COLLEGE OF EDUC ATION
Annual Research Report: 2009-2010
TABLE OF CONTENTS
Message from the Dean................................................................................................................................... 1
Publication Overview....................................................................................................................................... 1
Research Funding Overview............................................................................................................................ 2
Thematic Overview of College of Education Research.................................................................................. 2
Teaching, Learning, and Assessment.......................................................................................................... 3
Student Assessment: A Research Agenda ................................................................................................................ 3
Successful Teacher Induction through the Professional Learning Community........................................... 3
Science Education and Anti-racism: Bridging Pedagogies.................................................................................. 4
Aboriginal Education and Indigenous Ways of Knowing.......................................................................... 5
A Review of Assessment Practices Impacting First Nations and Métis Students........................................ 5
Aboriginal Education and Indigenous Knowledge Systems.............................................................................. 6
Pursing Equitable Outcomes for Aboriginal Students: A Multidisciplinary Approach to Social Theory......................................................................................................................................... 6
National Study on Resilience of Indigenous peoples: Roots of Resilience.................................................... 7
Leadership, Engagement, and Communication......................................................................................... 8
Supporting Teacher Candidates: A Technology/EAL Pilot Project.................................................................... 8
Communicating Engaged Research and Scholarship........................................................................................... 8
A Leadership Succession Strategy for Saskatchewan Schools........................................................................... 9
Families, Schools, Health, and Eco/Social Justice.................................................................................... 10
Making a Difference for Readers with Fetal Alcohol Spectrum Disorders...................................................10
Learning to Live with Chronic Pain through Acceptance..................................................................................10
International Service Learning: Travelling to a New Understanding of Home...........................................11
Social and Ecological Justice Education: A General Perspective.....................................................................12
Faculty Research Interests............................................................................................................................. 15
Honoring the Presence and Commitment of Graduate Students............................................................... 13
Master Graduates 2009–2010......................................................................................................................................13
Doctoral Graduates 2009–2010..................................................................................................................................19
Faculty Awards and Honors 2009–2010...................................................................................................................20
Graduate Students Awards 2009–2010....................................................................................................................20
Publications, Presentations, and Research Activities.................................................................................. 21
Books.....................................................................................................................................................................................21
Chapters in Books.............................................................................................................................................................21
Media Productions...........................................................................................................................................................22
Thesis/Dissertations........................................................................................................................................................22
Papers in Refereed Journals..........................................................................................................................................22
Papers in Non-refereed Journals.................................................................................................................................24
Invited Papers in Published Conference Proceedings and Abstracts............................................................24
Contributed Papers in Published Conference Proceedings and Abstracts.................................................24
Technical Reports Relevant to Academic Field......................................................................................................25
Book Reviews.....................................................................................................................................................................26
Invited Lectures Outside the University of Saskatchewan and Invited Conference Presentations....26
Presentations at Conferences (Non-invited)...........................................................................................................30
Artistic Exhibitions or Performances.........................................................................................................................33
MESSAGE FROM THE DEAN
Cecelia Reynolds
We are pleased to present the College of
Education Annual Research Report: 2009–
2010. It outlines the wide array of research,
scholarly, and artistic work undertaken over
the past year by our full-time faculty and our
completed graduate students. As in last year’s
Report, we have selected several narratives
describing some of our research utilizing
the four headings: Teaching, Learning, and
Assessment; Aboriginal Education and
Indigenous Ways of Knowing; Leadership,
Engagement, and Communication; and
Families, Health, and Eco/Social Justice. These
narratives flesh out some of the material listed
in the report.
The extensive list of research interests displayed within our four
departments—Curriculum Studies, Educational Administration,
Educational Foundations, and Educational Psychology and
Special Education—illustrates the depth and breadth of
expertise in our College. The list of our graduating Master’s and
Doctoral graduates and the awards garnered in the past year
honor accomplishments by students, faculty, and staff.
The Report documents the various ways in which our faculty
have disseminated their scholarly and artistic work during the
past year. The details in these lists come from the Curriculum
Vitae updates faculty provide. You will note that many of the
research endeavors of our faculty are funded by one of the Tri-
Councils: the Social Science and Humanities
Research Council (SSHRC), the National Science
and Engineering Research Council (NSERC),
and the Canadian Institute of Health Research
(CIHR). Some work, however, is funded by
groups such as the Canadian Council on
Learning, the Canadian Teachers’ Federation,
or other national bodies; still others are funded
by provincial groups such as the McDowell
Foundation, the Ministry of Education, and
the Crown Corporations, or by our own John
Ranton McIntosh Research grants.
I wish to thank Dr. Jane Preston, our College
of Education Position Analyst, who pulled
together the information for this Report. I
send a thank you Cindy Roberts, the student responsible for
the stunning artwork on the front cover, to Artin Lahiji for his
guidance as Cindy’s classroom instructor, and to Brenda Mergel
for her assistance with the back cover. I also wish to thank Maria
Jochmaring and Lori Verishagen in Printing Services for their
part in completing the project.
We hope that you enjoy reading about the research, scholarly,
and artistic work that our faculty and graduate students have
done in 2009–2010. You can always contact us or visit our
website to know more about us.
PUBLICATION OVERVIEW
3
The chart below highlights faculty publications as reflected through books, chapters in books, and refereed articles. This
information was collected from faculty Curriculum Vitae updates for the July 1, 2009–June 30, 2010 school year. * Does not include items “in press.”
**Includes items “in press.” Items above the black line (i.e., 2 books; 9 chapters in books, 21 refereed articles) were “in
* Does not
include
“inResearch
press.” Report: 2008–2009 but not accounted for in the 2008–2009 bar graph.
press”
in theitems
Annual
**Includes items “in press.” Items above the black line (i.e., 2 books; 9 chapters in books, 21 refereed articles) were
1 accounted for in the 2008–2009 bar graph.
“in press” in the Annual Research Report: 2008–2009 but not
“in press” in the Annual Research Report: 2008–2009 but not accounted for in the 2008–2009 bar graph.
“in press” in the Annual Research Report: 2008–2009 but not accounted for in the 2008–2009 bar graph.
Research Funding Overview
Research Funding Overview
RESEARCH FUNDING OVERVIEW
Faculty members within the College of Education have received funding in support of their
Faculty
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funding
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research.
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overview
of the
Tri-Council
(SSHRC,
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Note: In 2006–07, 2007–08, 2008–2009, a part of “other” incorporated the Aboriginal Education Research Centre’s (AERC)
Note: In
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Centre’s (AERC) multi-million dollar Canadian Council on Learning grant that ended as of 2009–10.
THEMATIC OVERVIEW OF
COLLEGE OF EDUCATION RESEARCH
The mission statement of the College of Education is “to inform
and improve the theory and practice of education.” Faculty
members at the College support this statement via diversified
research agendas. The dynamic research conducted by faculty
members is broadly represented through the following themes. tradition and culture of Aboriginal peoples.
LEADERSHIP, ENGAGEMENT, AND COMMUNICATION:
In the 21st century, education is about strong leadership,
community engagement, and communication advancement. Many faculty members are addressing this mandate through
their research agendas. Some of their studies include
pilot projects describing how interns infuse Informational
Technology into the English as an Additional Language
classroom, the documentation of the lack of academic freedom
within the present-day corporate culture, and the investigation
of leadership succession within prekindergarten to grade 12
Saskatchewan classrooms. These and other research foci being
conducted within the College will help to inform and transform
the multidimensional future of education.
TEACHING, LEARNING, AND ASSESSMENT: Research related
to teaching, learning, and assessment not only supports the
efficacy of teacher education programs, but the implications
of such research have great potential to influence educators
within local, national, and international domains. Within our
College, some faculty members are targeting their research on
professional learning communities, teacher reflection on antiracism and social justice, and changes to student assessment. Such research reflects the important interface of educational
practice and theory.
