffs, CO:
Libraries Unlimited.
St. Denis, V. (2011). Foreword. In M. Cannon
& L. Sunseri (Eds.), Racism, colonialism and
Indigeneity in Canada: A reader, (pp. vi —ix).
Don Mills, ON: Oxford University Press.
St. Denis, V. (2011). Rethinking cultural theory
in Aboriginal education. In M. Cannon &
L. Sunseri (Eds.), Racism, colonialism and
Indigeneity in Canada: A reader (pp. 177-187).
Don Mills, ON: Oxford University Press.
Stelmach, B. (2011). Metaphor as insight into
parents’ conceptualizations of their role in
school improvement. In C. Hands & L. Hubbard
(Eds.), Including families and communities in
urban education (pp. 17–40). Charlotte, NC:
Information Age.
Wason-Ellam, L. (2011). Children’s literature
as a springboard to place-based embodied
learning. In A. Cutter-Mackenzie, P. Payne, & A.
Reid (Eds.), Experiencing environment and place
through children’s literature (pp. 59-74). London,
UK: Routledge.
Wilson, S., & Wilson, A. (2011). Speaking Cree
in English. In F. R. Sanchez (Ed.), Coming into
balance: Dialogue on traditional knowledge,
science, and Indigenous pedagogy. Santa Fe, NM:
Institute of American Indian Arts.
Wilson, A., & Wilson, S. (2011). A family practice
of Indigenous research informed by land. In
D. Mertens, B. Chilisa, & F. Cram (Eds.), Being and
becoming Indigenous social researchers. Walnut
Creek, CA: Left Coast Press.
PAPERS IN REFEREED JOURNALS
Anuik, J., Battiste, M., & George, N. (2010).
Learning from promising programs and
applications in nourishing the learning spirit.
Canadian Journal of Education, 33(1), 63–82.
Barrett, M. J. (in press). Researching with the
other-than-human: Epistemological diversity in
environmental education research. Canadian
Journal of Environmental Education.
Brenna, B. A. (2011). An early reader two
decades later: A follow-up case study on the
metacognitive reading strategies of “Jan.”
Literacy, 45(2), 55–61.
Brenna, B. A. (2011). Characters with disabilities
in contemporary novels for children: A portrait
of three authors in a framework of Canadian
texts. Language and Literacy, 13(1), 1–13.
Brenna, B. A. (2011). A wider notion of the
value of repeated readings: Rereading Robert
Massie’s “Nicholas and Alexandra—A SelfStudy.” The Reading Professor, 32(2), 9–13.
Burgess, D. (2010). Saskatchewan Court of
Appeal holds anti-homosexual behaviour
education pamphlets do not violate Human
Rights Code. Education & Law Journal, 20(2),
95–99.
College of Education 2010–2011
17
Chernoff, E. J., & Zazkis, R. (2011). From personal
to conventional probabilities: From sample
set to sample space. Educational Studies in
Mathematics, 77(1), 15–33.
Clandinin, D. J., Huber, J., & Murphy, M. S. (in
press). Familial curriculum making: Re-shaping
the curriculum making of teacher education.
International Journal of Early Childhood
Education.
Claypool, T., & Molnar, T. (2011). Empathy and
ethics: A conversation between colleagues. Our
Schools/Our Selves, 20(2), 175–186.
Clift, S., Nicol, J. J., Raisbeck, M., Whitmore, C.,
& Morrison, I. (2010). Group singing, wellbeing
and health: A systematic mapping of research
evidence. UNESCO Observatory, Faculty of
Architecture, Building and Planning, The
University of Melbourne E-Journal, 2(1), 1–25.
Cottrell, M. (2010). Indigenous education in
comparative perspective: Global opportunities
for reimagining school. International Journal
for Cross-Disciplinary Subjects in Education,
1(4), 223–227.
Cottrell, M., Preston, J., & Pearce, J. (in press).
The intersection of modernity, globalization,
indigeneity, postcolonialism: Theorizing
contemporary Saskatchewan schools. Diaspora,
Indigenous and Minority Education.
Daniel, B., & Schwier, R. A. (2010). Employing
social network techniques to understand
community engagement in a formal virtual
learning community. International Journal of
Virtual Communities and Social Networking,
2(4), 33–52.
Glanfield, F., & Murphy, M. S. (in press).
Possibilities for understanding children’s
mathematics knowledge. Delta-K.
Hellsten, L., McIntyre, L. J., Martin, S., & Kinzel,
A. L. (2011). Women on the academic
tenure track: An autoethnographic inquiry.
International Journal for Cross-Disciplinary
Subjects in Education, 2(1), 271–275.
Hellsten, L. M., McIntyre, L. J., & Prytula, M. P.
(2011). Teaching in rural Saskatchewan: First
year teachers identify challenges and make
recommendations. Rural Educator, 32(3), 10–19.
Hellsten, L. M., & Prytula, M. P. (2011). Why
teaching? Motivations influencing beginning
teachers’ choice of profession and teaching
practice. Research in Higher Education Journal,
13(1), 1–19.
18
Annual Research Report: 2010–2011
Horton, T. A., Lemisko, L., & Clausen, K.
(2010). Citizenship and sexuality: Exploring
diverse sexualities in selected curriculum
documents. International Journal of Diversity in
Organisations, Communities and Nations, 10(4),
193–206.
Johnson, A., & Claypool, T. (2010). Incorporating
a multi-method assessment model in schools
serving First Nations, Inuit, and Métis learners.
Native Studies Review, 19(2), 121–138.
Kirmayer, L. J., Dandeneau, S., Marshall, E.,
Kahentonni Phillips M., & Jessen Williamson,
K. (2011). Rethinking resilience from
Indigenous perspectives. Canadian Journal
Psychiatry, 56(2), 84–91.
Kutsyuruba, B., Walker, K., & Noonan, B. (2010).
The ecology of trust in principalship. Journal
of Educational Administration and Foundations,
21(1), 23–47.
Kutsyuruba, B., Walker, K., & Noonan, B. (2011).
Restoring broken trust in the work of school
principals. International Studies in Educational
Administration, 39(2), 81–95.
McKenzie, M. (in press). Education for y’all:
Global neoliberalism and the case for a politics
of scale in sustainability education policy.
Policy Futures in Education.
McKillop, E., Martin, S. L., Bowen, A., &
Muharjarine, N. (2010). The best and worst time
of my life: The lived experience and meaning
of pregnancy in women with mild to moderate
depression. Journal of Prenatal and Perinatal
Psychology and Health, 24(3), 174–195.
Molnar, T. (2010). Hospitality and the hôte:
Revealing responsibility through found poetry.
LEARNing Landscapes, 4(1), 157–171.
Murphy, M. S., & Glanfield, F. (2010).
Mathematics teacher educator identity:
A conversation between a specialist and
generalist. in education, 16(2).
Murphy, M. S., & Pinnegar, S. (2011). Teacher
educator identity emerging from identity as
a person. Studying Teacher Education, 7(2),
131–133.
Murphy, M. S., & Pinnegar, S. (2011). Teacher
educator identity emerging as teachers
educators enact their roles. Studying Teacher
Education, 7(2), 183–185.
Newton, P., Burgess, D., & Burns, D. (2010).
Models in educational administration:
Revisiting Willower’s “theoretically
oriented” critique. Educational Management
Administration and Leadership, 38(5), 578–590.
Orlowski, P. (2011). Separate oil and state:
Using the media for critical eco-pedagogy in
the classroom. Our Schools/Our Selves, 20(3),
91–120.
Pinnegar, S., & Murphy, M. S. (2011). Teacher
educator identity emerging within a teacher
educator collective. Studying Teacher
Education, 7(2), 211–213.
Pinnegar, S., & Murphy, M. S. (2011). Teacher
educator identity emerging through
positioning self and others. Studying Teacher
Education, 7(2), 155–158.
Pushor, D. (2001, September). Looking out,
looking in. Educational Leadership, 69(1), 65–68.
Pushor, D., & Murphy, B. (2010). Schools as
protectorates: Stories of two Mi’kmaq mothers.
Canadian Journal of Educational Administration
and Policy, December (114), 1–22.
Ralph, E., & Walker, K. (2011). Enhancing
mentoring in management via the Adaptive
Mentorship© model. The International Journal
of Knowledge, Culture and Change Management,
10(8), 35–43.
Russell, G., & Chernoff, E. J. (2011). Seeking
more than nothing: Two elementary teachers’
conceptions of zero. The Montana Mathematics
Enthusiast 8(1/2), 77–112.
Seyed-Hosseini, M., Taylor, J., Morrison, D.,
& Quest, D. (2011). Effect of risk-framing on
patient perspectives of an OTC medicine. CPJ/
RPC Journal, 144(1), 34–39.
Sincore, A., Borgen, B., Daniluk, D., Kassan,
A., Long, B. C., & Nicol, J. J. (2011). Canadian
counselling psychologists’ contributions to
applied Psychology. Canadian Psychology,
52(4), 276-288.
St. Denis, V. (2011). Silencing Aboriginal
curricular content and perspectives: “There
are other children here.” Review of Education,
Pedagogy, and Cultural Studies, 33(4), 306–317.
Steeves, L., Carr-Stewart, S., & Marshall, J. (2011).
Aboriginal student educational attainment:
A Saskatchewan perspective. Journal of
Educational Administration and Foundations,
21(2), 19–34.
Steeves, L., Carr-Stewart, S., & Marshall, J.
(2011). Enhancing student achievement: The
importance of second level educational
Backwash: Water scene
Photo Credit: Don Cochrane
services in First Nations Schools in one Tribal
Council in Saskatchewan. in education, 17(2).
Brenna, B. A. (2011, May 28). These history
stories for youth fly. The StarPhoenix, p. E4.
Stelmach, B., & Renihan, P. (2010). Parents and
community and school: A general overview.
Canadian Journal of Educational Administration
and Policy, December(114), 1–5.
Brenna, B. A. (2011, April 30). Girl’s brooch in
riveting journey. The StarPhoenix, p. E11.
Stelmach, B. (2011). A survey of international
rural education issues and responses. Rural
Educator, 32(2), 32–42.
Stelmach, B., & von Wolff, S. (2011). A challenge
to metrics as evidence of scholarity. European
Educational Research Journal, 10(1), 64–83.
Stelmach, B., & von Wolff, S. (2010). The
construction of parental roles at eight Western
Canadian universities. Journal of Educational
Administration and Foundations, 21(1), 60–83.
Stoesz, B. M., Montgomery, J. M., Smart,
S. L., & Hellsten, L. M. (2011). Review of
five instruments for the assessment of
Asperger’s Disorder in adults. The Clinical
Neuropsychologist, 25(3), 376–401.
Walker, K., Kutsyuruba, B., & Noonan, B.
(2011). The fragility of trust in the world of
school principals. Journal of Educational
Administration, 49(5), 471–494.
Wason-Ellam, L., & Purdue, P. (2010).
Illustrations in Canadian children’s literature:
Commonplaces of culture and identity.
International Journal of the Arts in Society,
5(5), 267–276.
Wason-Ellam, L. (in press). Multimodal
strategies with readers with FASD. Literacy
Research and Instruction, 51(1).
Wilson, J. (2010). Supporting teacher
candidates and EAL learners using technology.
Antistasis. 1(2), 4–6.
Woodhouse, H. (2011). Learning for life: The
people’s free university and civil commons.
Issues in Social Justice, 5(1), 77–90.
Woodhouse, H. (2011). Your money or your
life! A Canadian critique of the World Bank’s
“Reform Agenda” for higher education.
International Education, 40(2), 6–21.
PAPERS IN
NON-REFEREED JOURNALS
Battiste, M., & Gillies, C. (2011). Violence
prevention from the source: A programmatic
approach. Canadian Prevention Science
Saskatchewan Hub Newsletter, Vol. II(4), p. 4.
Brenna, B. A. (2011, April 2). Ten-year-boy
explores fantasy land. The StarPhoenix, p. E4.
Brenna, B. A. (2011, March 5). Stepping into
spring different for this boy. The StarPhoenix,
p. E4.
Brenna, B. A. (2011, February 12). Giraffe and
Bird tickle your funny bone/ Gravity sensitive
story for teens. The StarPhoenix, p. E6.
Brenna, B. A. (2011, January 15). Science
fiction, fantasy, capture interest of teens. The
StarPhoenix, p. E4.
Brenna, B. A. (2010, December 11). Read aloud
for holiday wonders. The StarPhoenix, p. E4.
Brenna, B. A. (2010, November 6). Children’s
text short list explores diversity. The
StarPhoenix, p. E4.
Brenna, B. A. (2010, October 9). Female fantasy
writers shine. The StarPhoenix, p. E4.
Brenna, B. A. (2010, September 11). Worthy
stories beg response from readers. The
StarPhoenix, E4.
Brenna, B. A. (2010, August 7). Complex
characters challenge, reward. The StarPhoenix,
p. E4.
Brenna, B. A. (2010, July 10). Comic-like style,
novel-like content. TheStarPhoenix, p. E4.
Chernoff, E. J. (2010). Coming to terms with
probability terminology. Vector: Journal of the
British Columbia Association of Mathematics
Teachers, 51(2), 13–16.
Chernoff, E. (2010). Editorial: Two years and
four issues later. vinculum: Journal of the
Saskatchewan Mathematics Teachers’ Society,
2(2), 2–6.
Chernoff, E. (2011). Editorial: No, not that
kind of problem. vinculum: Journal of the
Saskatchewan Mathematics Teachers’ Society,
3(1), 3–4.
Kemp-Koo, D., & Claypool, T. (2011). Response
to Intervention (RTI) in Saskatchewan.
Communiqué Online, 39(6).
Molnar, T. (2010). The 21st century science
teacher: What some colleagues think.
Accelerator, 33(3), 13–15.
Newton, P., & Burgess, D. (2011). International
educational leadership, administration, and
management program inventory. UCEA Review,
52(1), 25–26.
Prytula, M. P., & Weiman, K. (2011). The
professional learning community and its
impact on teacher identity. Saskatchewan
School Based Leaders Newsletter, 6, pp. 6–7.
Prytula, M. P. (2011). Understanding how
teachers learn: An integral component of
instructional leadership. Saskatchewan School
Based Leaders Newsletter, 5, pp. 4–5.
Prytula, M. P. (2010). Distributed leadership:
Indulging in PLCs. Saskatchewan School Based
Leaders Newsletter, 4, pp. 2–3.
Schwier, R. A., & Koroluk, J. (2011). The
conundrum of online discussions. Bridges:
Reflecting the Scholarship of Teaching and
Learning at the University of Saskatchewan,
9(3), 4–7.
Wood, M., & Hellsten, L. M. (2010). Lessons
in healing: Messages from birth mothers.
Living with FASD (FASD Support Network of
Saskatchewan Inc.), Fall, pp. 10–11.
INVITED PAPERS IN PUBLISHED
CONFERENCE PROCEEDINGS/
ABSTRACTS
Chernoff, E. J., Knoll, E., & Mamolo, A. (2011,
February). Noticing and engaging the
mathematicians in our classrooms. Invited
Working Group F report for The Proceedings
of the 34th Annual Meeting of the Canadian
Mathematics Education Study Group/
Groupe Canadien d’Étude en Didactique des
Mathématiques (pp. 107–120). Vancouver, BC:
Simon Fraser University.
Chernoff, E. J. (2010). Subjective probabilities
derived from the perceived randomness of
sequences of outcomes. Invited New PhD Report
for The Proceedings of the 34th Annual Meeting
of the Canadian Mathematics Education Study
Group/Groupe Canadien d’Étude en Didactique
des Mathématiques (pp. 165–170). Vancouver,
BC: Simon Fraser University.
Cottrell, M. (2011, May). Indigenous education
in comparative perspective. Invited paper
in conference proceedings, Global Studies
Association, Chicago, IL.
College of Education 2010–2011
19
Cottrell, M. (2011, June). Indigenous-Irish
encounters in Western Canada: The colonized
become colonizers. Invited paper in conference
proceedings, Canadian Association for Irish
Studies, Montreal, QC.
Nicol, J. J. (2011, January). Woman experiencing
chronic illness with companionship of music.
Invited presentation published in Women’s
Health and Gender Matters in Saskatchewan:
Mapping Research Initiatives, Gaps and
Opportunities, Prairie Women’s Health Centre
of Excellence Final Report (p. 8, pp. 28–45).
Saskatoon, SK.
Regnier, R. H. (2011). Education for sustainable
development through learning as valuing.
Invited paper in conference proceedings
in K. Kachappily (Ed.), Process, Religion and
Society: Proceedings of the Seventh International
Whitehead Society 2009 (Process Series 2).
Bangalore, India.
Wason-Ellam, L., & Mitten, R. (2011, March).
Engaging FASD learners. Invited paper at the
4th International Conference of Fetal Alcohol
Spectrum Disorder (University of British
Columbia), Vancouver, BC.
CONTRIBUTED PAPERS IN
PUBLISHED CONFERENCE
PROCEEDINGS/ABSTRACTS
(NON-INVITED)
Arnason, C., Nicol, J. J., & Schenstead, A. (2011,
May). Arts-based inquiry in music therapy:
Staying true to our artistic centres. Abstract
published in Conference Proceedings of 2011
Canadian Association for Music Therapy Annual
Conference, Winnipeg, MB.
Campbell, P. S., Heydon, R., Nicol, J. J., Gick,
M., Rose, A., & Baldacchino, G. (2010, August).
Advancing Interdisciplinary Research in
Singing (AIRS): Part II beyond development—
education and well-being. Abstract published
in the Conference Proceedings of the 11th
International Conference on Music Perception
and Cognition, Seattle, WA.
Carr-Stewart, S. (2011, January). Towards
equity of educational outcomes for First Nations
children: A case study of two school systems.
Presentation at the 9th Annual Hawaii
International Conference on Education,
Honolulu, HI.
Carr-Stewart, S., Steeves, L., & Marshall, J.
(2010, September). Education indicators:
A Saskatchewan perspective. London
International Conference on Education
(LICE-2010), London, UK.
20
Annual Research Report: 2010–2011
Chernoff, E. J. (2011, January). Mathematics
education networking experiences: The
necessary, the unnecessary, and the digital.
Proceedings of the 3rd Annual Mathematics
Education Graduate Students’ Association
(MEGA) Conference and Meeting. Vancouver,
BC: University of British Columbia. Retrieved
from http://m1.cust.educ.ubc.ca/mega2011/
proceedings.html
Chernoff, E. J., Chorney, S., & Liljedahl, P. (2011,
October). Editing mathematics teachers’ journals
in Canada: Bridging the gap between researchers
and teachers. Ad-hoc presentation report for
The Proceedings of the 34th Annual Meeting
of the Canadian Mathematics Education Study
Group/Groupe Canadien d’Étude en Didactique
des Mathématiques (pp. 217–218). Vancouver,
BC: Simon Fraser University.
Chernoff, E. J. (2011). Investigating relative
likelihood comparisons of multinomial,
contextual sequences. Proceedings of Working
Group 5: Stochastic Thinking of the Seventh
Congress of the European Society for Research
in Mathematics Education (CERME7). Rzeszów,
Poland. Retrieved from http://www.cerme7.
univ.rzeszow.pl/index.php?id=wg5
Chernoff, E. J., & Zazkis, R. (2010). A problem
with the problem of points. In P. Brosnan, D.
Erchick, & L. Flevares (Eds.), Proceedings of the
32nd Annual Meeting of the North-American
Chapter of the International Group for the
Psychology of Mathematics Education (Vol.
VI, pp. 969–977). Columbus, OH: Ohio State
University.
Clift, S., Nicol, J. J., Raisbeck, M., Whitmore,
C., & Morrison, I. (2010, August). Group
singing, wellbeing and health: A systematic
review. Abstract published in the 2nd
Annual Conference Program of Advancing
Interdisciplinary Research in Singing:
Developing, Education & Wellbeing, Seattle, WA.
Claypool, T., & Preston, J. P. (2011, May).
Redefining learning and assessment practices
impacting Aboriginal students: Considering
Aboriginal priorities via an Aboriginal worldview.
Presentation at McGraw-Hill Ryerson National
Teaching and Learning Conference (pp. 37–38),
St. John’s, NL.
Emmerson, J., & Nicol, J. J. (2010, August).
Mama music: Promoting health and harmony
in the lives of adolescent mothers and their
infants with singing. Abstract published in the
2nd Annual Conference Program of Advancing
Interdisciplinary Research in Singing, Seattle,
WA.
Goodridge, D., Long, R., & Morrison, D. (2011,
June). Growing change with a Learning Charter:
A guide for stewardship of teaching and learning.
Presentation at the 31st Annual Society for
Teaching and Learning in Higher Education
(STLHE) Conference, Saskatoon, SK.
Hellsten, L. M., McIntyre, L. J., & Prytula, M.
(2011, March). Exploring the characteristics of
pedagogical lurkers. In M. Koehler & P. Mishra
(Eds.), Proceedings of Society for Information
Technology & Teacher Education International
Conference 2011 (pp. 340–343). Chesapeake,
VA: Association for the Advancement of
Computing in Education (AACE).
Hellsten, L. M., McIntyre, L. J., & Martin, S. (2010,
September). Tenure and promotion: Exploring
the experiences of female faculty in a College
of Education. Proceedings of the London
International Conference on Education (LICE2010), London, UK.
Kelly, W. H., Laverty, W., & Janzen, B. (2011,
March). The socioeconomic and demographic
patterning of sleeping pill use among working
age men. Proceedings of the International
Conference on Men and Masculinities
Conference Program (p. 56), Quebec City, QC.
Kelly, W. H., Laverty, W., & Janzen, B. (2011,
June). Anti-depressant use among working
Canadians: Exploring interactions among gender,
work, and family roles and socioeconomic
position. Third North American Congress of
Epidemiology Program (Abstract 173, Supp. 11,
p. S52), Montreal, QC.
Kinzel, A., Smith, A., & Martin, S. (2011, May).
Student to professional: Changing identity.
Presentation at the Canadian Counselling and
Psychotherapy Association Annual Convention,
Ottawa, ON.
Kovach, M. (2011, May). The quandary and
potentiality of using Indigenous methodologies
in conjunction with modified grounded theory
method. Presentation at the 7th International
Congress of Qualitative Inquiry, UrbanaChampaign, IL.
Michalishen, S., & Claypool, T. (2011, May).
Losing myself in love. The Canadian Counselling
and Psychotherapy Association Conference
(p. 24), Toronto, ON.
Molnar, T. A., & Jessen Williamson, K. (2011,
May/June). Anti-racist and science education:
Bridging pedagogies. Presentation at the
Canadian Society for the Study of Education
(CSSE) Annual Meeting, Fredericton, NB.
Morrison, D. (2011, February). Reliability
and validity in assessment. Course, Module
& Rotation Coordinators Workshop, College
of Medicine, University of Saskatchewan,
Saskatoon, SK.
Backwash: Saskatoon bridge
Photo Credit: Don Cochrane
Morrison, D., Koroluk, J., Soden, G., & Wall, G.
(2011, March). Exploring the terrain of formal and
non-formal, and informal learning environments:
An update on the Virtual Learning Communities
(VLC) research project. Annual Celebration of
Research, College of Education, University of
Saskatchewan, Saskatoon, SK.
Young, L., Nicol, J. J., & Lawrence, M. (2011,
May). Music therapy research in Canada.
Abstract published in Conference Proceedings
of 2011 Canadian Association for Music Therapy
Annual Conference, Winnipeg, MB.
Burgess, D., & Dray, N. (2011). Pangman School
Program Study. Saskatoon, SK: Saskatchewan
Educational Leadership Unit (SELU).
TECHNICAL REPORTS
RELEVANT TO ACADEMIC FIELD
Burgess, D., & Dray, N. (2011). Pleasantdale
School Program Study. Saskatoon, SK:
Saskatchewan Educational Leadership Unit
(SELU).
Barrett, M. J. (2011). Literature review: Inclusion
of Indigenous/Traditional ecological knowledge
in resource management and research processes.
Ottawa, ON: Environment Canada.
Burgess, D., & Dray, N. (2011). Queen Elizabeth
School Program Study. Saskatoon, SK:
Saskatchewan Educational Leadership Unit
(SELU).
Nicol, J. J. (2010, November). Hermeneutic
phenomenology and counselling psychology:
Opportunities for congruence in our practice
and in our research. Abstract published in
the Conference Proceedings of the Inaugural
Canadian Counselling Psychology Conference,
Montreal, QC.
Burgess, D., & Dray, N. (2011). 33 Central School
Program Study. Saskatoon, SK: Saskatchewan
Educational Leadership Unit (SELU).
Burgess, D., & Dray, N. (2011). Radville School
Program Study. Saskatoon, SK: Saskatchewan
Educational Leadership Unit (SELU).
Burgess, D., & Dray, N. (2011). Carievale School
Program Study. Saskatoon, SK: Saskatchewan
Educational Leadership Unit (SELU).
Burgess, D., & Dray, N. (2011). Rocanville School
Program Study. Saskatoon, SK: Saskatchewan
Educational Leadership Unit (SELU).
Nicol, J. S., & Nicol, J. J. (2011, April). Special
“A”: Bringing together the disability and the arts
communities. Abstract published in Conference
Proceedings of 2011 Society for Arts and Health
Care Annual Conference, San Francisco, CA.
Burgess, D., & Dray, N. (2011). Carnduff
Educational Complex School Program Study.
Saskatoon, SK: Saskatchewan Educational
Leadership Unit (SELU).
Burgess, D., & Dray, N. (2011). Spruce Ridge
School Program Study. Saskatoon, SK:
Saskatchewan Educational Leadership Unit
(SELU).
Burgess, D., & Dray, N. (2011). Gladmar
Regional School Program Study. Saskatoon, SK:
Saskatchewan Educational Leadership Unit
(SELU).
Burgess, D., & Dray, N. (2011). Stoughton School
Program Study. Saskatoon, SK: Saskatchewan
Educational Leadership Unit (SELU).
Murphy, M. S., & Pinnegar, S. (2010, August).
Do narratives do more than tell a story?
Proceedings of the Navigating the Public and
Private: Negotiating the Diverse Landscape of
Teacher Education Conference, Herstmonceux
Castle, England.
Regnier, R. H. (2011, March). Educational
leadership for eco-civilization: Through learning
as valuing. Proceedings in the 16th National
Congress on Rural Education Conference,
Saskatoon, SK.
Regnier, R. H. (2011). Words of appreciation. In K.
Kachappily (Ed.), Process, religion and society:
Proceedings of the Seventh International
Whitehead Society 2009 (Process Series 2, pp.
16–17), Bangalore, India.
Regnier, R. H. (2011, June). Learning as valuing:
Considerations for university instructors. Part
of a panel presentation, “Emotions, feelings,
commitment, creativity: Process approaches
to teaching and learning,” at the 31st Annual
Society for Teaching and Learning in Higher
Education (STLHE) Conference, Saskatoon, SK.
Regnier, R. H. (2011, June). Five dimensions of
learning as valuing in the university classroom:
A perspectivalist view of diversity in education.
Presentation at the 31st Annual Society for
Teaching and Learning in Higher Education
(STLHE) Conference, Saskatoon, SK.
Russell, G., & Chernoff, E. J. (2010, October).
Beyond nothing: Teachers’ conceptions of zero.
In P. Brosnan, D. Erchick, & L. Flevares (Eds.),
Proceedings of the 32nd Annual Meeting of the
North-American Chapter of the International
Group for the Psychology of Mathematics
Education (Vol. VI, pp. 1039–1046) Columbus,
OH: Ohio State University.
Burgess, D., & Dray, N. (2011). Gordon F. Kells
High School Program Study. Saskatoon, SK:
Saskatchewan Educational Leadership Unit
(SELU).
Burgess, D., & Dray, N. (2011). Hillcrest School
Program Study. Saskatoon, SK: Saskatchewan
Educational Leadership Unit (SELU).
Burgess, D., & Dray, N. (2011). Lampman School
Program Study. Saskatoon, SK: Saskatchewan
Educational Leadership Unit (SELU).