ABORIGINAL EDUCATION AND INDIGENOUS WAYS OF
KNOWING: The Accord on Indigenous Education (Association of
Canadian Deans of Education, 2010) envisions that “Indigenous
identities, cultures, languages, values, ways of knowing, and
knowledge systems will flourish in all Canadian learning
settings.” Through research, many faculty members at the
College of Education support this vision. Within this Report, we
spotlight such things as assessment practices impacting First
Nation and Métis students, internationally-shared knowledge
pertaining to equitable outcomes for Aboriginal students,
Mi’kmaw ways of knowing, and the resilience of Inuit people. Such research recognizes, promotes, and celebrates the
FAMILIES, SCHOOLS, HEALTH, AND ECO/SOCIAL JUSTICE:
The academic, physical, emotional, and spiritual wellbeing
of students and their families, the vitality of our earth and
its natural gifts, and the social welfare of world citizens are
research priorities of several of our faculty members. This
Report documents research pertaining to the literacy practices
of students with Fetal Alcohol Spectrum Disorder, individuals
who learn to live with chronic pain, transformational student
experiences gained via international service learning, and
issues of eco/social justice. The outcome of such research
supports the sustainability and overall prosperity of local,
national, and international communities. 2
T
TEACHING, LEARNING,
AND ASSESSMENT
Student Assessment: A Research Agenda
During the past few years, Dr. Brian Noonan has focused
his research on various aspects of student assessment in
education, including the topic of assessment reform and
its implications for assessment leadership. Currently, he is
involved in three assessment-related projects. The first project,
Principal Perception of Assessment Leadership, includes several
research studies, one of which is currently being considered for
publication. Data for this study were collected and organized
with the support and involvement of several College of
Education faculty members. The second study, supported by
a SHRCC grant, involves examining how elementary school
teachers envision grading and other assessment-related
practices. Data for this study have been collected and are the
basis for a future research report. The third study, a preliminary
exploration of the financial components of educational
policy and practice is being conducted in collaboration with
a University of Saskatchewan colleague from the Edwards
School of Business. This project is highly unique in that it
targets the financial components of public education, a topic
with limited past research. Much of the data for this study has
been collected and will be analyzed for a research report to be
written within a few months. Dr. Noonan is in the process of preparing a number of
additional assessment-related research projects. Where there
is an interest, faculty members, graduate students, and partner
agencies will be offered the opportunity to contribute to the
research. For example, the Saskatchewan Ministry of Education
will be offered the opportunity to participate in a new report
on student achievement, which may provide a context for
future research on student assessment in the province. In
addition, Dr. Noonan is interested in researching grading
practices as a function of student assessment. These projects
and additional aspects of Dr. Noonan’s research contribute to
a greater understanding of the multiple dimension of student
assessment.
Successful Teacher Induction through the Professional Learning Community
Recent reform in Colleges of Education have revealed a need
to develop coherent teacher education programs, which are
more closely linked to outside partner schools in an effort
to facilitate a successful induction into teaching. This point
creates a challenge, however, if this link is not done in line with
work already happening in the schools. Therefore, Colleges of
Education and school divisions must work together to develop
collaborative and sustainable teacher induction models that
enhance the work already conducted in schools.
reciprocal exchange of knowledge between experienced,
beginning, interning, and pre-service teachers. Since this
construct is not linear, beginning teachers are not constrained
by a learning progression that may not match their own.
Dr. Prytula conducted a second study supported through the
Dr. Stirling McDowell Foundation for Research into Teaching. This study was designed to determine the sustainability of the
process of teacher induction through the professional learning
community for any school considering the variances in school
leadership and culture. Through this action research project,
which involved two Saskatchewan schools, data were collected
through interviews, written responses, and focus groups and
then analyzed through an interpretation panel to assist in
meaning-making. Participants represented teacher candidates,
interns, beginning teachers, and experienced teachers. True to
action research, some of the teachers involved in the learning
Dr. Michelle Prytula’s research explores the impact of
professional learning communities (PLCs) as a vehicle for
effective teacher induction. She and her co-researchers
discovered that the professional learning community is an
effective mentorship model as well as an effective induction
model (Prytula, Makahonuk, Syrota, & Pesenti, 2009). The
professional learning community model allows for the
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communities were also involved as researchers. This follow-up
study involved some teachers who participated in the initial
study, as well as teachers who were new to the action research
process.
directly and integrally related to leadership, both at school
and university levels, and this leadership either enhanced or
inhibited the proper functioning of the learning community
model for effective teacher induction. These findings bear
heavy implications for universities and schools engaging in
partnerships to enhance teacher learning.
The findings from the study revealed a number of key
points. First, the professional learning community provided
a sustained opportunity for learning at various career stages
(teacher candidate and the first years of teaching and beyond);
therefore, the professional learning community model
continues to be an efficient and successful process for effective
mentorship and induction. Second, the structure and goals
of the professional learning community played an integral
role to the success of the professional learning community
model for teacher induction, as both the structure and goals
affected participants’ motivation and ability to learn and to
mentor. Last, the model’s potential and sustainability were
Dr. Prytula is currently conducting additional research on
professional learning communities to determine how the
professional learning community process affects teacher
identity and teacher induction in the high school context.
Reference: Prytula, M., Makahonuk, C., Syrota, N., & Pesenti, M.
(2009). Successful teacher induction through communities of practice.
Saskatoon, SK: Dr. Stirling McDowell Foundation for Research into
Teaching.
Science Education and Anti-racism: Bridging Pedagogies
Dr. Tim Molnar’s work includes two main
research foci: (a) exploring a constructivist
approach to high school students who are
learning science and (b) investigating teacher
candidate views pertaining to knowledge
and social justice. More specifically, Dr.
Molnar’s first research project documents
teachers’ experiences while implementing
non-normative learning approaches in
science classes and the meaningfulness
of these approaches for teachers and
their students. Despite persistent calls
to change how secondary science
education is delivered both in Canada and
internationally, student experiences with
science content often remain a restrictive
and de-motivating event. Students are
predominantly limited to demonstrative
and confirmatory types of activities that
simply verifty scientific laws and promote
knowledge memorization. Dr. Molnar’s participative action
research project is supported through funding received
from the Dr. Stirling McDowell Foundation for Research into
Teaching (in collaboration with local School Boards and
University extension experts) and explores the experience
of teachers, students, and support staff as they engage in a
problem-based learning approach to school science. Primary
questions guiding his research include: • What challenges do teachers face in implementing a more
inquiry-oriented learning experience for learners, and how
and to what extent do they resolve these challenges?
• How does the experience of engaging learners in
more inquiry-oriented learning transform teachers’
understanding of their professional practice?
The results of the research will be useful for science educators
but also, more generally, for teachers who are seeking to
change their practice. The research findings are also relevant to
school administrators and support staff who
seek to aid teachers in such transformation.
A second area of study, a collaborative
research effort with Dr. Karla Jessen
Williamson, is aimed at crafting
opportunities for teacher candidates to
deepen their understandings of the nature
of knowing, being, and relationship to
others. Such an investigation is crucial to
pre-service teachers’ learning experiences
with regard to anti-racism, anti-oppression,
and social justice. Dr. Molnar and Dr. Jessen
Williamson’s research is an extension of
pre-service teacher coursework, which
spotlights the nature and hegemony of
Eurocentric science and its common teaching
methodologies. Both Dr. Molnar’s research
and undergraduate course experiences
involve deconstructive and reconstructive
processes empowering pre-service teachers to reconsider
their worldviews and associated actions. Given this, Dr. Molnar
and Dr. Jessen Williamson are exploring and negotiating
ways to supplement and compliment each others’ teaching
efforts and, through the process, gain insight into the nature
of faculty collaboration across disciplinary and ethno-cultural
differences. This work will be beneficial for anyone who
seeks to develop and enhance student knowledge through
the skills of Aboriginal peoples, anyone who is interested
in helping pre-service teachers develop perspectives and
learning concerning Aboriginal education, and for individuals
initiating opportunities to aid university faculty in becoming
more knowledgeable and responsive to the complexities of
Aboriginal education. This research is an example of how two
scholarly professions of differing culture and disciplines are
successfully negotiating the shared process of researching,
planning, and teaching.
4
A
Aboriginal Education and
Indigenous Ways of Knowing
A Review of Assessment Practices Impacting First Nations and Métis Students
Although assessment is a term that can be defined broadly,
it is often interpreted narrowly, especially within the confines
of one particular academic or professional milieu. In Dr. Tim
Claypool’s professional practice as a registered psychologist,
he has relied heavily on standardized test results as a valid and
reliable assessment. However, in his most current research, Dr. Claypool places equal weight on the remaining three pillars
of assessment: interviewing, behavioural observations, and
informal considerations. The project’s methodology was based on a qualitative action
research approach that used narrative data collected via
focus groups and individual interviews. In an effort to respect
Indigenous methodologies, Dr. Claypool and his research team
included commentary on cultural, spiritual, and linguistic
influences on assessment, as well as a description of the diverse
and holistic relationships that impact First Nations and Métis
student success. Research questions for the five focus groups
were tailored to unique perspectives of each set of participants
and were conducted at the school over a four-month period. Thematic questions for these interviews related to perceptions
of current issues in assessment practices and identifications of
process and practice-improvement opportunities. As expected,
participant responses varied considerably, but consistencies
were found among and between specific groups of parents,
administrators, teachers, and community partners. Utilizing a holistic purview of assessment, Dr. Claypool was
the principle investigator in a multi-funded, communitybased research project, under the guidance of the Aboriginal
Education Research Center (AERC) and the collective wisdom of its staff. The school chosen to participate in this research was a community school located within a mid-western
Canadian inner city community. The school represented many
of the growing challenges faced by educators and families
alike, when cultures, religions, and government policies
collide. A significant proportion of its student enrolment was
of First Nations or Métis ancestry. The warmth and welcoming
atmosphere emanating from the group of professionals and
paraprofessionals employed within this school were key factors
underpinning the success of this exploratory research project. Convocation: Integrated Master’s
Land-Based Indigenous Education
Photo by Lisa Johnson
This research also included a literature review outlining
assessment processes and practices relevant to First Nations
and Métis students. Recently, a co-authored manuscript based
on this literature review was accepted for publication by Native
Studies Review (2010) Vol. 19(2) (http://publications.usask.ca/
nativestudiesreview/). As well, documentation of the research
included a final report summarizing the research results and
supplying recommendations for future activities concerning
assessment research and development. In keeping with the
funders’ request, a list of 14 suggestions for improvement
was provided within the final report. The final report was
distributed to the funders and a revised version will soon be
submitted for publication. Having completed this project, Dr. Claypool recognizes the need for future research that
addresses the multi-layered complexities of culturally-sensitive
and responsive assessment practices for First Nations and Métis students.
5
Aboriginal Education and Indigenous Knowledge Systems
“Animating the Indigenous Humanities” is a three-year SSHRC
Aboriginal Research Program led by principal investigator,
Dr. Marie Battiste. The project, funded at $249, 858, has five
collaborators within the University of Saskatchewan: Lynne
Bell (Art and Art History), Isobel Findlay (Edwards School
of Business), Len Findlay (English and Humanities Research
Centre), and Sa’ke’j Henderson (Native Law Centre). Supporting
the research team are partners: Stephen Augustine (Canadian
Museum of Civilization), Patricia Doyle-Bedwell (College of
Continuing Education, Dalhousie University), Rod Jeddore
(Miawpukek Mi’kamawey Mawi’omi, St. Anne’s School), Lindsay
Marshall (Mi’kmaq College Institute, Cape Breton University),
Sandra Germain (Mi’kmaq Maliseet Bachelor of Social Work
Programme, St. Thomas University), and Eleanor Bernard
(Mi’kmaw Kina’matnewey). This research project aims to contribute to this revision by
working with Mi’kmaw peoples and communities in dialogues
to construct their understandings of their humanity. Probing
Mi’kmaw participants for meanings from their own foundations
of knowledge, the researchers aim to answer these questions:
• What are the proper ethical frameworks for working across
diverse knowledges and communities?
• What does it mean to be human and how have language,
livelihoods, lifeways, and teachings animated these
foundations in Mi’kmaw society, culture, and families?
• How can this knowledge, terminologies, discourses, and
analyses inform conventional knowledge systems (social
sciences, sciences, and humanities), especially at the
secondary and post-secondary levels of education?
• What reconciliations are needed to move toward a proper
inclusion of Indigenous knowledge and the communities
from which it comes?
Each province and territory in Canada has begun to address
the gaps in achievement among Aboriginal learners across
Canada and, in so doing, is examining curricula. This project
addresses part of this gap—the systemic exclusion of Mi’kmaw
knowledge and humanities in the curriculum in the five
Atlantic provinces. Mi’kmaw people have constitutionallyprotected Aboriginal and treaty rights in these five provinces,
and Indigenous knowledge is one of these rights. Regrettably,
existing studies do not comprehend Mi’kmaw knowledge or
humanity. Scholarly efforts have largely been shielded from
Indigenous knowledge systems by its focus of Eurocentric
knowledge systems, thus ignoring core capacities that should
inform concepts of human nature. As a result, this research
project is designed to begin to ameliorate past abuses and
proactively generate inclusive humanities, in particular,
building new theoretical approaches derived from Mi’kmaw
knowledge.
Also, the research plan will articulate Mi’kmaw humanity
through focused research of Mi’kmaw textual and oral
traditions, stories, legends, visual expressions, and analysis
of language structures. Such a focus will reveal a unique
humanity and worldview in multiple forms, transforming the
current deficit in educational and public understandings about
the place of the Mi’kmaq in Atlantic Canada and contributing
to a vibrant agenda for much delayed educational and curricula
change that will close of existing achievement gaps among
Mi’kmaq.
Pursuing Equitable Outcomes for Aborginal Students:
A Multidisciplinary Approach to Social Theory
Over the past year, Dr. Michael Cottrell’s research has focused
primarily on investigating factors contributing to improved
educational outcomes for First Nations and Métis students
within Saskatchewan’s K-12 public education system. Much
of his research was undertaken collaboratively with graduate
students. Although particularly focused on local contexts, the
significance and application of this research potentially extends
to a far wider audience. Saskatchewan’s attempts to achieve
more equitable outcomes for Aboriginal students resonate in
many other Canadian provinces and territories, highlighting
the similarity of challenges faced nation-wide. Furthermore,
Saskatchewan’s educational landscape closely parallels certain
jurisdictions, including parts of New Zealand, Australia,
and the United States, all of which have similar Aboriginal
histories and demographic trajectories. Because of the critical
implications of educational imperatives for self-determination,
social cohesion, and economic sustainability, closing the
achievement gap between Aboriginal and non-Aboriginal
students is an urgent public policy priority in all of these
jurisdictions. Simultaneously, Dr. Cottrell’s research presents a
unique opportunity to fundamentally re-imagine how schools
are constructed and operated and to reconfigure how schools
relate to learners, their families, and the wider communities
they serve. Purposefully shaping this transformation can
position schools at the forefront of a global imperative to
cultivate authentic lifelong learning as a means of securing
individual and collective wellbeing, preserving cultural
diversity, and maximizing human potential. Consequently, Dr.