Burgess, D., & Dray, N. (2011). MacLeod School
Program Study. Saskatoon, SK: Saskatchewan
Educational Leadership Unit (SELU).
Burgess, D., & Dray, N. (2011). Macoun School
Program Study. Saskatoon, SK: Saskatchewan
Educational Leadership Unit (SELU).
Burgess, D., & Dray, N. (2011). McNaughton
High School Program Study. Saskatoon, SK:
Saskatchewan Educational Leadership Unit
(SELU).
Burgess, D., & Dray, N. (2011). Ogema School
Program Study. Saskatoon, SK: Saskatchewan
Educational Leadership Unit (SELU).
Burgess, D., & Dray, N. (2011). Westview School
Program Study. Saskatoon, SK: Saskatchewan
Educational Leadership Unit (SELU).
Burgess, D., & Dray, N. (2011). Weyburn Junior
High School Program Study. Saskatoon, SK:
Saskatchewan Educational Leadership Unit
(SELU).
Burgess, D., & Dray, N. (2010). South East
Cornerstone School Division Program Study.
Saskatoon, SK: Saskatchewan Educational
Leadership Unit (SELU).
Cottrell, M., Preston, J. P., & Pelletier, T. (2011).
The Office of the Treaty Commissioner and the
role of the province in Treaty implementation.
Saskatoon, SK: Saskatchewan Educational
Leadership Unit (SELU).
Cottrell, M., Bouvier, R., Epstein, R., & Pelletier,
T. (2010). Cumberland House Cree Immersion
Program review. Saskatoon, SK: Saskatchewan
Educational Leadership Unit (SELU).
Dray, N., & Burgess, D. (2011). Alameda School
Program Study. Saskatoon, SK: Saskatchewan
Educational Leadership Unit (SELU).
College of Education 2010–2011
21
Dray, N., & Burgess, D. (2011). Arcola School
Program Study. Saskatoon, SK: Saskatchewan
Educational Leadership Unit (SELU).
Dray, N., & Burgess, D. (2011). Weldon School
Program Study. Saskatoon, SK: Saskatchewan
Educational Leadership Unit (SELU).
Dray, N., & Burgess, D. (2011). Assiniboia
Park School Program Study. Saskatoon, SK:
Saskatchewan Educational Leadership Unit
(SELU).
Dray, N., & Burgess, D. (2011). Weyburn
Comprehensive High School Program Study.
Saskatoon, SK: Saskatchewan Educational
Leadership Unit (SELU).
Dray, N., & Burgess, D. (2011). Carlyle Elementary
School Program Study. Saskatoon, SK:
Saskatchewan Educational Leadership Unit
(SELU).
Hellsten, L. M. (with Rogers, W. T., Briere, J.,
Christensen, J., Kretschmann, S., & Zhang, X.).
(2010). Psychometric assessment project with the
Saskatchewan Ministry of Education: Literature
reviews and recommendations. Saskatoon, SK:
Saskatchewan Ministry of Education (under
the auspices of Saskatchewan Educational
Leadership Unit [SELU]).
Dray, N., & Burgess, D. (2011). Estevan
Comprehensive High School Program Study.
Saskatoon, SK: Saskatchewan Educational
Leadership Unit (SELU).
Dray, N., & Burgess, D. (2011). Haig School
Program Study. Saskatoon, SK: Saskatchewan
Educational Leadership Unit (SELU).
Dray, N., & Burgess, D. (2011). Lyndale School
Program Study. Saskatoon, SK: Saskatchewan
Educational Leadership Unit (SELU).
Dray, N., & Burgess, D. (2011). Manor School
Program Study. Saskatoon, SK: Saskatchewan
Educational Leadership Unit (SELU).
Dray, N., & Burgess, D. (2011). Maryfield School
Program Study. Saskatoon, SK: Saskatchewan
Educational Leadership Unit (SELU).
Dray, N., & Burgess, D. (2011). Midale School
Program Study. Saskatoon, SK: Saskatchewan
Educational Leadership Unit (SELU).
Dray, N., & Burgess, D. (2011). Oxbow Prairie
Horizons School Program Study. Saskatoon, SK:
Saskatchewan Educational Leadership Unit
(SELU).
Dray, N., & Burgess, D. (2011). Redvers School
Program Study. Saskatoon, SK: Saskatchewan
Educational Leadership Unit (SELU).
Dray, N., & Burgess, D. (2011). Souris School
Program Study. Saskatoon, SK: Saskatchewan
Educational Leadership Unit (SELU).
Dray, N., & Burgess, D. (2011). Wapella School
Program Study. Saskatoon, SK: Saskatchewan
Educational Leadership Unit (SELU).
Dray, N., & Burgess, D. (2011). Wawota School
Program Study. Saskatoon, SK: Saskatchewan
Educational Leadership Unit (SELU).
22
Annual Research Report: 2010–2011
Murphy, M. S., Clarke, C., Cox, C., Sharpe, R.,
Reeve, T., Storey, K., Yarchenko, K., Campbell,
K., & Glanfield, F. (in press). The relationship
between the assessment process and children’s
and teachers’ knowledge and identity in
mathematics. Saskatoon, SK: Dr. Stirling
McDowell Foundation for Research into
Teaching.
Prytula, M. P., Makahonuk, C., Syrota, M., &
Pesenti, M. (2010). Sustainable successful teacher
induction: From praxis to practice. Saskatoon, SK:
Dr. Stirling McDowell Foundation for Research
into Teaching.
Pushor, D. (2010, September). Parent
engagement: Research for teachers, I. Toronto,
ON: Elementary Teachers Federation of Ontario.
Ramdath, D., Henry, C., Kalyn, B., Mangroo, S.,
& Whiting S. (2010). A collaborative model to
address nutrition and healthy lifestyles in the
school curriculum in Trinidad and Tobago. Port of
Spain, Trinidad.
Sanga, K., Ralph, E., Walker, K., & Ruru, D. (2011,
April). Report on adapting mentorship in Fiji.
Fijii National University & Victoria University at
Wellington, New Zealand.
Schwier, R. A, Wilson, J. R., Morrison, D., &
Proctor, L. F. (2010/2011). Program proposal to
reinstate the graduate program in Educational
Technology and Design: Saskatoon, SK:
University of Saskatchewan.
Walker, K., Sanga, K., Ralph, E., & JohnanssonFua, S. (2011, March). Report on adapting
mentorship in Tonga. Tonga Campus, ‘Atele,
Kingdom of Tonga, The University of the South
Pacific, Fiji & Victoria University at Wellington,
New Zealand.
Wilson, J. (2011) Course evaluation for the
College of Agriculture and Bioresources: A
commissioned review of Experiential Learning in
Renewable Resource Management RRM 421.6.
Saskatoon, SK.
BOOK REVIEWS
Brenna, B. A. (2010). Review of the book Get
graphic: Using storyboards to write and draw
picture books, graphic novels, or comic strips.
By M. Thurman & E. Hearn. Canadian Journal
of Education, 33(3), 649–651.
Kelly, W. H. (2011). Review of the book Critical
thinking education assessment: Can higher order
thinking be test? By L. Groarke & J. Sobocan.
Dialogue: Canadian Philosophical Review, 50(1),
227–229.
Orlowski, P. (2010). Review of the book The rich
world and the impoverishment of education:
Diminishing democracy, equity and workers’
rights. By D. Hill (Ed.). Workplace: A Journal for
Academic Labor, 17, 139–146.
INVITED CONFERENCE
PRESENTATIONS &
INVITED LECTURES
OUTSIDE THE UNIVERSITY
OF SASKATCHEWAN
Barrett, M. J. (2011, March).
Invited professional development workshop for
the Ministry of Education, First Nations, Métis,
and Community Education Branch, Regina, SK.
Battiste, M. (2011, May/June). Aboriginal leaders
in conversation on education. Invited chair and
panel member at the Canadian Society for the
Study of Education (CSSE) Annual Meeting,
Fredericton, NB.
Battiste, M. (2011, May). Animating Indigenous
knowledge in education: From resilience to
renaissance. Invited presentation at the
Comparative International Education (CIE)
Society’s Annual Conference, Montreal, QC.
Battiste, M. (2011, January). Cognitive
imperialism and decolonizing research. Invited
keynote at the Narrative, Arts-based, and ‘Post’
Approaches to Social Research Conference,
Tempe, AZ.
Battiste, M. (2010, November). Initiative for
diversity and global education. Invited member
of advisory panel, Faculty of Education, McGill
University, Montreal, QC.
Backwash: Spring tree
Photo Credit: Jane Preston
Battiste, M. (2010, November). Issues concerning
First Nations education. Invited witness
testimony to the Senate Aboriginal Peoples
Committee, Ottawa, ON.
Battiste, M. (2010, February). Violence, trauma
and healing: Nourishing the learning spirit of
Aboriginal youth. Invited keynote at the 6th
Annual Safe Schools Conference, Saskatoon, SK.
Battiste, M. (2011, March). Indigenous
humanities at McMaster University. Invited
member of panel at the Department of English
and Cultural Studies and the Indigenous
Studies Program, Hamilton, ON.
Battiste, M. (2011, March). Indigenous
Humanities to TransCanada Institute. Invited
member of panel at the University of Guelph,
Guelph, ON.
Battiste, M. (2011, March). The Fourth R Violence
Prevention Program: New considerations
working toward Aboriginal perspectives. Invited
presentation at 16th National Congress on
Rural Education, Saskatoon, SK
Battiste, M. (2011, April). Workshop with
Hub team on “Violence Prevention.” Invited
workshop presentation at the AWASIS
Conference, Saskatoon, SK.
Battiste, M. (2011, February). Teachings from
the Elders and nourishing of the learning
spirit. Invited presentation at Tamara House,
Saskatoon, SK.
Brenna, B. A. (2011, June). A Saskatchewan
author’s development—Bev Brenna unedited.
Invited presentation at the Saskatchewan
Association of Library Technicians (SALT)
Conference, Saskatoon, SK.
Brenna, B. A. (2011, January). Metaphors
of writing/metaphors in writing. Invited
presentation at Telling Stories: Representing
Difference/Different Representations
Conference (University of Saskatchewan),
Saskatoon, SK.
Brenna, B. A. (2010, November). “Something
to Hang On To:” Literature to reflect diversity for
classroom reading. Invited presentation at the
Saskatchewan Council for Exceptional Children
(CEC), Saskatchewan Teachers’ Federation,
Saskatoon, SK.
Brien, K., & Stelmach, B. (2010, December).
Legal and cultural contexts of parent-teacher
interactions. Invited presentation to the
Department of Indian Affairs and Northern
Development, Ottawa, ON.
Burgess, D. (2010, April). Academic educational
administration in eleven countries: Trends and
issues. Invited presentation at the Faculty of
Education, Tianjin Normal University, Tianjin,
People’s Republic of China.
Carr-Stewart, S. (2011, February). Issues in
Indigenous education: Australia and Canada.
Invited presentation at Monash University,
Melbourne, VIC, Australia.
Carr-Stewart, S. (2011, February). Program
development: Indigenous education. Invited
panel session presentation at Monash
University, Melbourne, VIC, Australia.
Carr-Stewart, S. (2011, March). Aboriginal youth
gangs in Canada. Invited presentation at the
University of Auckland, Auckland, New Zealand.
Carr-Stewart, S. (2011, March). Community
health: Youth social and educational issues.
Invited presentation at the University of
Auckland, Auckland, New Zealand.
Carr-Stewart, S. (2011, March). Education and
Treaties: Canada and New Zealand. Invited
presentation at the Victoria University,
Wellington, New Zealand.
Carr-Stewart, S. (2010, October). First Nations
education: The future is now. Invited witness
testimony at the Standing Senate Committee
on Aboriginal Peoples, Ottawa, ON.
Chernoff, E. J. (2011, May). Engaged in
mathematics: Voices from our community.
Invited presentation at the Saskatoon Public
Schools Collegiate Renewal Secondary
Mathematics Conference, Saskatoon, SK.
Chernoff, E. J. (2011, February). Mathematics
education networking experiences: The
necessary, the unnecessary, and the digital.
Invited presentation at the Third Annual
Mathematics Education Graduate Students’
Association (MEGA) Conference and Meeting,
Vancouver, BC.
Chernoff, E. (2010, November). This new
approach to teaching and learning mathematics
sounds great and all, but I teach high school
mathematics. Invited presentation at Sciematics
2010 Hosted by the Saskatchewan Science
Teachers’ Society and the Saskatchewan
Mathematics Teachers’ Society, Regina, SK.
Chernoff, E. (2010, November). We’re talking
the talk, but are we walking the walk? Invited
presentation at Sciematics 2010 hosted by
the Saskatchewan Science Teachers’ Society
and the Saskatchewan Mathematics Teachers’
Society, Regina, SK.
Cottrell, M. (2011, April). Closing the gap:
Recent initiatives in Aboriginal education in
Western Canada. Invited presentation to
Saskatchewan Community School Association,
Prince Albert, SK.
Cottrell, M. (2011, January). Indigenous
education in comparative perspective. Invited
presentation to Battleford Tribal Council
Education Division, North Battleford, SK.
Cottrell, M., Bouvier, R., Epstein, R., & Pelletier,
T. (2010, October). Cumberland House Cree
Immersion Program review. Invited presentation
to Northern Lights School Division, La Ronge, SK.
Cottrell, M., Pearce, J., & Pelletier, T. (2010,
November). School-community relations,
educational governance and Aboriginal
student achievement in Saskatchewan. Invited
presentation to Southeast Cornerstone School
Division, Weyburn, SK.
Flynn, M. (2011, February). Designing and
implementing a pass-fail course. Invited
presentation to the Department of Educational
Foundations, College of Education, University
of Saskatchewan, Saskatoon, SK.
Hellsten, L. M. (2011, January). Exploring the
transtheoretical model using IRT. Invited presentation to the University of Hawaii at Manoa
Schools of Nursing and Medicine, Department
of Public Health Science, Honolulu, HI.