Cottrell is hopeful that his research findings will be of practical
benefit to Aboriginal students, educators, and educational
systems serving a variety of regional, national and international
contexts.
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Insights from one of Dr. Cottrell’s research projects has led him
and his research team to consider the wider implications of
what is happening in Saskatchewan schools and to theorize
the current state of education in Saskatchewan. To illuminate
the complex interactions between Indigenous people and
the broader Saskatchewan and Canadian society, Dr. Cottrell
employs a multidisciplinary approach to social theory,
engaging with the concepts of modernity, globalization,
Indigeneity, and postcolonialism. His initial premise is that
public education in Saskatchewan is a contested site within
the wider intersection of globalization, modernity, Indigeneity,
and postcoloniality. He further argues that the tensions within
Saskatchewan schools are local manifestations of a global
phenomenon—modernity contradictions between the novel
and the traditional, between the global and the local. While
posing a serious challenge to existing educational policy and
practice, Indigeneity is also the chief manifestation of the
local or particular contexts and, hence, the main influence
mediating the forces of globalization in the province’s schools. Additionally, through his collaborative research, Dr. Cottrell
suggests that current education policy within Saskatchewan
needs to combine universalistic school improvement theory
with locally-oriented, culturally-congruent curricula. This point
is best understood as a manifestation of hybrid-processes
typically surfacing through attributes of globalization. Throughout much of Dr. Cottrell’s work, he contends that
educational developments within Saskatchewan have global
relevance since, as noted above, the province’s educational
landscape closely parallels many international jurisdictions. Educational stakeholders within these jurisdictions would
benefit from a shared understanding of what is being
accomplished locally, nationally, and internationally in the
endeavor to ensure equitable educational outcomes for
Aboriginal students.
National Study on Resilience of Indigenous Peoples: Roots of Resilience
Dr. Karla Jessen Williamson’s work entitled, “Roots of
Resilience” is funded by the Canadian Institute for Health
Research (CIHR). Dr. Jessen Williamson is the co-investigator of
this interdisciplinary research, working alongside the primary
investigator, Dr. Laurence Kirmayer, (McGill University, The
Culture and Mental Health Research, Jewish General Hospital). Dr. Jessen Williamson’s collaborative research explores the
factors that promote resilience in mental health among
Indigenous peoples across their life spans. While a number
research project are currently being undertaken in the First
Nations and Métis communities, Dr. Jessen Williamson is
responsible for creating an Inuit understanding of concept
resilience. Together with her co-investigators, she approaches
resilience as a dynamic process of social and psychological
adaptation and transformation. As such, resilience can be a
characteristic of individuals, families, communities, or larger
social groups and is manifested as positive outcomes in
the face of historical and current stresses. The resilience of
the Inuit has been mentioned frequently in relation to their
persistence, resourcefulness, endurance, and adaptability
to the unpredictable Arctic environment—an environment
recognized as one of the world’s most challenging human
environment. As previously stateless Arctic citizens, the
Inuit effort was to make a living by strenuous adaptation
to the Arctic environment. Today they are challenged by
having to make amends with social structural changes from
recent years. The aftermaths consist of unfathomable asocial
reactions. These proportions represent a daunting social
environment— actualizing the effect on people whose
cultures, languages, and spiritual denigrations are frequently
experienced. In Nunavut Territory, the manifestations of these
realities are faced by the high rates of suicide, home violence,
drug and alcohol additions, overcrowded housing, family
breakdown, and poverty, just to mention few. In this daunting
environment, Roots of Resilience searches for meaning for hope,
aspirations, and strength. These are indeed the values that
Inuit used in negotiating land claims and their place in a nation
like Canada. 7
Flowers from College of Education atrium
Photo by Don Cochrane & Brenda Mergel
L
Leadership, Engagement,
and Communication
Supporting Teacher Candidates: A Technology/EAL Pilot Project
Dr. Jay Wilson
about EAL, boosted their confidence in the classroom, made
connections with students from other cultures, and improved
their understanding of the application of technology. The high
school students expanded their knowledge of technology
and had the opportunity to work with a different group of role
models. The EAL teachers were able to see the technologies in
action and integrate the new skills into future instruction. A key to understanding the use of technology is to have
teacher candidates in schools working with students who
are in need of such skills. In the fall of 2009, a technology
pilot group was initiated by Dr. Wilson to introduce teacher
candidates to authentic application of technology. This action
research project included an exploration of how and in what
ways teacher candidates were able to integrate technology in
a high school setting. The focus was unique in that the student
group with whom Dr. Wilson chose to work participated
in the English as an Additional Language (EAL) program at
Walter Murray Collegiate (Saskatoon). The approximately 90
EAL students were from a wide variety of countries: Somalia,
Germany, Pakistan, Afghanistan, China, Nepal, and others. They
represented many cultures, first languages, and learning styles. Most of these students had little or no exposure to technology. The teacher candidates met weekly as a group to share, coplan, and participate once a week with teaching in the school. Through the experience, the teacher candidates learned
The 2010–11 school year scheduling of the program will
expand to two high schools and one elementary school. The
program focus remains to be learning about technology, but it
is still important that the program have a lasting social impact
within the classroom. This social impact might be helping
students with a new language or introducing them to a new
culture. It may also include finding a way to reconnect or reengage disaffected high school students to learning in general. The first group was kept together to form the foundation for
an internship group. The skills and ideas they developed in
the technology group have allowed them to be more effective
interns and ultimately better teachers.
Communicating Engaged Research and Scholarship
Dr. Howard Woodhouse
Subject-based disciplines and the professors who teach
them have become “resource units,” students have become
“educational consumers,” and curricula have become “program
packages.” Graduates are now “products” and “competing in the
global economy” has replaced the search for truth.
In a recent review in the National Post, Patrick Keeney described
my book, Selling Out: Academic Freedom and the Corporate
Market, as an “impassioned” critique of the paradigm shift
currently affecting Canadian universities. He understood my
scholarship as combining critical analysis with a commitment
to social justice.
Challenging the current orthodoxy that the market model
is the only way forward, I argue that governments have a
responsibility to fund universities, recognizing that they are
the only places in society where a critical search for knowledge
takes precedence over corporate economic interests. I show
how the Peoples’ Free University of Saskatchewan, which
offered university level courses to the citizens of Saskatoon
without charge during the early to mid-2000s, provides an
alternative to the market model.
Selling Out demonstrates that the logics of value of the market
and of education are not only different, but opposed to one
another. By introducing the reader to a variety of cases,
some well known and others not, I explain how academic
freedom and university autonomy are being subordinated to
corporate demands and how faculty have attempted to resist
this subjugation. I argue that the mechanistic discourse of
corporate culture has replaced the language of education.
My work has struck a chord among both the professoriate
8
Photo above: Prairie Habitat Garden
by Laurie Baronowsky
and the general public. The book, which was short-listed
for a Saskatchewan Book Award, is selling well, and I have
been invited to contribute journal articles to special issues
of International Education and Studies in Social Justice. I have
given a public lecture at the University of Toronto (February
2010), made a presentation at the Canadian Society for the
Study of Education’s (CSSE) Annual Meeting at Concordia
University (May 2010), and I am scheduled to speak at another
conference titled “Rethinking the Humanities” at the University
of Saskatchewan (April 2011). References: Findlay, L. (2010). Academic freedom, institutional autonomy, and
the cooperative university. In J. Newson & C. Polster (Eds.), Academic
callings: The University we have had, now have, and could have (pp.
212–218). Toronto, ON: Toronto Canadian Scholars’ Press.
Keeney, P. (2009, December 26). What happens after universities
become businesses. Review of “Selling out: Academic freedom and the
corporate market.” National Post, p. WP12.
McMurtry, J. (2009, July/August). The university wars: The corporate
administration versus the vocation of learning. CCPA Monitor.