Chernoff, E. J. (2011, May). You say SOHCAHTOA,
I say SYRCXRTYX . . . for a reason. Invited
presentation at the Saskatchewan Mathematics
Teachers’ Society’s (SMTS) 3rd Annual
Saskatchewan Understands Mathematics
(SUM) Conference, Saskatoon, SK.
Jessen Williamson, K. (2011, May). Arctic health:
Challenges and responses to rapid climate,
environmental, and social change. Invited
expert panel member of the University of the
Arctic Institute for Applied Circumpolar Policy
Conference Series, Hanover, NH.
Chernoff, E. (2010, November). So you have to
implement a reform mathematics curriculum:
Now what? Invited presentation at the
2010 Horizon School Division Convention,
Saskatoon, SK.
Jessen Williamson, K. (2011, April). “Inuit
kulturiat meeqqerisarfiillu” (Inuit culture and the
day cares in Greenland). Invited presentation to
day care centre workers, Ilulissat, Greenland.
College of Education 2010–2011
23
Jessen Williamson, K. (2011, April). “Kalaallit:
timikkut, tarnikkut anersaakkullu” (Greenlanders
in physical, in soul and in spirit). Invited
presentation to Community Centre for the Arts
for Northern Greenland, Ilulissat, Greenland.
Kovach, M. (2011, March). A conversation about
Indigenous methodologies. Invited feature
presentation for Brown Bag Symposium Series,
The Social Policy Research Unit, University of
Regina, Regina, SK.
McKenzie, M. (2011, May). Narration, place, and
the social: Practices of socio-ecological education.
Invited scholar lecture at the Graduate Program
in Education for Sustainable Development,
Uppsala, Sweden.
Jessen Williamson, K. (2011, April). “Kalaallit
Kiffanngissuserlu” (Greenlanders and
independent identity). Invited presentation
to Parliamentarians and members of the
Greenland Government (Naalakkersuisut),
Nuuk, Greenland.
Kovach, M. (2011, March). Indigenous
methodologies. Invited keynote address at
the 9th Annual Indigenous Graduate Student
Symposium, Faculty of Education, University of
British Columbia, Vancouver, BC.
McKenzie, M. (2011, May). Capacity building in
ESD at the University of Saskatchewan. Invited
panelist at the Sustainability and Education
Training Academy, Saskatchewan Ministry of
Education, Waskesiu, SK.
Kovach, M. (2011, February). Engaging
Indigenous knowledges: The rich complexities
of inclusion. Invited feature presentation
for the Gwenna Moss Centre for Teaching
Effectiveness, University of Saskatchewan,
Saskatoon, SK.
McKenzie, M. (2011, April). When oil meets
water: Anticipating our environmental future
through time and space. Invited plenary panel at
the American Educational Research Association
(AERA) Annual Meeting, New Orleans, LA.
Jessen Williamson, K. (2011, April). “Kalaallit
meeqqerisarfiillu” (The Greenlanders and the day
cares). Invited presentation to Leadership of
Day Care Centre Workers, Nuuk, Greenland.
Jessen Williamson, K. (2011, March). “Qilavut
Puulukillu Pamiui” (Our heavens and pigs’ tails).
Invited presentation for public in Katuaq, the
National Arts Centre, Nuuk, Greenland.
Jessen Williamson, K. (2010, November).
Resilience in education. Invited presentation to
Northwest Territory Department of Education,
Yellowknife, NT.
Jessen Williamson, K. (2010, November).
Visioning and dialogue towards a university in
Canada’s far North. Invited discussant member
for a dialogue on a university in Canada’s
Arctic, Walter and Duncan Gordon Foundation,
Yellowknife, NT.
Jessen Williamson, K. (2010, September).
Daunting environment and Inuit health. Invited
workshop presentation Canadian Institute for
Health Research in collaboration with Institute
for Aboriginal Peoples’ Health, Edmonton, AB.
Kalyn, B. (2010, October). Leading from behind:
Building capacity in health, physical education,
and nutrition: Curriculum through shared
leadership. Ophea and Physical & Health
Education Canada National Conference,
Toronto, ON.
Kovach, M. (2011, June). Indigenous research.
Invited keynote presentation at Indigenous
Peoples’ Health Research Centre, Regina, SK.
Kovach, M. (2011, June). Indigenous
methodologies. Invited keynote presentation at
the University of Manitoba Summer Institute:
Health of Populations Evaluation, Winnipeg, MB.
Kovach, M. (2011, May). A reading—“Indigenous
Methodologies: Characteristics, Conversations,
and Contexts.” Invited to A Lunch Hour of
Readings at the Saskatchewan Legislative
Library, Regina, SK.
24
Annual Research Report: 2010–2011
Kovach, M. (2011, January). Indigenous
methodologies: A matter of application. Invited
keynote address at Indigenous Research Day,
Trent University, Peterborough, ON.
Kovach, M. (2010, October). Integrating
Indigenous knowledges in post-secondary
studies. Invited guest lecture for EDFT 870
Interdisciplinary Seminar, Department of
Educational Foundations, University of
Saskatchewan, Saskatoon, SK.
McKay, M., Meyers, S., McKenzie, M., &
Stelmach, B. (2010, October). What is feminism?
Invited panel presentation to the Social Justice
and Anti-Racist, Anti-Oppressive Forum on
Education (SAFE) Conference, Saskatoon, SK.
McKenzie, M. (2011, June). What we can
do with culture: Socio-ecological experience
towards cultural change. Invited keynote at
the Canadian Network for Environmental
Education and Communication Conference,
Regina, SK.
McKenzie, M. (2011, June). Research symposium.
Invited panelist and Facilitator at the Canadian
Network for Environmental Education and
Communication Conference, Regina, SK.
McKenzie, M. (2011, June). Critical ethnography
field trip. Invited presentation at the Canadian
Network for Environmental Education and
Communication Conference, Regina, SK.
McKenzie, M. (2011, May). Politics, policy,
and practices of ESD. Invited keynote at the
Graduate Program in Education for Sustainable
Development Conference, Uppsala, Sweden.
McKenzie, M. (2011, May). Social and spatial
theory and educational research. Invited scholar
lecture at the Graduate Program in Education for
Sustainable Development, Uppsala, Sweden.
McKenzie, M. (2011, April). Perspectives on
curriculum studies. Invited plenary panel at the
American Educational Research Association
(AERA) Annual Meeting, New Orleans, LA.
McKenzie, M. (2011, January 19). Place and the
social in experiential environmental education.
Invited presentation at the Vice-Provosts’
Experiential Learning Forum, Saskatoon, SK.
McKenzie, M. (2010, October). Socio-ecological
experience and anti-oppressive communitybased education. Invited presentation at the
Social Justice and Anti-racist Anti-oppressive
Forum on Education (SAFE) Conference,
Saskatoon, SK.
McVittie, J. (2010, November). Youth
engagement: Growing the future. Invited
presentation at Saskatchewan Green Trade
Conference, Saskatoon, SK.
Messer-Engel, K., & Claypool, T. (2010,
September). The Saskatchewan College of
Psychologists’ professional practice guidelines.
Invited co-facilitated workshop for registered
psychologists, Regina, SK.
Messer-Engel, K., & Claypool, T. (2010,
December). The Saskatchewan College of
Psychologists’ professional practice guidelines.
Invited co-facilitated workshop for registered
psychologists, Prince Albert, SK.
Murphy, M. S. (2010, November). Teaching
mathematics and science as intellectual practice.
Invited keynote at Sciematics Conference,
Regina, SK.
Murphy, M. S., & Huber, J. (2011, April). Teacher
education structured poster session. Invited
discussant at the American Educational
Research Association (AERA) Annual Meeting,
New Orleans, LA.
Backwash: Summer leaves
Photo Credit: Jane Preston
Murphy, M. S., Huber, J., & Ross, V. (2011,
April) Dimensions of temporality. Invited
paper presented at the American Educational
Research Association (AERA) Annual Meeting,
New Orleans, LA.
Nicol, J. J. (2011, January). Women experiencing
chronic illness with the companionship of music.
Invited presentation at the Prairie Women’s
Health Centre of Excellence Workshop,
Saskatoon, SK.
Nicol, J. J. (2010, November). Health, wellness,
prevention and counselling psychology. Invited
presentation at the Inaugural Canadian
Counselling Psychology Conference, Montreal,
QC.
Orlowski, P. (2010, October). The history of
racial discourses in North America. Invited
presentation at the Annual Social Justice and
Anti-racist Anti-oppressive Forum on Education
(SAFE) Conference, Saskatoon, SK.
Orlowski, P. (2010, October). Why not teach
about social class? Invited presentation at
the Annual Social Justice and Anti-racist
Anti-oppressive Forum on Education (SAFE)
Conference, Saskatoon, SK.
Prytula, M. P. (2011, March). Action research
in education. Invited presentation at the
Celebration of Research Conference, College
of Education, University of Saskatchewan,
Saskatoon, SK.
Prytula, M. P. (2011, May). Action research for
school improvement. Invited presentation at the
Superannuated Teachers of Saskatchewan 38th
Annual General Meeting, Saskatoon, SK.
Prytula, M. P., & Benson, J. (2010, November).
Data walls in education. Invited presentation for
Prairie Spirit School Division, Warman, SK.
Pushor, D. (2011, May). Parent engagement.
Invited presentation for York Region Best Start
Network, Newmarket, ON.
Pushor, D. (2011, May). Parent engagement:
It’s more than you think! Invited keynote at the
1st Annual Parent Engagement Conference,
Saskatoon Public School Division, Saskatoon, SK.
Pushor, D. (2011, February). Parents: Integral
and essential. Invited keynote address at
West Meadow Elementary School’s Parent
Conference 2011, Claresholm, AB.
Pushor, D. (2010, November). Standing together:
Forming strong links in a care chain. Invited
keynote address presented at Exemplary Parent
Engagement (Family Supports Institute of
Ontario), Scarborough, ON.
Pushor, D. (2010, August). Family and
community engagement: Broadening our focus.
Invited opening address at the Saskatoon Tribal
Council Teachers Conference, Saskatoon, SK.
Pushor, D. (2010, August). Beliefs and
assumptions about parents and families: What
you give is what you get returned. Invited closing
address at Saskatoon Tribal Council Teachers
Conference, Saskatoon, SK.
Ralph, E. (2011, February). The Adaptive
Mentorship© model: Is it workable in your
context? Invited workshop conducted at
Rarotonga, Cook Islands, University of the
South Pacific.
Ralph, E. (2011, February). Seminar/workshop
on Adaptive Mentorship©. Invited workshop
conducted at Corpus Christie Teachers College,
Suva, Fiji.
Ralph, E., & Walker, K. (2011, May 4). How
effective is your mentoring? Why not consider
Adaptive Mentorship©? Invited workshop
conducted at the University of Saskatchewan
Leadership Conference 2011, Saskatoon, SK.
Ralph, E., Walker, K., & Chu, C. (2011, March).
Research Talanoa/Seminar on Adaptive
Mentorship©. Invited participatory workshop
at Victoria University of Wellington, Faculty of
Education, Karori Campus, Wellington, NZ.
Ralph, E., Walker, K., & Chu, C. (2011, February).
An Adaptive Mentorship© workshop: How
might it fit within your field? Invited workshop
conducted for the Auckland Leadership
Cluster at Manukau Institute of Technology,
Auckland, NZ.
Ralph, E., Walker, K., J-Fua Fonua, S., & Sanga,
K. (2011, January).The Adaptive Mentorship©
model. Invited workshop conducted for leaders
from health, industry, education, defence,
police, church, and NGOs at the University of
the South Pacific, Tonga Campus in Nuku’alofa,
Kingdom of Tonga.
Ralph, E., Walker, K., Ruru, D., & Sanga, K.
(2011, February). Considering the Adaptive
Mentorship© model: An interdisciplinary
workshop. Invited workshop/seminar
conducted for faculty members and
administrators of Fiji National University and
the Fiji Ministry of Education, Lautoka, Fiji.
Ralph, E., & Walker, K., & Sanga, K. (2011,
February). Considering the Adaptive
Mentorship© model: An interdisciplinary
workshop. Invited workshop conducted
for members of the Pacific Islands Forum
Secretariat, Suva, Fiji.
Renihan, P. (2011, March). A study of
leadership succession in Saskatchewan. Invited
presentation to the School Division Directors of
Saskatchewan, Saskatoon, SK.
Renihan P. (2011, February). Is the principalship
for you? Invited one-day leadership seminar for
Cornerstone School Division, Weyburn, SK.
Renihan, P. (2011, February). A study of
leadership succession for Saskatchewan schools.
Invited presentation at the meeting of the
Saskatchewan School Boards’ Association,
Regina, SK.
Renihan P. (2011, January). Principles of effective
supervision. Invited presentation for Day #3 of a
four-day supervision series for Battleford Area
Tribal Council, North Battleford, SK.
Renihan P. (2010, December). Is the principalship
for you? Invited one-day leadership seminar,
Moose Jaw, SK.
Renihan P. (2010, November). Principles of
effective supervision. Invited presentation
for Day #2 of a four-day supervision series
for Battleford Area Tribal Council, North
Battleford, SK.
Renihan, P. (2010, October). Leadership for
Saskatchewan schools: Preliminary findings
of a succession study. Invited presentation
to the Inter-agency Steering Committee,
Saskatoon, SK.
Renihan, P. (2010, September). Principles of
effective supervision. Invited presentation
for Day #1 of a four-day supervision series
for Battleford Area Tribal Council, North
Battleford, SK.
Renihan, P. (2010, July). Engaging teaching
problems: Instructional strategies for instructional
leaders. Invited presentation at Saskatchewan
Principal’s Short Course, Saskatoon, SK.
Sanga, K., & Walker, K. (2011, February). Case
studies in leadership and ethics. Invited forum of
Heads of Public Service and Executive Officers
of Cabinet, Pacific Region, Commonwealth
Secretariat and Cook Islands Government in
Rarotonga, Cook Islands.
Sanga, K., & Walker, K. (2011, February).
Ethics for diligent university executives. Invited
presented at University of South Pacific with
Pacific Cooperation Foundation, Suva, Fiji.
College of Education 2010–2011
25
Sanga, K., & Walker, K. (2011, February).
Everyday working ethics: Easier said than done.
Invited presentation for the Pacific Island
Forum Secretariat, Transparency International
(Fiji), Pacific Cooperation Foundation, Suva, Fiji.
Sanga, K., & Walker, K. (2011, June). The
Malaitan mind and teamship: Implications of
Indigenous knowledge for team development
and performance. Invited paper presented at
the 11th Annual Conference on Management
(Universidad San Pablo CEU), Madrid, Spain.
Schwier, R. A. (2011, February). Learning
networks: Klatches and communities. Invited
presentation to University of Otago, Dunedin,
New Zealand.
Schwier, R. A. (2011, February). Research
methods for identifying and analyzing learning
communities. Invited presentation to the Higher
Education Development Center, University of
Otago, Dunedin, New Zealand.
Schwier, R. A., & Wilson, J. R. (2010, December).
Agency and authenticity in the practice and
professional training of instructional design.
Invited presentation at Saskatchewan
Instructional Design Retreat, Saskatoon, SK.
Schwier, R. A. (with the IDT Futures Group).
(2010, November). Opportunities, directions,
and issues facing the field of instructional design
and technology. Invited panel presentation at
Brigham Young University, Provo, UT.
Schwier, R. A. (2010, October). Los muchos
rostros de las comunidades de aprendizaje (The
many faces of learning communities). Invited
keynote presentation to the Online Education
Symposium 2.0, Guadalajara, Mexico.
Schwier, R. A. (2010, October). A conversation
about open teaching and learning. Invited
presentation at Universidad Marista de
Guadalajara, Guadalajara, Mexico.
Schwier, R. A. (2010, October). Research and
development in online learning and virtual
learning communities. Invited presentation at
Universidad de Guadalajara, Guadalajara, Mexico.
Schwier, R. A. (2010, September). Your vision,
your future, and your university experience.
Invited presentation to Royal West Transition
Program Orientation, Saskatoon, SK.
Schwier, R. A. (with group of master teachers
from the University of Saskatchewan). (2010,
August). Master Teacher panel. Invited panel
presentation at the Fall Orientation to Teaching
and Learning 2010, University of Saskatchewan,
Saskatoon, SK.
26
Annual Research Report: 2010–2011
St. Denis, V. (2011, May/June). Silencing
Aboriginal curricular content and perspectives:
“There are other children here.” Invited
presentation to the Canadian Association of
Deans of Education Forum at the Canadian
Society for the Study of Education (CSSE)
Annual Meeting, Fredericton, NB.
St. Denis, V. (2011, March). Aboriginal teachers’
professional experience and knowledge in public
schools. Invited presentation at Big Questions
Worthy Dreams, Saskatoon, SK.
St. Denis, V. (2011, March). First Nations social
development: Education and its impact on
Aboriginal children. Invited presentation at the
Federation of Saskatchewan Indian Nations
(FSIN) Health & Wellness Conference, Children
and Families First, Regina, SK.
St. Denis, V. (2011, February). Learning from
the successes and challenges of Aboriginal
teachers. Invited presentation at the North
Central Teachers’ Convention (Alberta Teachers’
Association), Edmonton, AB.
St. Denis, V. (2010, November). Having the
resolve and commitment to see change happen:
Becoming and being an ally of Aboriginal
education. Invited keynote at the Learning from
Practice: An Exchange of Teacher Knowledge
and Research Conference, Saskatoon, SK.
St. Denis, V. (2010, November). You don’t have
to be Aboriginal to learn Aboriginal content:
Suggestions from the experience and professional
knowledge of Aboriginal teachers. Invited
presentation at the Learning from Practice: An
Exchange of Teacher Knowledge and Research
Conference, Saskatoon, SK.
St. Denis, V. (2010, November). A study of
Aboriginal teachers’ professional knowledge
and experience in Canadian schools. Invited
presentation at the 30th Anniversary Cultural
Conference & Annual General Meeting, Gabriel
Dumont Institute, Saskatoon, SK.
St. Denis, V. (2010, October). Does talking
about race make matters worse? Invited
keynote at the Social Justice and Anti-Racist
Anti-Oppressive Forum on Education (SAFE),
Saskatoon, SK.
Walker, K. (2010, July). Packing your own bag
for successful leadership of high performing
schools. Invited opening keynote presentation
for Saskatchewan Principals’ Short Course,
Saskatoon, SK.
Walker, K. (2010, September 27). Towards
authentic and compassionate leadership: A
developmental approach. Invited presentation
at the Centre for Leadership Studies Research
Seminar, School of Business, Exeter University,
Exeter, England.
Walker, K. (2011, January). Ethics in blue
jeans and bumper sticker morality. Invited
presentation at Manukau Institute of
Technology and Leadership Pacific, Auckland,
New Zealand.
Walker, K. (2011, February). Starting well to finish
well: Leadership seminar. Invited presentation at
School of Te Kura Maori, College of Education,
Victoria University of Wellington, Wellington,
New Zealand.
Walker, K. (2011, February). Mentoring
by questions: Cultural workshop. Invited
presentation at Pasifika Medical Association,
Wellington, New Zealand.
Walker, K. (2011, February). The possibility
of creating more palatable, generative and
sustainable performance-based research cultures:
Research Seminar Series. Invited presentation
at the School of Te Kura Maori, Faculty of
Education, Victoria University of Wellington,
Wellington, New Zealand.
Walker, K. (2011, March). Talanoa on Adaptive
Mentorship©. Invited presentation at the
Faculty of Education, Karori Campus, Victoria
University of Wellington, Wellington,
New Zealand.
Walker, K. (2011, June). The place of palliative
care in the management and leadership of
organizations. Invited paper presented at the
11th Annual Conference on Management,
Universidad San Pablo CEU, Madrid, Spain.
Walker, K., & Chu, C. (2011, March). Adapting
mentorship to South Pacific leadership. Invited
presentation at Karori Campus, University
of Victoria at Wellington, Wellington, New
Zealand.
Walker, K., Chu, C., & Ralph, E. (2011, February).
A cafe conversation: The New Generation
Global leader. Invited seminar for members
of the Auckland cluster of Leadership Pacific,
Auckland, NZ.
Walker, K., & Sanga, K. (2011, February).
Marketplace leadership with integrity in South
Pacific Context. Invited special MBA Program
Lecture, University of the South Pacific Business
School, Suva, Fiji.
Wason-Ellam, L., & Mitten, R. (2010, September).
Visual learning and struggling readers with FASD.
Invited presentation at Fetal Alcohol Canadian
Expertise (FACE) Conference, Vancouver, BC.
Backwash: Autumn scene
Photo Credit: Brenda Mergel
Wason-Ellam, L. (2010, November). What really
matters in family literacy? Supporting family
diversity. Invited presentation at the Learning
from Practice Conference: Dr. Stirling McDowell
Foundation for Research into Teaching,
Saskatoon, SK.
Wason-Ellam, L., & Purdue, P. (2010, July).
Environmental landscapes in children’s literature.
Invited presentation at the 23rd World
Conference on Reading, University of Auckland,
Auckland, New Zealand.
Wason-Ellam, L., & Purdue, P. (2010,
July). Illustrations in children’s literature:
Commonplaces of culture and identity.
Invited presentation at the 5th International
Conference on Arts and Society, University of
Sydney, Sydney, Australia.
Wilson, A. (2011, April). Addressing homophobia
and bullying. Invited keynote at Sakekew High
School, North Battleford, SK.
Wilson, A. (2011, March). Addressing
homophobia in Aboriginal communities. Invited
presentation at Culture and Fashion Oskayak
High School, Saskatoon, SK.
Wilson, A. (2011, March). Anti-racism, antioppression education. Invited presentation at
Apathy to Action Conference (Saskatchewan
Intercultural Committee), Regina, SK.
Wilson, A. (2011, March). Invited keynote speech.
International Day for Racial Discrimination,
Saskatoon, SK.
Wilson, A. (2011, March). Storytelling in Cree
culture: Storytellers series. Invited presentation
at Tamara’s House, Saskatoon, SK.
Woodhouse, H. (2011, June). Commitment as
moral courage for Whitehead. Invited paper
as part of a panel presentation, “Emotions,
feelings, commitment, creativity: Process
approaches to teaching and learning,” at the
Society for Teaching and Learning in Higher
Education (STLHE) Annual Conference,
Saskatoon, SK.
Woodhouse, H. (2011, April). The market model
of education as a value program: And how to
oppose it. Invited paper as part of a panel
presentation, “The Endangered University,” at
the Humanities Research Institute Conference:
Rethinking the Humanities: A Books Launch
and Colloquium, Saskatoon, SK.
Woodhouse, H. (2010, August). Connecting
“Selling Out: Academic Freedom and
the Corporate Market” with Indigenous
understandings of the land. Invited presentation
to the Summer Institute of the Indigenous
Land-Based Cohort, College of Education,
University of Saskatchewan,
Emma Lake, SK.
PRESENTATIONS AT
CONFERENCES (NON-INVITED)
Anning, C., McIntyre, L. J., & Hellsten, L. M.
(2011, April). Exploring teacher attitudes toward
instructing students with exceptionalities in
regular physical education programs. Poster
presentation at the American Educational
Research Association (AERA) Annual Meeting,
New Orleans, LA.
Arnason, C., Nicol, J. J., & Schenstead, A. (2011,
May). Arts-based inquiry in music therapy:
Staying true to our artistic centres. Presentation
at the Canadian Association for Music Therapy
Annual Conference, Winnipeg, MB.
Wilson, A. (2010, October). Interconnecting isms:
Race, gender and homophobia in education.
Invited closing keynote speaker at Social
Justice in Education: How far will you go?
Student Teachers Anti-Racism Society (SAFE)
Conference. Saskatoon, SK.
Balzer, G. (2010, October). Does participation
in international service learning lead to social
change and civic responsibility? Presentation at
the International Association for Research in
Service Learning and Community Engagement,
Indianapolis, IL.
Wilson, J. (2010, August). Using technology
in your teaching. Invited presentation at
Orientation to Teaching and Learning 2010,
University of Saskatchewan, Saskatoon, SK.
Barrett, M. J. (2011, June). Intuition, creativity,
and discourse: Addressing cultural differences in
knowing in higher education. Paper presented
at the Society for Teaching and Learning in
Higher Education (STLHE) Annual Conference,
Saskatoon, SK.
Wilson, J. (2010, August). Balancing many
priorities—Integrating teaching into your
academic career. Invited member of panel
discussion at Orientation to Teaching and
Learning 2010, University of Saskatchewan,
Saskatoon, SK.
Barrett, M. J. (2011, June). Multiple knowledge
systems and environmental decision-making:
Making a difference in graduate teaching. Paper
presented at Environmental Education and
Communication Annual Meeting, Regina, SK.
Barrett, M. J. (2011, June). Redefining community
as all our relations. Paper and workshop
presented at Environmental Education and
Communication Annual Meeting, Regina, SK.
Barrett, M. J. (2011, June). Redefining community
as all our relations: A path to a decolonizing
teaching practice. Paper presented at the
Society for Teaching and Learning in Higher
Education (STLHE) Annual Conference,
Saskatoon, SK.
Barrett, M. J. (2011, April). An arts-based
approach to an old epistemology: Researching
with Animate Earth. Paper presented at the
American Educational Research Association
(AERA) Annual Meeting, New Orleans, LA.
Barrett, M. J. (2011, April). Researching
through an animist epistemology: Barriers to
environmental education research ‘in connection’
with Animate Earth. Paper presented at the
American Educational Research Association
(AERA) Annual Meeting, New Orleans, LA.
Barrett, M. J., & Wotherspoon, B. (2011,
April). Who is in our community? Including the
more-than-human in social studies class. Paper
presented at Awâsis Aboriginal Education
Conference, Saskatoon, SK.
Battiste, M., Gillies, C., & Zwarych, S. (2011,
March). The Fourth R Violence Prevention
Program: New considerations for teachers
working toward Aboriginal perspectives.
Presentation at the 16th National Congress on
Rural Education, Saskatoon, SK.
Brenna, B. A. (2011, June). The portrayal of
characters with disabilities in contemporary
Canadian and American novels for children.
Presentation at the Children’s Literature
Association Conference, Roanoke, VA.
Brenna, B. A. (2011, May/June). Beyond
words: A qualitative case study of children’s
comprehension strategies related to graphic
novels. Presentation at the Canadian Society for
the Study of Education (CSSE) Annual Meeting,
Fredericton, NB.
Burgess, D., & Newton, P. (2010, September).
An analysis of academic educational
administration in the Commonwealth.
Presentation at the Commonwealth
Council on Educational Administration
and Management (CCEAM) and Australian
Council for Educational Leadership (ACEL)
International Conference, Sydney, Australia.
Carr-Stewart, S. (2011, May/June). Chief
Thunderchild and community involvement
in education 1880–1920s: A case study of the
College of Education 2010–2011
27
establishment of schools and Indian Affairs
educational policy and practices. Presentation at
the Canadian Society for the Study of Education
(CSSE) Annual Meeting, Fredericton, NB.
Hellsten, L. M., & Martin, S. (2010, September).
Exploring the experiences of female faculty in
a College of Education. Presentation at the
London International Conference on Education
(LICE), London, UK.
Chernoff, E. J. (2011, February). Investigating
relative likelihood comparisons of multinomial,
contextual sequences. Presentation for Working
Group 5: Stochastic Thinking at the Seventh
Congress of the European Society for Research
in Mathematics Education (CERME7), Rzeszów,
Poland.
Hellsten, L. M., McIntyre, L. J., & Martin, S. (2010,
September). Tenure and promotion: Exploring
the experiences of female faculty in a College
of Education. Paper presented at the London
International Conference on Education (LICE),
London, UK.
Chernoff, E. J., & Zazkis, R. (2010, October). A
problem with the problem of points. Presentation
at the 32nd Annual Meeting of the NorthAmerican Chapter of the International Group
for the Psychology of Mathematics Education,
Columbus, OH.
Hellsten, L. M., McIntyre, L. J., & Prytula, M.