Retrieved from http://findarticles.com/p/articles/mi_7497/is_200907/
ai_n32425971/
Attendance at several Saskatoon book launches has been
high. One such gathering at McNally Robinson in November
2009 drew a particularly large crowd. The success of my
book launches suggest there exists a growing public interest
in issues affecting university education. It also implies that
academics have a responsibility to communicate their ideas to
the citizenry in ways that make sense. After all, it is they who
pay for our salaries.
McMurtry, J. (2010). Beyond market self-serving: Recovering the
academy’s vocation. In J. Newson & C. Polster (Eds.), Academic callings:
The University we have had, now have, and could have (pp. 19–25).
Toronto, ON: Toronto Canadian Scholars’ Press.
Woodhouse, H. (2009). Selling out: Academic freedom and the corporate
market. Montreal, QC: McGill-Queen’s University Press.
“Public intellectuals” have engaged in the open discussion
of education, the academy, and society for centuries,
communicating their ideas to anyone who would listen. It is
a tradition to which many artists, writers, journalists, poets,
philosophers, and academics continue to subscribe; a tradition
that we must not allow to perish.
Woodhouse, H. (forthcoming). Your money or your life: A Canadian
critique of the World Bank’s policies on higher education. International
Education.
Woodhouse, H. (forthcoming). Learning for life: The Peoples’ Free
University and the Civil Commons. Studies in Social Justice.
A Leadership Succession Strategy for Saskatchewan Schools
Pat Renihan is conducting a study of leadership succession in
the Saskatchewan prekindergarten to grade 12 school system. This study evolved from a shared concern for the extraordinary
challenges facing school leaders, the many implications of
these challenges for the nature of leadership that our schools
will require in the coming years, and the motivations and
availability of well-qualified professionals to assume these roles. In the fall of 2009, senior officials of the Saskatchewan Ministry
of Education, the Saskatoon Teachers’ Federation (STF), League
of Educational Administrators, Directors and Superintendents
of Saskatchewan (LEADS), and the Saskatchewan School
Boards Association (SSBA) commissioned the Saskatchewan
Educational Leadership Unit (SELU) to develop a research
strategy that would provide a clear picture of the situation
related to leadership supply and demand within the province. Most significantly, the goal was to help the major partners in
education to consider the types of infrastructure and support
that can most effectively address school and system leadership
needs in the coming years.
chairs; and (c) an interpretive panel of representatives from
several professional groups.
Surveys were designed to elicit perspectives and commentaries
on levels of interest in leadership positions, required skills and
attributes, and perceptions as to succession processes and
practices in schools and school systems. Completed electronic
surveys were received from 766 respondents (169 teachers,
507 in-school administrators, 60 superintendents, 16 directors,
and 14 board chairs). In addition, focus group information
was shared in 7 focus groups by 52 professionals (9 Ministry
personnel, 5 superintendents, 5 board chairs, 6 principals, and
27 teachers) from different areas of the province.
Summaries of quantitative and thematic analyses were
forwarded to members of an interpretive panel (4 in-school
professionals, 2 superintendents, and a director of education)
to explore alternative explanations and implications relating to
the findings. This panel provided additional sets of eyes for the
task of making sense of the findings and shedding additional
light on the possible directions emerging from them. The
final report of this study, A Leadership Succession Strategy for
Saskatchewan schools, will be available at the end of January,
2011.
The design of this project involved three complementary
activities: (a) a survey of teachers, in-school administrators
(principals and vice-principals), superintendents of education,
directors of education, and board chairs; (b) several focus
groups of teachers, principals, superintendents, and board
9
Prairie Habitat Garden
FFamilies, Schools, Health,
and Eco/Social Justice
Making a Difference for Readers with Fetal Alcohol Spectrum Disorders
As a researcher, Dr. Linda Wason-Ellam is interested in family
and home literacy practices within cross-cultural settings that
support academic literacies valued by the school. Through
funding opportunities from a number of research grants
(e.g., SSHRC, Prairie Centre of Excellence on Immigration
and Integration), both locally and globally, Dr. Wason-Ellam
has been exploring reading as a social and cultural practice
with children who struggle with learning to read. Among
them are children with Fetal Alcohol Spectrum Disorder
(FASD) and attention deficits, as well as youth from a variety
of urban, rural, and northern classrooms who engage in
individualized reading pathways that are often misaligned
with their culture and environment. Individuals with FASD
may be able to read the words, but not always comprehend
the meaning conveyed. Since their executive functioning
skills are frequently impaired, they need assistance in order
to comprehend, sequence, synthesize, and remember what
they read. Unique to these reading engagements, Dr. WasonEllam is exploring opportunities for them to visually represent
or map comprehension before reading, while reading, and
after reading through multimodal visual strategies such as
drawing, storyboards, concept maps, plot diagrams, charts,
and digital photos. These interim texts assist learners in
visually focusing and mapping prediction, story sequence, and
integrating ideas in the moment while they read. In so doing,
words and images are equal and complementary languages
for learning. Visual strategies foster multiple opportunities
for FASD learners to fluidly move between two languages as
they use transmediation or recasting meaning from one sign
system to another. As they map meaning, they stretch their
understandings, connect to their memories and culture, think
more broadly when considering other ideas, and become more
engaged in the learning process. For FASD learners, the process
of making meaning as one’s own involves transforming the
meanings and/or skills that someone else has demonstrated
into a set of meanings and/or skills that are uniquely theirs. Working between visual and textual languages increases
the opportunities to engage in generative and reflective
thinking, as readers transform their understanding and realize
connection between the visual and textual languages. The key to teaching FASD learners is for teachers to be resisters
and advocates, that is, to become teachers working outside the
constraints of controlling and reductive work-sheet reading
programs in order to effectively teach reading for making
meaning. Learning to Live with Chronic Pain through Acceptance
Researcher and psychologist, Dr. Audrey Kinzel conducted
studies with individuals who accepted their chronic pain
conditions. Her studies revealed acceptance to be an ongoing
process with no defined endpoint. For her 10 participants,
the acceptance of their chronic pain was different for each
individual and ranged in time from a few to 20 years. They
described how the choices they made led to positive changes
in their suffering and resulted in a more meaningful lifestyle. The research participants, ranging in age from the mid-20s to
mid-70s, identified a key solution to a more satisfying lifestyle
Chronic pain is a condition impacting an estimated 18% of
Canadian adults. Despite the proliferation of knowledge and
diversity of treatment developed during recent years, the
number of individuals experiencing chronic pain continues to
increase. Many of these people suffer chronic pain despite the
medical advancement being made in this area. Such suffering
interferes with their employment, relationships, and leisure
activities. When treatment options are ineffective, individuals
are often told by their physician to learn to live with their pain,
which, in reality, few individuals are able to do.
10
was their acceptance of the pain. The influence of interactions
and relationships with family and professionals was found, at
times, to be facilitative and, at other times, to be interceptive. One participant wrote a poem entitled, Peripheral Neuropathy,
which described the positive influence her physician had on
her acceptance: As my mittens and kneesocks tighten / I bring
you my fears and pain / You tread softly but with agility / Ever
gentle in touch and voice / Telling me of reality with sugar-coated
words. / Secure, I leave, clad in hope / Ready to weather the future /
Of which I know nothing / Protected by you and your knowledge /
Willing to accept what will be (Lyn Thompson©)
Dr. Kinzel’s participants also spoke about how their use of
the health care system decreased with acceptance of their
chronic pain. This point is significant given that patients with
chronic pain account for 75% of the overall costs of health
care and compensation. Acceptance is clearly a process that
reduces suffering and economic costs, while simultaneously
enhancing life satisfaction and meaning for the person who has
discovered ways to live with pain. Dr. Kinzel’s current research on the acceptance of chronic
pain is a self-reported measure of the topic and has great
potential to direct psychological intervention strategies. Her
future research targets developing a treatment program and
investigating the process of acceptance with chronic mental
health and physical health conditions.
Reference: Kinzel, A. L. (2008). The acceptance of chronic pain.
(Unpublished doctoral dissertation). University of Alberta, AB.
International Service Learning: Travelling to a New Understanding of Home
Dr. Geraldine Balzer
The last four Februaries have seen me packing my bags,
joining two teachers and a small group of grade 12 students,
and embarking on a journey to Guatemala. There are some
climate advantages to travelling to Guatemala during a
Canadian February, but our time is not spent at a resort. These
students are engaged in service learning, an experiential
process that connects community needs with curriculum
outcomes. Students who participate in service learning are not
simply doing volunteer work in an underserved community or
applying an outside needs assessment to community problems. Through careful preparation and guided reflection, students
participate in an experience that balances serving with learning. The end goal is to educate youth to have better understanding
of social justice issues or, in the words of female poet, bell
hooks, become “enlightened witnesses” to the world.
I travel with these groups as a participant researcher, observing
the ways in which their experiences lead to new understandings
and personal transformations. Each of the participants returns
to Canada with new awareness of global issues. One of the
most interesting phenomena for me has been the way the
students have linked their Guatemalan experiences to their
lives in Canada. Much of our time is spent with Mayan groups
who, although form the bulk of the Guatemalan population,
are underserved by all government services and have been
the victims of colonization, alienation, and genocide. Through
exposure to Mayan history, the Canadian students begin to see
parallels to the experiences of Canadian Aboriginals. Issues
surrounding colonialism and land tenure, the exploitation of
resources, and the marginalization of the voiceless are very
visible in Guatemala. Suddenly, Canadian students have the
opportunity to see Canada through another lens. For several
days, they are members of a Mayan community, living in very
basic conditions and listening to the local stories as they
work alongside the members of a community. They begin to
understand that all people have similar hopes and dreams for
their children and their communities; they come to realize that
people are not so different; only circumstances are.
I listen to the students talk about their international
experiences, and I’m amazed at the insights they have gained. Many of the students comment on the ways in which their
perceptions of poverty have changed. While the naïve notion
of the poor but happy community is very much a part of their
stories, they also come to realize that where one is born has
everything to do with one’s life experiences, that working hard
does not guarantee a better life. In fact, as one student stated,
she has never seen people who work as hard as these people
and their chances of experiencing a rags-to-riches story is
nonetheless nonexistent.
Ultimately, I hope my research begins
to reveal how these international
service learning experiences
transform their attitudes and
actions as they progress into
adulthood. Does participation
in international service learning
lead to social justice?
Undergraduate Student in Practical
and Applied Arts Class
11
Photos by Joan Wolf
Social and Ecological Justice Education: A General Perspective
Robert Regnier’s teaching and research spotlight social and
ecological education. Herein, he describes how he envisions
these concepts. how reductionist teaching approaches and limited curricular
content restrict the emergence of learner subjectivity and the
viability of learning communities that recognize the complexity
and profundity of nature that seek to support the survivability
of current life forms on the planet. Social and ecological justice education proceeds by:
celebrating the ongoing insistent presence of value in
learning; overcoming reductionist practices that constrain
curriculum, school structures, and inquiry processes; validating
the distinctiveness of contrasting teaching and learning
approaches; generating new possibilities for addressing
inequities; and selecting the most appropriate teaching options
for time and place. First and above all, justice education and
justice in education mean engaging in the immediacy of the
unique ongoing life streams of particular learners by creating
learning conditions that align with the trajectory of each
learner’s life. To do justice through teaching, therefore, means
taking up the trajectory of each learner’s life meaning and
purpose to liberate and enhance those best interests rather
than indoctrinate or subjugate. The best of social and ecological justice education focuses on
supporting a flourishing humanity within an abundant natural
world. Theories and practices of such education capture the
broadest scope and the finest attunements of what constitutes
equity and balance; education committed to justice assists
learners to formulate coherent and inspiring visions of justice
and to engage in social and eco-justice praxis. Unjust education constrains the achievement of such
aspirations and uses pedagogies that systematically discriminate
against certain populations and exclude the wellbeing of the
natural environment. Examples of unjust education proliferate. The schooling of First Nations peoples, for instance, has sought
to replace languages, forms of knowledge, social organization,
and worldviews. Systems of education often re-inscribe
racism by normalizing practices of exclusion, selection, and
incorporation as common sense. Many educational practices
avoid addressing gender inequality, homophobia, disability, and
classism while reinforcing hidden curriculums of privilege and
power for select social groups and classes.
Second, justice education means engaging in critical reflection
and thereafter pursuing actions to remove oppressive
structures and processes through anti-racist, anti-sexist, and
anti-homophobic education. This paradigm shift is necessary
to militate against unjust attitudes, habits, and lifestyles that
result in polluting school cultures, local environments, and the
planet, itself.
Ecological and environmental injustice is constituted by
education that contributes to deterioration of the environment,
disrupts human and other species’ holistic relationality with the
world, and reinforces relegation of environmental conditions
to the margins of endurance. Critics analyze how schools and
school systems acquiesce to the dream structure of consumer
culture and to the profit interests of corporate capitalism over
ecological and environmental sustainability. These critics show
Third, social and ecological justice education can be engaged
in many ways, for many purposes, in many contexts, in many
locations, and for myriad purposes and reasons. Just education,
therefore, requires intensive discernment of contrasting
distinctions that differentiate purpose and meaning as a
function of the infinite variations of life, institutional purposes,
and human conditions. Just does not mean sameness. Fourth, because justice is not a given, what justice is and how
it can be implemented in varying situations and circumstances
must be continuously re-imagined. Social and ecological
justice requires imaginative learning to generate new
possibilities for creating just conditions in difficult, emerging,
and/or novel conditions. Fifth, social and ecological justice education not only requires
imagination to generate new possibilities, it requires moral
vision that can differentiate the most just and the least just
options. This education requires acute sensibilities to discern
problematic issues, and it requires knowledge of moral
frameworks to create and appreciate the value and validity of
just judgments.
Prairie Habitat Garden
Photo by Joan Wolf
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HONORING THE PRESENCE AND
COMMITMENT OF GRADUATE STUDENTS
The College of Education is committed to addressing the personal and professional development of its graduate students through
the provision of a number of master and doctoral programs. By providing the option of thesis, project, or course-based programs,
we acknowledge and respond to the diverse needs, interests, and lifestyles of our graduate students. Below are lists of graduate
students who convocated during the 2009-2010 school year. We celebrate their accomplishment!