P. (2011, January). Prepared or not prepared?
Exploring beginning teachers’ experiences with
students with diverse needs. Poster presentation
at the 9th Annual Hawaii International
Conference on Education, Honolulu, HI.
Carr-Stewart, S. (2010, October). Blackfoot
Children and Old Sun’s Boarding School 18941897: A case study of the history and effects of
educational assimilation. Paper presented at the
Canadian History of Education Association 16th
Biennial Conference, Toronto, ON.
Hellsten, L. M., McIntyre, L. J., & Zhang, X. (2011,
January). Examining the workload of beginning
teachers. Presentation at the 9th Annual
Hawaii International Conference on Education,
Honolulu, HI.
Cottrell, M. (2010, July). Cultural congruence in
Saskatchewan schools: The search for “ethical
space” diversity in systems. Presentation at the
Organizations and Nations Conference, Belfast,
Ireland.
Cottrell, M. (2011, May/June). The intersection
of indigeneity, modernity and globalization.
Presentation at the Canadian Society for the
Study of Education (CSSE) Annual Meeting,
Fredericton, NB.
Cottrell, M. (2011, January). Theorizing
Saskatchewan education. Presentation at the
9th Annual Hawaii International Conference on
Education, Honolulu, HI.
Cottrell, M., Pearce, J., & Pelletier, T. (2011,
April). School-community relations, educational
governance and Aboriginal student achievement
in Saskatchewan. Presentation at the Toronto
International Conference on Education,
Toronto, ON.
Chan, E., Murphy, M. S., Huber, J., & Ross,
V. (2011, January). Making visible narrative
understandings: Dimensions of temporality.
Paper presented at the Narrative, Arts-based,
and “Post” Approaches to Social Research
Conference, Phoenix, AZ.
Glanfield, F., Murphy, M. S., & Ward, A. (2011,
April). Intellectual work in teaching: Perspectives
of early career teachers. Paper presented at the
American Educational Research Association
(AERA) Annual Meeting, New Orleans, LA.
28
Annual Research Report: 2010–2011
Hellsten, L. M., Prytula, M. P., & McIntyre, L.
J. (2011, March). Exploring the experiences of
Saskatchewan beginning teachers who obtain
employment in rural and northern schools.
Presentation at the 16th National Congress on
Rural Education, Saskatoon, SK.
Hellsten, L. M., Prytula, M. P., Noonan, B.,
Macdonald, K., & Janzen, R. (2011, May/June).
Exploring elementary teachers’ classroom
assessment practices. Presentation at the
Canadian Society for the Study of Education
(CSSE) Annual Meeting, Fredericton, NB.
Huber, J., Clandinin, D. J., & Murphy, M.S. (2011,
April). Narrative understandings of children
as assessment makers in school and familial
curriculum making. Paper presented at the
American Educational Research Association
(AERA) Annual Meeting, New Orleans, LA.
Huber, J., Murphy, M. S., & Clandinin, D. J. (2011,
January). The in-between spaces of familial and
school curriculum making: A narrative inquiry
into children’s negotiations of embodied tensions.
Paper presented at the Narrative, Arts-based,
and “Post” Approaches to Social Research
Conference, Phoenix, AZ.
Janzen, B., Hellsten, L. M., & Colten, T. (2011,
June). Developing a measure of the psychosocial
quality of unpaid family work: Methodological
description, initial findings and challenges.
Poster presentation at the 3rd North American
Congress of Epidemiology, Montreal, QC.
Kemp-Koo D., & Claypool, T. (2011, June). A
case study of the Arrowsmith program. Poster
presentation at the Canadian Psychological
Association’s Conference, Toronto, ON.
Kinzel, A. L. (2011, May). The journey of accepting
chronic pain. Presentation at Canadian
Counselling and Psychotherapy Association,
Ottawa, ON.
Kinzel, A. L. (2011, January). Acceptance of
chronic pain: Future directions. Presentation
to College of Education Faculty, Students,
and Guests, University of Saskatchewan,
Saskatoon, SK.
Kinzel, A. L. (2010, November). Acceptance
of chronic pain: Application to counselling
psychology practice. Presentation at the
Inaugural Counselling Psychology Conference,
Montreal, QC.
Kinzel, A. L., Smith, A., & Martin, S. (2011, May).
Student to professional: Changing identity.
Presentation at Canadian Counselling and
Psychotherapy Association, Ottawa, ON.
Kitchen, J., Ciuffetelli Parker, D., Pushor, D.,
Craig, C., Cutri, R., & Griffin, S. (2011, April).
Narrative inquiries into curriculum making
in teacher education. A teacher education
symposium at the American Educational
Research Association (AERA) Annual Meeting,
New Orleans, LA.
Kovach, M., (2011, May). The quandary and
potentiality of using Indigenous methodologies
in conjunction with modified grounded theory
method. Presentation at the 7th International
Congress of Qualitative Inquiry, UrbanaChampaign, IL.
Kovach, M., & Gilles, C. (2011, June). Creating
welcoming environments for Indigenous
knowledges in higher education. Presentation
at the Society for Teaching and Learning in
Higher Education (STLHE) Annual Conference,
Saskatoon, SK.
Kovach, M. & Montgomery H. (2010, July).
Inviting diversity: E-learning with Indigenous
and remote adult learners within postsecondary studies of social work and education.
Presentation at the 10th International
Conference on Diversity in Organization,
Communities and Nations, Belfast, Ireland.
Lalonde, G., & Nicol, J. J. (2011, May). Three
Francophone adolescent girls’ stories of singing:
Singing for identity, relationship, wellbeing
and strength. Presentation at the Canadian
Association for Music Therapy Annual
Conference, Winnipeg, MB.
Backwash: Winter sunset
Photo Credit: Jane Preston
Lemisko, L. (with Horton, T., Clausen, K, &
Epp, M.) (2011, May/April). The importance
of multiculturalism in social studies. Panel
presentation at the Canadian Society for the
Study of Education (CSSE) Annual Meeting,
Fredericton, NB.
Lemisko, L., & Epp, M. (2011, May/June). Circles
of inquiry: A context for professional learning?
Presentation at the Canadian Society for the
Study of Education (CSSE) Annual Meeting,
Fredericton, NB.
Lemisko, L., & Reynolds, C. (2011, January).
Leading curriculum renewal in a teacher
education program: Strategies and lessons
learned. Paper presented at the 9th Annual
Hawaii International Conference on Education,
Honolulu, HI.
Martin, S. (2011, January). Nursing burnout in
the oncology setting: A resiliency perspective.
Presentation at the 1st Inaugural Saskatchewan
Nursing Hematology Day (Saskatoon Health
Region), Saskatoon, SK.
McIntyre, L. J., Hellsten, L.M., & Prytula, M.
(2011, January). Prepared or not prepared?
Exploring beginning teachers’ experiences with
students with diverse needs. Paper presented at
the 9th Annual Hawaii International Conference
on Education, Honolulu, HI.
McKenzie, M., & Ross, H. (2010, April).
Geographical imaginaries and the public good:
Fossil fuel as a case for the importance of ‘space’
in environmental education. Presentation at the
American Educational Research Association
(AERA) Annual Meeting, New Orleans, LA.
McVittie, J. (2011, June). Imaginaries for
outdoor environmental education teachers.
Presentation at the Environmental Education
and Communication (EECOM) Conference,
Regina, SK.
Messer-Engel, K., & Claypool, T. (2011, June).
Introducing Saskatchewan’s professional
practice guidelines. Conversation session at
the Canadian Psychological Association’s
Conference, Toronto, ON.
Molnar, T. (2011, May/June). Science teachers’
experience with implementing problem based
learning (PBL). Paper presented at the Canadian
Society for the Study of Education (CSSE)
Annual Meeting, Fredericton, NB.
Murphy, M. S. (2010, October). Playing on the
number line. Presentation at the Saskatchewan
Early Childhood Conference, Saskatoon, SK.
Murphy, M. S. (2010, September). Movement
on the number line for grade 5-8. Presentation
at the North West School Division Teachers
Conference, Meadow Lake, SK.
Orlowski, P. (2010 September). Liberal discourses
& Aboriginal students. Presentation to the
Greater Saskatoon Catholic School Division,
Saskatoon, SK.
Murphy, M. S. (2010, September). Number lines
in K-4. Presentation at the North West School
Division Teachers Conference, Meadow Lake, SK.
Orlowski, P. (2010, November). Teaching for a
strong democracy. Presentation to Saskatoon
Public School Division teachers, Saskatoon, SK.
Murphy, M. S., Glanfield, F., Ward, A., Chung,
S., & Driedger-Enns, L. (2011, April). Tensions in
early career teachers’ stories to live by: Identity
making in conflicting and competing stories.
Paper presented at the American Educational
Research Association (AERA) Annual Meeting,
New Orleans, LA.
Pain, B. (2011, March). Creating our sense of
place: Our new facility. Presentation at the
Canadian Symposium XI: Home Economics
Education, Winnipeg, MB.
Murphy, M. S., Huber, J., Young, M., Nelson,
C., & Yi, L. (2011, May). Storying and restorying
experiences: Teacher education through narrative
inquiry processes. Paper presented at the
Narrative Research in Progress Conference,
Anchorage, AK.
Murphy, M. S., Huber, J., Yi L., Nelson, C., & Young,
M. (2011, April). A curriculum of lives in teacher
education. Paper presented at the Invisible
College Annual Meeting, New Orleans, LA.
Nicol, J. J. (2011, May). Exploring alternative
ways to represent and disseminate findings.
Presentation at the Canadian Association
for Music Therapy Annual Conference,
Winnipeg, MB.
Nicol, J. J., & Lalonde, G. L. (2011, May). A
grounded theory inquiry of solitary music
listening as a social process. Presentation at the
Canadian Association for Music Therapy Annual
Conference, Winnipeg, MB.
Ogenchuk, M., Spurr, S., & Prytula, M. P., &
Bally, J. (2011, June). Innovative partnerships:
An approach to pediatric clinical education.
Presentation at the Society for Teaching and
Learning in Higher Education (STLHE) Annual
Conference, Saskatoon, SK.
Orlowski, P. (2011, May/June). Separate oil &
state: Using the media for a critical eco-pedagogy
in the classroom. Presentation at the Canadian
Society for the Study of Education (CSSE)
Annual Meeting, Fredericton, NB.
Orlowski, P. (2011, May). Liberal discourses
& Aboriginal students. Presentation to the
Greater Saskatoon Catholic School Division,
Saskatoon, SK.
Pain, B. (2010, October). Celebrating our
new home. Presentation at the Association
for Saskatchewan Home Economics/
Saskatchewan Home Economics Teachers’
Association (ASHE/SHETA) Conference,
Saskatoon, SK.
Park, J. (2011, April). Jazz poems: New Orleans
Jazz Musicians and Poetics. Presentation at the
American Educational Research Association
(AERA) Annual Meeting, New Orleans, LA.
Prytula, M. P. (2011, January). Experiential
learning: Action research in schools. Presentation
at the Experiential Learning Fair (College
of Education, University of Saskatchewan),
Saskatoon, SK.
Prytula, M. P., Makahonuk, C., Pesenti, M.,
& Syrota, S. (2010, November). Sustainable
successful teacher induction: From praxis to
practice. Presentation at the Saskatchewan
Teacher’s Federation Learning through Practice
Conference, Saskatoon, SK.
Prytula, M. P., Noonan, B., & Hellsten, L. M. (2011,
March). Assessment leadership: Perceptions of
the rural school principal. Presentation at the
16th National Congress on Rural Education,
Saskatoon, SK.
Prytula, M. P., & Weiman, K. (2011, May/
June). The emerging teacher: Examining the
development of teacher identity through
the professional learning community cohort
induction model. Presentation at the Canadian
Society for the Study of Education (CSSE)
Annual Meeting, Fredericton, NB.
Ralph, E., & Walker, K. (2011, June).
Implementing Adaptive Mentorship© in
practicum/clinical education programs.
Workshop conducted by E. Ralph at the Society
for Teaching and Learning in Higher Education
(STLHE) Annual Conference, Saskatoon, SK.
Orlowski, P. (2011, February). Liberal discourses
& Aboriginal students. Presentation to the
Greater Saskatoon Catholic School Division,
Saskatoon, SK.
College of Education 2010–2011
29
Ralph, E., & Walker, K. (2011, June). Helping
novices develop in the humanities via Adaptive
Mentorship©. Workshop conducted by E. Ralph
at the 9th International Conference on New
Directions in the Humanities, Andalusia, Spain.
perspective. Presentation at the Commonwealth
Council on Educational Administration and
Management (CCEAM) and Australian Council
for Educational Leadership (ACEL) International
Conference, Sydney, Australia.
Stelmach, B., Claypool, T., & Molnar, T. (2011,
May/June). Tenure performances and scholarly
identity. Paper presentation at the Canadian
Society for the Study of Education (CSSE)
Annual Meeting, Fredericton, NB.
Ralph, E., & Walker, K. (2011, May). Developing
your mentoring skills via the Adaptive
Mentorship© model. Workshop conducted by
E. Ralph at the 1st International Conference on
Faculty Development in the Health Professions,
Toronto, ON.
Russell, G., & Chernoff, E. J. (2010, October).
Beyond nothing: Teachers’ conceptions of zero.
Presentation at the 32nd Annual Meeting of the
North-American Chapter of the International
Group for the Psychology of Mathematics
Education, Columbus, OH.
Walker, K., & Nsiah, J. (2010, July). Servant
leadership and the Catholic high school principal.
Paper presented at the British Educational
Leadership, Management and Administration
Society (BELMAS) Annual International
Conference, Reading, England.
Ralph, E., & Walker, K. (2011, March).
Enhancing your mentoring practice via Adaptive
Mentorship©. Workshop conducted by E. Ralph
at the Lilly West 23rd Annual Conference on
College Teaching & Learning (Evidence-Based
Teaching), Pomona, CA.
Schwier, R. A. (with Fox, D., Greer, J., Klaassen,
J., Pierson, R.) (2010, November). Open access
publishing. Panel presentation for Information
Technology Week, University of Saskatchewan,
Saskatoon, SK.