Master Graduates 2009–2010
• Brian Craig Agren. Course-based. (Educational
Administration)
• Bradley William John Amy. Course-based. (Educational
Administration)
• Richard Todd Bell. Course-based. (Educational
Administration)
• Jason William Benson. Project: Instructional design for
online higher education: A case study: Developing Education
Research 800.3. (Curriculum Studies)
• Deborah Lynn Bidulka. Course-based. (Educational
Administration)
• Melanie Dawn Bilokreli. Thesis: Unraveling a life of Tourette’s
Syndrome: A narrative inquiry. (Educational Psychology and
Special Education)
• Alan John Bishoff. Course-based. (Educational Foundations)
• Karey Gay Bleich. Course-based. (Educational
Administration)
• Joyce Emily Bowers. Course-based. (Educational
Administration)
• Michael John Bradford. Thesis: Assessment leadership: Two
cases of effective practice. (Educational Administration)
• Jacqueline Anne Bruce. Course-based. (Educational
Administration)
• Scott Edward Burant. Thesis: The relationship of instruction
supervision and professional learning communities as
catalysts for authentic professional growth: A study of one
school division. (Educational Administration)
• Nancy Nadine Caird. Course-based. (Educational
Administration)
• John Andre Casavant. Course-based. (Educational
Administration)
• Kathy Jean Chabot. Course-based. (Educational
Administration)
• Amy Frances Chambers. Course-based. (Educational
Administration)
• Heather Gayle Childs. Thesis: Spiritual journeys in emerging
adulthood: A narrative study. (Educational Psychology and
Special Education)
• Jatinderpal Singh Claire. Course-based. (Educational
Administration)
• Clarence Phillip Clarke. Course-based. (Educational
Administration)
• Callie Anne Combres. Course-based. (Educational
Administration)
• Graham Francis Comfort. Course-based. (Educational
Administration)
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Andrea Gayle Constant. Course-based. (Educational
Administration)
Ann Delee Cook. Thesis: A case study of the manifestations
and significance of social presence in a multi-user virtual
environment. (Curriculum Studies)
Morris Cook. Course-based. (Educational Administration)
Michael Glenn Cox. Course-based. (Educational
Administration)
Brian William Crawley. Project: Mathematics lessons using
learner-generated examples. (Curriculum Studies)
Tricia Mae Demmans. Thesis: Teachers’ perceptions of
personal program plan requirements and school team
collaboration. (Educational Psychology and Special
Education)
Kenneth Morley Desjardine. Project: An online course:
Church of God Studies. (Curriculum Studies)
Tracy Lynn Dolezsar. Thesis: Positive teacher-student
relationships and their effects on students: Five middle-years
teachers’ understandings. (Educational Administration)
Nelson Richard Dordelli-Rosales. Course-based. (Curriculum
Studies)
Ruth Isabel Elliott. Course-based. (Curriculum Studies)
Jordan Tyler Ewert Epp. Project: Out your front door: A
youth-led community development experience. (Curriculum
Studies)
Manuela Caterina Facci. Thesis: Global and mulicultural
influences on Social Studies curriculum. (Curriculum Studies)
Joseph Jean Maurice Fauchon. Course-based. (Educational
Administration)
Sasha Janelle Forsyth. Thesis: Teachers’ perspectives
on student pain: A mixed methods study. (Educational
Psychology and Special Education)
Darren Maurice Fradette. Course-based. (Educational
Administration)
Kimberly Lise Fradette. Course-based. (Educational
Administration)
Shelly Sandra Joan Fransoo. Course-based. (Educational
Administration)
Carrie Ann Marie Gauthier. Course-based. (Educational
Administration)
Renee Carmen Gilchrist. Thesis: Teachers’ perceptions of
reading assessment for students with emotional and/or
behavioural disorders. (Educational Psychology and Special
Education)
Lorraine Helen Gress. Thesis: Rural routes: A study of high
school graduate life transitions. (Educational Administration)
Michelle Maria Gulka. Course-based. (Educational
Administration)
Photo above: Prairie Habitat Garden
by Laurie Baronowsky
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Eric Holman Hamm. Course-based. (Educational
Foundations)
Yvonne Cecile Hanson. Thesis: Transformative learning
and localizing food: Ingredients of knowledge creation and
resistance. (Educational Foundations)
Brad James Harasymchuk. Project: Educating at-risk youth
ecologically: Building relationships through the natural world.
(Educational Foundations)
Tracie Lynn Harty. Course-based. (Educational
Administration)
Derek Kyle Hassen. Course-based. (Educational
Administration)
Shelanne Louise Hepp. Thesis: A psychometric examination
of the knowledge of ADHD scale. (Educational Psychology
and Special Education)
Scot Ryan Trevor Heroux. Course-based. (Educational
Administration)
Anna Dawn Hewitt. Course-based. (Educational
Administration)
Wilford Bradley Hidlebaugh. Project: Widening the circle,
deepening the purpose: Rethinking common formative
assessment. (Curriculum Studies)
Sara Jayne Hildebrandt. Course-based. (Educational
Administration)
Stacy Lee Hill. Project: A workshop on phonological
awareness for primary teachers. (Curriculum Studies)
George Patrick Leslie Hind. Thesis: What does this mean?
Invigorating the historic question and intent of Lutheran
confirmation through co-emergent learning. (Continuing
Education)
Corrine Anne Hoffman. Thesis: Nurturing a supportive
learning community: An autobiographical narrative
of change efforts in a diverse setting. (Educational
Administration)
Karen Marie Hrabinsky. Course-based. (Educational
Administration)
Edna Mary Ann Hrabok. Thesis: A case analysis: Making
choices in teaching and learning centre homepage design.
(Curriculum Studies)
Yongmei Hu. Thesis: Student oriented education for China: A
Whiteheadian proposal. (Educational Foundations)
Eric Lorne Hufnagel. Course-based. (Educational
Administration)
Jacqueline Brenda Hunt. Course-based. (Curriculum
Studies)
Malvina Judith Maria Iron. Project: Learning alongside family
and children: Teacher identity composition. (Curriculum Studies)
Paul Theodore Janzen. Course-based. (Curriculum Studies)
Thomas Micheal Jesney. Course-based. (Educational
Administration)
Michael Eyrle Jutras. Thesis: A study of previously disengaged
physical education students within a modular physical
education course. (Educational Administration)
Muriel Marie Kasun. Course-based. (Educational
Administration)
Randy Lee Kerr. Course-based. (Educational Administration)
Margaret Mary Kress White. Thesis: The quest of inclusion:
Understandings of albeism, pedagogy, and the right to
belong. (Educational Foundations)
Holly Anne Kruger. Thesis: Exploring a delinquent past:
Women’s experiences as adolescents involved in delinquent
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activities. (Educational Psychology and Special Education)
Joanne Heather LaBrash. Course-based. (Educational
Administration)
Gisèle Aline Lalonde. Thesis: Singing for identity,
relationship, wellbeing and strength: Three francophone
girls negotiate adolescence, gender, and minority identity.
(Educational Psychology and Special Education)
Alana Lynn LaRose. Course-based. (Educational
Administration)
Brian Jeffery Lobb,. Course-based. (Educational
Administration)
Ying Luo. Course-based. (Educational Administration)
Theo Joseph Masich. Course-based. (Educational
Administration)
Cheryl Ann McCrystal-Orange. Project: Does the
Nursing Education program of Saskatchewan support the
development of culturally competent graduates? (Curriculum
Studies)
Erin Margaret McKillop. Thesis: The lived experience and
meaning of pregnancy in women with mild to moderate
depression. (Educational Psychology and Special Education)
Heather Lynne Middleton. Thesis: Youth at risk for gang
affiliation, and measures of social/emotional competency
in early adolescence. (Educational Psychology and Special
Education)
Kent Jeffery Muench. Course-based. (Curriculum Studies)
Leanne Marie Muir. Course-based. (Educational
Administration)
Abdul Azis Muslim. Course-based. (Educational
Administration)
Kristi Nadine Nelson Yarshenko. Project: Stories from
a middle years classroom: Constructing mathematical
communities in school. (Curriculum Studies)
Robert Shawn Andrew Nesdole. Thesis: An investigation
into the criterion related validity of the Prejudiced Attitudes
Towards Aboriginal Scale. (Educational Psychology and
Special Education
Brendan James Philip Newton. Thesis: An exploratory study
of formal support factors and quality of life for adults with
Asperger’s Syndrome. (Educational Psychology and Special
Education)
Bradley Charles Nichol. Project: Cover-ups and secrets: A
narrative reflection on the experience of a first-year principal.
(Curriculum Studies)
Kari Lynn Nicolas. Project: Corporatization at the University
of Saskatchewan: The extension division: A case study.
(Continuing Education)
Krysta Robin Pandolfi. Thesis: Rushing from and hastening
to: Nationhood, Whiteness and Italian-Canadians.