Walker, K., & Ralph, E. (2010, July). Enhancing
mentors’ effectiveness: A promising model. Paper
presented at the British Educational Leadership,
Management and Administration Society
(BELMAS) Annual International Conference,
Reading, England.
Ralph, E., & Walker, K. (2011, January). Applying
the Adaptive Mentorship© model: A crossdisciplinary workshop. Workshop conducted
at the 9th Hawaii International Conference on
Education, Honolulu, HI.
Ralph, E., & Walker, K. (2011, January). Enhancing
your mentoring practice: Applying the Adaptive
Mentorship© model. Workshop conducted by E.
Ralph at the 2011 International Applied Business
Research Conference, Maui, HI.
Ralph, E., & Walker, K. (2011, January). Adaptive
Mentorship©: A promising mentoring model.
Workshop conducted by E. Ralph at the 2011
International College Teaching & Learning
Conference, Maui, HI.
Ralph, E., & Walker, K. (2010, November).
Applying Adaptive Mentorship© across the
disciplines: An invitation to collaborate.
Workshop conducted by E. Ralph at the 2010
Centennial Symposium on Scholarship of
Teaching and Learning, Banff, AB.
Ralph, E., & Walker, K. (2010, October). A
model with potential: Adaptive Mentorship©.
Workshop conducted by E. Ralph at the
3rd Annual Mentoring Conference,
Albuquerque, NM.
Regnier, R. H. (2011, May). Learning as
valuing. Part of the panel session, “Creativity,
value, and courage: Process approaches
to university teaching and learning” at the
University of Saskatchewan Process Philosophy
Interdisciplinary Seminar, Saskatoon, SK.
Riveros, A., Newton, P., & Burgess, D. (2010,
September). A critique of professional learning
communities in Canada from a situated cognition
30
Annual Research Report: 2010–2011
Schwier, R. A. (with Watson, G.). (2010, October).
Training professionals for instructional design
practice. The instructional design & technology
professors forum. Featured panel presentation
to the Annual Meeting of the Association for
Educational Communication and Technology
(AECT), Anaheim, CA.
Schwier, R. A. (2010, July). Comparing learning
communities in formal, non-formal and informal
learning environments: Cattle drives, watering
holes, and murders of crows. Presentation at the
Association for Educational Communication
and Technology (AECT) 2010 Summer Research
Symposium, Bloomington, IN.
Schwier, R. A., & Koroluk, J. (2011, June).
Creating learning communities in online learning
environments. Paper presented at the Society
for Teaching and Learning in Higher Education
(STLHE) Annual Conference, Saskatoon, SK.
Siemens, G., & Nicol, J. J. (2011, May).
Adolescent girls’ experiences of music listening
and romance. Presentation at the Canadian
Association for Music Therapy Annual
Conference, Winnipeg, MB.
Steeves, L., Carr-Stewart, S., Marshall, J.,
& Mueller, R. (2011, May/June). Teacher
recruitment and retention in a First Nations
Tribal Council and a provincial school division.
Presentation at the Canadian Society for the
Study of Education (CSSE) Annual Meeting,
Fredericton, NB.
Stelmach, B., & Cimpriç, L. (2010, September).
Parent involvement in post-secondary education:
The impact on administrative and academic
personnel at four Western Canadian universities.
Paper presented at the Commonwealth Council
for Educational Administration & Management
Conference, Sydney, Australia.
Walker, K., & Van Hesteren, F. (2010, October).
The compassionate leader: Models of/for
compassionate, empathetic and creative
leadership. Paper presented at the International
Leadership Association, Boston, MA.
Walker, K., Kutsyuruba, B., & Bishop-Yong, N.
(2011, May/June). The principle of best interests of
students in the principalship. Paper presented at
the Canadian Society for the Study of Education
(CSSE) Annual Meeting, Fredericton, NB.
Wilson, J. (2011, June). Developing an
educational technology group for pre-service
teachers. Proceedings of the Society for
Technology and Learning in Higher Education
Conference, Saskatoon, SK.
Wilson, J. (2011, March). Technology integration,
EAL and pre-service teachers. Proceedings of the
Society for Information Technology in Teacher
Education (SITE) Conference, Nashville, TN.
Wilson, J., & Scott, S. (2011, March). 3D video
production in teacher education. Proceedings
of the Society for Information Technology
in Teacher Education (SITE) Conference,
Nashville, TN.
Young, L., Nicol, J. J., & Lawrence, M. (2011, May).
Music therapy research in Canada. Presentation
at the Canadian Association for Music Therapy
Annual Conference, Winnipeg, MB.
ART EXHIBITIONS OR
PERFORMANCES
Brenna, B. A. (2011, May 12). Invited storytelling
and author reading. Vincent Massey School,
Saskatoon, SK.
Brenna, B. A. (2011, April 7). Invited author reading.
Saskatchewan Reading Council, Saskatoon, SK.
Brenna, B. A. (2010, November 25). “Waiting for No
One:” Book launch. McNally Robinson bookstore,
Saskatoon, SK.
Chernoff, E., Cole, E., Johnson, J., & Russell, G.
(2011, December 20). Merry Christmath. Float at
the CTV Saskatoon, 20th Annual Saskatoon Santa
Claus Parade, Saskatoon, SK.
Prairie Habitat Garden, Medicine Wheel
Photo Credit: Brenda Mergel
Jessen Williamson, K. (2011). Pisoorsuaq/“The
very rich.” In K. Jessen Williamson (author), Inherit
my heaven: Kalaallit gender relations (p. 5). Nuuk,
Greenland: Naalakkersuisut, Government of
Greenland.
Kalyn, B. (2010, November 12). Celebrating 50
years. Yevshan Ukranian Folk Ballet Ensemble,
Saskatoon, SK.
MEDIA PRODUCTIONS
Molnar, T. (2010). ECurr 322 instruction and resource
DVD.
Molnar, T. (2010). Case study: Electronic portfolios.
Retrieved from http://mahara.org/view/view.
php?id=3543
Pushor, D. (2011, January 17). Parents as partners,
Episode 41: Designing and teaching a “curriculum of
parents.” Recorded webcast retrieved from www.
edtechtalk.com/node/4897
Schwier, R. A. (2011, January). New metaphors for
online learning. Invited live podcast, EdTechTalk.
Retrieved from http://edtechtalk.com/
EdTechWeekly181
Artwork by: Barbara Tanner
College of Education 2010–2011
31
Awards and Honours
FACULTY, PROFESSOR EMERITUS, SESSIONALS, STAFF, & ALUMNI
Dr. Margaret
Dr. Michelle
PRYTULA
PUSHOR
Dr. Debbie
Dr. Edwin
Dr. Edwin
Scholarly Writing Award
18th Ann. SK Book
Awards for Indigenous
Methodologies:
Characteristics,
Conversations, & Contexts
2010 McDowell
Foundation Award for
Contributions
to Educational
Research Awards
Teaching Excellence
Award, 2010
(Early Childhood Education
Council, Saskatchewan
Teachers’ Federation)
Education Student
Society (ESS)
Intern Supervisor Award
Master Teaching Award,
University of Saskatchewan
Dr. Jay
Dr. Che Kan
KOVACH
Robert
Dr. Verna
Dr. Alex
RALPH
RALPH
REGNIER
ST. DENIS
WILSON
WILSON
Environmental
Activist Award
(Presented by
Saskatchewan
Eco-Network)
Provost’s College of
Education Outstanding
Teaching Award
Provost’s Award for
Excellence in Aboriginal
Education
Apple Distinguised
Educator
Dr. Che Kan
Dr. Christine
FONDSE
MURAWSKY
Orest
Dr. Cecil
KING
KRAUSE
(Professor Emeritus)
Sylvia Wallace Sessional
Lecturer Award
Award for Distinction in
Outreach and Engagement
Alumni Excellence in
Aboriginal Initiative Awards
Alumni Service Award
LEONG
Visiting Scholar: National
Institute of Education,
Nanyan Technological
University Singapore
Helen
Mary
Robert Allen
Dave
LEONG
(Professor Emeritus)
Visiting Scholar: Japan,
Hong Kong, and Canada
Laurel
Tania
HORSMAN
HOUSTON
KILPATRICK
KING
MILLER
College of Education
Alumni Wall of Honour
Recipient 2010
College of Education
Alumni Wall of Honour
Recipient 2010
College of Education
Alumni Wall of Honour
Recipient 2010
College of Education
Alumni Wall of Honour
Recipient 2010
College of Education
Alumni Wall of Honour
Recipient 2010
32
Annual Research Report: 2010–2011
Graduate Student Awards
Name of Recipient
Department & Program
Name of Award
Teddy Bandima
EAd/Ph.D.
Lownsbrough Memorial Scholarship in Education
Teddy Bandima
EAd/Ph.D.
University of Saskatchewan Graduate Scholarship
Conor Barker
EPSE/Master
University of Saskatchewan Graduate Scholarship
Jennifer Briere
EPSE/Master
André Renaud Memorial Scholarship
Jennifer Briere
EPSE/Master
R. A. Yackulic Prize
Pamela Buttinger
EPSE/Master
SSHRC Joseph-Armand Bombardier Canada Graduate Scholarship
Colleen Charles
EFdn/Master
Gordon McCormack Memorial Graduate Scholarship for Native Students
Colleen Charles
EFdn/Master
TD Bank Financial Group Aboriginal Graduate Bursary in Education
Janice Cruise
EFdn/Master
University of Saskatchewan Graduate Scholarship
Jessica Dueck
EPSE/Master
University of Saskatchewan Graduate Scholarship
Jean Emmerson
EPSE/Ph.D.
SSHRC Doctoral Scholarship
Marcia Engel
PSE/Master
Education Graduate Bursary
Serdar Erkan
EAd/Ph.D.
University of Saskatchewan Graduate Scholarship
Laurissa Fauchoux
EPSE/Master
Education Graduate Bursary
Laurissa, Fauchoux
EPSE/Master
SSHRC Joseph-Armand Bombardier Canada Graduate Scholarship
Christina Fonstad
ECur/Master
Dr. Kay Whale Memorial Book Prize
Carmen Gillies
EFdn/Ph.D.
Dean’s Scholarship
Carmen Gillies
EAd/Ph.D.
Lownsbrough Memorial Scholarship in Education
Rosalind Hardy
EAd/Ph.D.
Saskatchewan Educational Leadership Unit (SELU) Scholarship
Lynn Harper-Harris
EPSE/Master
Robert F. Horner Memorial Graduate Scholarship
Sara Hildebrandt
EAd/Ph.D.
University of Saskatchewan Graduate Teaching Fellowship
Teresa Hill
EPSE
University of Saskatchewan Graduate Scholarship
Dennis Johnson
EAd/Ph.D.
Lownsbrough Memorial Scholarship in Education
Debra Kemp-Koo
EPSE/Ph.D.
University of Saskatchewan Graduate Teaching Fellowship
Robert Kraft
EAd/Master
J. B. Kirkpatrick Travel Award
Curline Lindo
EFdn/Master
University of Saskatchewan Graduate Scholarship
Karen MacDonald
EAd/Master
Murray Scharf Scholarship for National Congress on Rural Education
College of Education 2010–2011
33
Graduate Student Awards continued...
Name of Recipient
Department & Program
Name of Award
Karen MacDonald
EAd/Master
University of Saskatchewan Graduate Teaching Fellowship
Roberta (Calene) Muir
EFdn/Master
Elsie and Arthur Rose Memorial Scholarship
Robin Mueller
EAd/Ph. D.
Dean’s Scholarship
Catherine Newmann-Boxer
EAd/Ph.D.
University of Saskatchewan Graduate Teaching Fellowship
Catherine Newmann-Boxer EAd/Ph.D.
Saskatchewan Educational Leadership Unit (SELU) Scholarship
James Oloo
EAd/Ph.D.
University of Saskatchewan Graduate Scholarship
Joseph V. Pearce
EAd/ Ph.D.
Saskatchewan Educational Leadership Unit (SELU) Scholarship
Robert Perry
EAd/Ph.D.
Lownsbrough Memorial Scholarship in Education
Robert Perry
EAd/Ph.D.
Murray Scharf Scholarship for National Congress on Rural Education
Robert Perry
EAd/Ph.D.
University of Saskatchewan Graduate Scholarship
Nancy Peters
EFdn/Ph.D.
SSHRC Doctorial Fellowship Scholarship
Amber Peterson
EPSE/Master
SSHRC Joseph-Armand Bombardier Canada Graduate Scholarship
Madeline Press
EAd/Ph.D.
Lownsbrough Memorial Scholarship in Education
Tarra Quaife
EPSE/Master
Education Graduate Bursary
Agatha Remoundos
ECur/Masters
University of Saskatchewan Graduate Teaching Fellowship
Kevin Riffel
ECur/Master
University of Saskatchewan Graduate Scholarship
Betty Rohr
EAd/Ph.D.
Saskatchewan Educational Leadership Unit (SELU) Scholarship
William Rowluck
ECur/Master
TD Bank Financial Group Aboriginal Graduate Bursary in Education
Gale Russell
EAd/Ph.D.
Lownsbrough Memorial Scholarship in Education
Michelle Sanderson
EFdn/Masters
TD Bank Financial Group Aboriginal Graduate Bursary in Education
Amanda Sawlor
EAd/Ph.D.
Lownsbrough Memorial Scholarship in Education
Carrie Stene
ECur/Master
Saskatchewan Reading Council Award for Research in Reading
Diane Sutherland
ECur/Master
TD Bank Financial Group Aboriginal Graduate Bursary in Education
Rebecca Wallis
EPSE/Master
University of Saskatchewan Graduate Scholarship
Lesley Walters
ECur St/Master
Douglas/Brown Award in Instructional Technologies
Barbara Wotherspoon
EFdn/Ph.D.
University of Saskatchewan Graduate Teaching Fellowship
34
Annual Research Report: 2010–2011
Master and PhD Graduates
MASTER GRADUATES
• Clarice A. Cardinal (EFdn), Course-based
• Krista L. Hayes (EAd), Course-based
• Vincent G. Ahnenakew (EAd), Course-based
• Mark L. Charmbury (EAd), Course-based
• Dean H. Hignett (EAd), Course-based
• Lori J. Amy (EAd), Course-based
• Michael R. Cristo (EAd), Course-based
• Terrance M. Andrusiak (EAd), Course-based
• Kevin F. Cumming (EAd), Course-based
• Cari L. Anning (EPSE), Thesis: Physical
activity in children and adolescents with
exceptionalities: The role of school and
athletic programs
• Maureen E. Currie (EAd), Course-based
• Hillary A. Hinds (ECur), Project: Mathematics
in the workplace: The role of mathematics
education in the work life of individuals
• Lucy Antsanen (EFdn), Course-based
• Jessica J. Dueck (EPSE), Course-based
• Shane A. Armstrong (EAd), Course-based
• Debbie L. Durand (EAd), Course-based
• Donna J. Arsenault (ECur), Course-based
• Trevor J. Edgar (EAd), Course-based
• Andrew St. Clair Baetz (ECur), Project:
Utilizing math screencasts and video
as a teaching aid
• Anahit Falihi (EFdn), Project: On
development of critical visual literacy
• Wanda Barker (EFdn), Course-based
• Jeffrey J. Fisher (EAd), Course-based
• Ola N. Bakri (ECur), Project: English language
learners motivation to study English:
Their future prospects
• Robyn L. Flaman (EAd), Course-based
• Linda J. Banga (EAd), Course-based
• Tanya D. Becker (EPSE), Thesis: Exploring
teaching strategies to teach reading in
French immersion
• Wendy R. A. Benson (EAd), Course-based
• Tyler J. Bergen (EPSE), Project: Inclusive
attitudes: Contributions of perceived
teacher efficacy and emotional reactions
to challenging behavior
• Nicola W. Bishop-Yong (EAd), Thesis: The
best interests principle in administrative
practice: Canadian in-school administrators’
perceptions, definitions, and use of the best
interests principle
• Daniel J. Blais (EAd), Course-based
• Monique R. Blom (EFdn), Project: The
transformative power of creative process
in learning: Defining a path to relationship
connections with the environment
• Lori-Ann Daniels (EAd), Course-based
• Craig M. Dubray (EAd), Course-based
• Cheryl L. Farrell (EAd), Course-based
• Tracy L. Forsythe (EAd), Course-based
• Terrissa L. Fradette (EAd), Course-based
• Laura L. Friesen (ECur), Project: Instructional
design aimed at reducing teens’
consumption of sugary beverages
• Karen Fung (EPSE), Thesis: The initial
development and content validity of
an Asperger’s Syndrome self-screening
instrument for adults
• Benedict J. Garchinski (EAd), Course-based
• Kelly L. Gerhardt (EPSE), Course-based
• Chandra R. Gerich (EAd), Course-based
• Luisa R. Giocoli (EAd), Course-based
• Joyce A. Gooijer (EAd), Thesis:
Putting together the pieces of me:
An autoethnography of a teaching principal
in an exceptionally small rural school
• Andrea J. Hnatiuk (EAd), Course-based
• Lisa M. Hodson (EAd), Course-based
• Kimberley D. Hobbs (ECur), Course-based
• Jayson C. Kennard (ECur), Course-based
• Lisa M. Hodson (EAd), Course-based
• Chad E. Holinaty (EAd), Course-based
• Ina A. Holmen (EAd), Course-based
• Velma Illasiak (EFdn), Course-based
• Tricia L. Janvier (EFdn), Course-based
• Alice E. Johnston (EFdn), Course-based
• Kimberley D. Hobbs (ECur), Course-based
• Russell Kushniruk (EPSE), Project:
Employee recruitment and retention of
a non-profit organization
• Chantelle S. Kinakin (EPSE), Project:
Using technological interventions to
promote home school communication
• Jaymie L. Koroluk (ECur), Thesis: An ecology
of e-learning: A framework to guide the
study of informal self-directed, learning to
Web 2.0 environments
• Karol Kryzanowski-Narfason (ECur), Project:
A state of the art grade one classroom
template: A framework for teachers to model
their classrooms after ensuring success for
all student learning to read
• Lynn J. Kuny (EAd), Course-based
• Hyunchul Kim (EAd), Course-based
• Susan M. Greene (EFdn), Course-based
• Tara J. Labuik (EPSE), Thesis: Personal creative
activity, male chronic illness, and perceived
stress: An exploratory study
• Ryan J. Brimacombe (ECur), Course-based
• Lorraine A. Greyeyes (EAd), Course-based
• Raelyn L. Larmet (EAd), Course-based
• Jason R. Brose (EAd), Course-based
• Vernon J. Greyeyes (EAd), Course-based
• Jennifer L. Malmsten (EAd), Course-based
• Lisa R. Cadieux de Larios (EAd), Course-based
• John M. Guest (EFdn), Project: Mastery
learning as an alternative approach to
the use of marks: A Mathematics teacher’s
experience
• Miranda C. Low (EAd), Course-based
• Chad P. Gusikoski (EAd), Course-based
• Nevin C. Halyk (EAd), Course-based
• Janice C. Meyer (EAd), Project: Keys
to successful lifelong online learning
• Dawna L. Hawrysh (EAd), Course-based
• Larry K. McCallum (EAd), Course-based
• Allison L. Cameron (ECur), Thesis: Movement
matters: Investigating the experiences of
students involved in a physical activity
fitness program
• Doris M. Camsell (EFdn), Course-based
• Jason D. Gordon (EAd), Course-based
• Shawn C. Ly (EAd), Course-based
• Carla Listener (EFdn), Course-based
College of Education 2010–2011
35
Master and PhD Graduates continued...
• Kelly M. McInnes (EAd), Thesis:
Understanding the mentoring relationships
of women in higher educational
administration
• Cameron McRae (EFdn), Course-based
• Glenys D. Martin (ECur), Course-based
• Edgar G. C. Osmond (EPSE), Course-based
• Chantal R. Ounsworth (ECur), Course-based
• Tammy L. Morin (EAd), Course-based
• Daniel Schellenberg (ECur), Project:
Factoring trinomial tutor for iOS
(iPhone/iPod)
• Jayne F. Senger (EAd), Course-based
• Wendy N. Shabatoski (EAd), Course-based
• Hua Shang (EAd), Thesis: University
professors’ perceptions about authentic
learning in undergraduate teaching:
A case study
• Rita Mueller (EFdn), Project: Factors that
affect teaching media literacy
• Yubo She (EFdn), Thesis: Three approaches
to outdoor education: A Whiteheadian
interpretation of their potential for practice
• Anne E. Naugler (ECur), Course-based
• James A. Shevchuk (EAd), Course-based
• Shaun J. Nechvatal (EAd), Thesis:
Living within reform: A phenomenological
study of the live experience of teacher
leaders in high schools
• Vernon J. Saddleback (EFdn), Course-based
• Colleen M. Norris (EAd), Course-based
• Robert D. Nystuen (ECur), Course-based
• Irene A. Oakes (EAd), Thesis: The fatherless
identity: An exploratory case study of men’s
fatherless experiences
• Leah L. Minarik (EAd), Project: Designing
proficient online teachers: Effective training
for the 21st century teacher
• Debbie L. Stevens (ECur), Course-based
• Dean T. Swan (EAd), Thesis: The experiences
of teachers and Eastern European
immigrant students in one Southern
England public school
• Gregory J. Soden (ECur), Course-based
• Diana M. Sproat (ECur), Project: The effects
of a blended learning environment on
authentic learner engagement
• Steven J. Variyan (EAd), Course-based
• Irene B. T. Viau (EAd), Thesis: Métis traditional
environmental knowledge and science
education
• Chantal C. Tindall (EAd), Project:
Foundational assessment terminology
online course materials
• Delbert P. Wapass (EAd), Course-based
• Kathleen A. Wickenhauser (ECur),
Course-based
• Megan E. Wood (EPSE), Thesis: Being
worthy: Journeys of birth mothers of
children with FASD
• Catherine L. Younghusband (EPSE),
Course-based
• Wen Yang (EFdn), Course-based
• Tracy L. Wood Young (ECur), Project: Central
methodological difficulties inherent in
current research examining the relationship
between learning disabilities and depression
in student populations
PHD GRADUATES
• Megan M. Payne (EAd), Course-based
• Scott H. St. Pierre (ECur), Project: Insights
from beginning teachers on the intellectual
work of teaching
• Susan L. Bens (EAd), Dissertation: Senior
education students’ understandings of
academic honesty and dishonesty
• Shauna R. Perreault (ECur), Course-based
• Linda J. Smith (EPSE), Course-based
• Jeffrey J. Peterson (EAd), Course-based
• Mark M. Phaneuf (EAd), Course-based
• Angela J. Thorpe (EPSE), Thesis:
From fabric to quilt: Adaptability in teaching
EAL students from a classroom teacher’s
perspective
• Lois E. Berry (EAd), Dissertation: Making
a diversity difference: Stories of leadership in
creating a more inclusive nursing profession
• Pamela C. M. Pierlot (EAd), Course-based
• Jannelle E. G. Y. Tang (ECur), Course-based
• Elizabeth E. Phipps (ECur), Course-based
• Derek E. G. Tannis (ECur), Thesis: International
students’ lived experiences seeking ICT
assistance: Just click here
• Karen D. Peterson (EAd), Course-based
• Diane M. Pisch (EPSE), Course-based
• Margaret G. Plunz (ECur), Thesis: School
and family literacy learning: Experiences
of children in two immigrant families
• Rayanne R. Taylor (EAd), Course-based
• Cari L. Roberts (ECur), Thesis: Examining
adolescent cyberbullying in Saskatchewan
• Christine Thomas (EAd), Course-based
• Valerie E. Ruf (EAd), Project: Valuing the
writing experiences of middle years
students: Theory and practice
• Cindy E. Smith (EAd), Course-based
• Michele L. Sambrook (ECur), Project:
A combined online, face-to-face Physics
20 course
• Anurag Saxena (EAd), Thesis: Leadership
in medical education: Competencies,
challenges, and strategies for effectiveness
36
Annual Research Report: 2010–2011
• Raylene M. Taylor (EAd), Course-based
• Jana M. Thomas (EAd), Course-based
• Margaret R. Symon-Lungal (ECur), Thesis:
Experiencing the impact of child sexual
abuse within intimate partner relationships
• Yvonne N. Vizina (EFdn), Course-based
• Lesley M. L. Walters (ECur), Course-based
• Darcy M. Todos (EAd), Course-based
• Colleen L. Umpherville (EAd), Course-based
• Jenise S. Vangool (EAd), Course-based
• Marcella J. Ogenchuk (EAd), Dissertation:
Alcohol prevention programs: An
exploration of grade 11 students perceptions
• Ursula Osteneck (ECur), Dissertation:
Experiences of women involved in
international curriculum development
project
• Jane P. Preston (EAd), Dissertation:
A school council’s influence on community
involvement in a Saskatchewan community
• Sandra L. Svoboda (EAd), Dissertation:
Network possibilities: Using network inquiry
to investigate processes of social capital
acquisition and mobility in an educational
context
Note: EAd: Educational Administration; ECur:
Curriculum Studies; EPSE: Educational Psychology
and Special Education; and EFdn: Educational
Foundations.
FAST FACTS
65
PUBLICATIONS AND PRESENTATIONS
FAST FACTS
The 2010–2011 school years has proven to be a prolific year for faculty members in terms of publications and presentations. The chart below provides the
total numbers of books, chapters in books, refereedPublications
article, invited papers/abstracts
in published conference proceedings, papers/abstracts in published
and Presentations
conference proceedings, invited lectures/conference presentation, and conference presentations for the school year.
The 2010–2011 school years has proven to be a prolific year for faculty members in terms of publications
and presentations. The chart below provides the total numbers of books, chapters in books, refereed
article, invited papers/abstracts in published conference proceedings, papers/abstracts in published
conferenceChapters
proceedings,
lectures/conference
presentation,
and conference
presentations
Books
in Booksinvited
Referred
Articles
Invite Papers/
Invited
Conference for the
Papers/Abstracts
Conference
school year.
Presentations/
Abstracts
in Published
Presentations
Books
Chapters in
Books
9
16
9
Refereed
Articles
52
16
51
in Published
Conference
Invite
Papers/
Proceedings
Lectures
Conference
Proceedings
(non-invited)
Abstracts in
Published
Conference
Proceedings
Papers/
Abstracts in
Published
31
Conference
Proceedings
Invited
Conference
Presentations
148
/ Lectures
Conference
Presentations
(non-invited)
7
38
144
105
101
Tri-Council Research Funding
Tri-Council Research Funding
Faculty members within the College of Education have received funding in support of their research. Below is an overview
Faculty members within the College of Education have received funding in support of their research.
Below is an overview of the Tri-Council (SSHRC, NSERC, and CIHR) during the past five years.
of the Tri-Council (SSHRC, NSERC, and CIHR) during the past five years.
577,942
600,000
533,954
500,000
400,000
300,000
272,000
281,000
309,479
200,000
100,000
0
2006‐07
Notes:
2007‐08
2008‐09
2009‐10
2010‐11
1
In 2006–07, 2007–08, 2008–2009, a part of “other” incorporated the Aboriginal Education Research Centre’s (AERC)
multi-million dollar Canadian Council on Learning grant that ended as of 2009–10.
2
Each Tri-Council and Other annual amount encompasses the financial year, May 1–April 30.
Notes: * Each Tri-Council annual amount encompasses the financial year, May 1–April 30.
* 2006-07 and 2007-08 are rounded to the nearest thousand.
College of Education 2010–2011
37
NUMBER OF STUDENTS AND ALUMNI
The chart below highlights the number of undergraduate students and graduate students enrolled
in the College of Education during the 2010–2011 school year, and the number of alumni who have
graduated from the College of Education since its inception in 1927.
38
Undergraduate Students
Graduate Students
Alumni
1,262
446
32,642
Annual Research Report: 2010–2011
College of
Education
www.education.usask.ca
College of Education 2010–2011
39
Saskatoon, SK
Bridging Research and
Fostering Connections
For more information about the College of Education
visit: www.usask.ca/education/
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