(Educational Foundations)
Debra Anne Paquin. Course-based. (Educational
Administration)
Brenda Lynn Park. Course-based. (Educational
Administration)
Mark Allan Parolin. Thesis: Leisure and health views of
nursing students and the implication for therapeutic
recreation. (Curriculum Studies)
David Robert Peacock. Thesis: Transforming lives through
international community service-learning: A case study.
(Continuing Education)
u continued on page 19
FACULTY RESEARCH INTERESTS
CURRICULUM STUDIES
G. (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; transformative education;
curriculum; and service learning.
culturally responsive teaching; education for sustainable
development; and experiential education.
T. (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.
M. J. (Mary Jeanne) 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.
D. (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.
B. (Beverley) 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.
M. S. (Shaun) Murphy, Ph.D. (University
of Alberta), M.Ed., B.Ed. Assistant Professor.
Research interests: teacher education;
curriculum studies; teacher and children’s
knowledge; narrative inquiry; mathematics
education; and the interwoven lives of children,
families, and teachers.
E. (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.
P. (Paul) Orlowski, Ph.D. (University of British
Columbia), M.A., B.Ed., B.Eng. Assistant Professor.
Research Interests: Social Studies education;
Aboriginal education; anti-racist education;
progressive Christian pedagogy teaching for
democracy; teaching for political consciousness;
sociology of education; teacher education.
B. (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.
B. (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.
L. (Lynn) Lemisko, Ph.D. (University of Calgary),
M.A., B.Ed. Assistant Dean (Undergraduate
Programs and Research) and Assistant Professor.
Research interests: teacher education; social
studies education; and history of education.
J. (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; artsbased research methodologies; poetic inquiry;
narrative; English Language Arts; and curriculum
theory and history.
J. (Janet) McVittie, Ph.D. (Simon Fraser
University), M.Ed., B.Ed., B.Sc. Assistant
Professor and Associate Member in the School
of Environment and Sustainability. Research
interests: student engagement through inquiry,
assessment for learning, authentic tasks, and
15
L. (Len) F. Proctor, Ph.D. (University of Indiana),
M.Ed., B.Ed., B.A. Professor and Head. Research
interests: integrating technology into instruction
and information literacy.
L. (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.
D. (Debbie) Pushor, Ph.D. (University of Alberta),
B.Ed. Associate Professor. Research interests:
parent knowledge; parent engagement; teacher
education; and narrative inquiry.
J. (Jay) Wilson, Ed.D. (Southern Queensland
University), M.Ed., B.Ed., B.A. Assistant Professor.
Research interests: technology skill development
in educators; social agency in teaching and
learning; and authentic learning as it applies to
design and teaching.
E. (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.
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)
R. (Richard) Schwier, Ed.D. (University of
Indiana), M.S., B.S. Professor. Research interests:
the role of educational technology in education
and society; instructional design; visual design;
technology-supported learning environments;
and virtual learning communities.
A. (Angela) Ward, Ph.D. (University of Victoria),
M.Ed., B.A. Acting Vice-Provost Teaching and
Learning, and Professor. Research interests: Aboriginal education; literacy education; and
teacher education.
EDUCATIONAL ADMINISTRATION
D. (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.
V. (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.
M. (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; parent
engagement; and teacher induction.
S. (Sheila) Carr-Stewart, Ph.D. (University of
Alberta), M.Ed., M.A., B.A. Professor and Head
of Department of Educational Administration.
Research interests: Indigenous education; treaty
rights; comparative education; community
involvement; effective schools; youth gangs;
educational governance; administrative and
financial systems.
P. (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.
M. (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.
16
C. (Cecilia) Reynolds, Ph.D. (University of
Toronto), M.A., B.A. Dean and Professor. Research
interests: gender and power; leadership
succession; and women in education.
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.
B. (Bonnie) Stelmach, Ph.D. (University of
Alberta), M.A., B.Ed. Assistant Professor. Research
interests: educational policy; parents’ roles in
education (secondary and post-secondary); and
scholarly/professor identity within neoliberal
university contexts.
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)
K. (Keith) D. 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-
EDUCATIONAL FOUNDATIONS
M. (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; and initiating institutional change
in the decolonization of education, social justice
policy and power, and 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.
D. (Dianne) Miller, Ph.D. (University of Toronto),
M.Ed., B.S.W., B.Ed., B.A. Professor of Educational
Foundations, 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. R. (Robert) Regnier, M.Ed. (University of
Saskatchewan), B.A. Professor. Research interests:
learning as valuing: a critical process approach;
ecological education; teaching and learning at
the University; and philosophy of education.
K. (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.
V. (Verna) St. Denis, Ph.D. (Stanford University),
M.A., B.Ed. Associate Professor. Research interests:
teaching lives of Aboriginal teachers; critical race
theory and anti-oppressive teacher education;
associations and collaborations between western
theories such as cultural theory, assimilation theory,
critical race theory; and Aboriginal education.
M. (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.
R. (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.
M. (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.
A. (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/anti17
oppressive education; Indigenous psychology; relational
psychology; and institutional ethnography/systems analysis.
H. (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)
EDUCATIONAL PSYCHOLOGY AND SPECIAL EDUCATION
T. (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:
it’s measurement and application in various school-based
programs (e.g., Roots of Empathy).
M. (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.
L. (Laurie) Hellsten, Ph.D. (University of
Alberta), M.Sc., B.A. Associate Professor. Research
interests: instrument development, analysis
and validation; program evaluation; 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.
I. (Ivan) Kelly, Ph.D. (University of Calgary),
M.Sc., B.Ed. Professor. Research interests:
conceptual issues in psychology; statistical
methods in education; philosophy of psychology
and education; and working collaboratively
with colleagues in both the Departments of
Mathematics and Statistics and Community
Health and Epidemiology on analyzing data from complex
social surveys on health and educational issues.
A. (Audrey) Kinzel, Ph.D. (University of Alberta),
M.Ed., B.A., B.S.P.E. Assistant Professor. Research
interests: 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
18
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.
S. (Stephanie) Martin, Ph.D. (University of
Calgary), M.Sc., B.A. Associate 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, action-oriented approaches to
research in applied psychology.
L. (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).
D. (David) Mykota, Ph.D. (University of
Saskatchewan), M.Ed., B.Ed., B.A. Associate
Professor and Head. Research interests:
early intervention; program evaluation;
resilient children and youth; child and youth
psychopathology; and e-learning.
J. (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.
B. (Brian) Noonan, Ph.D. (University of Ottawa),
M.Ed., B.Ed. Associate Professor. Research
interests: educational research and enquiry;
classroom assessment; and educational policy
development and evaluation.
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)
HONORING THE PRESENCE AND COMMITMENT OF GRADUATE STUDENTS
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Daniel Omer Poirier. Thesis: A principal’s and teachers’
perceptions and understandings of instructional leadership: A
case study of one school. (Educational Administration)
Deanna Annette Poitras. Course-based. (Educational
Administration)
Seema Singh Rathour. Course-based. (Educational
Administration)
Jack Rayne. Course-based. (Educational Foundations)
Clinton Wade Reddekopp. Project: Emerging technologies: A
prototype for open identity learning. (Curriculum Studies)
Donald Thomas Rempel. Course-based. (Educational
Administration)
David Nicholas Sarenco. Course-based. (Educational
Administration)
Michelle Joyce Sarenco. Course-based. (Educational
Administration)
Allan Jeffery Senger. Course-based. (Educational
Administration)
Tracy Elizabeth Sheppard. Course-based. (Educational
Administration)
Kristy Norine Sletten. Course-based. (Educational
Administration)
David Michael Sloboda. Course-based. (Educational
Administration)
Kevin Ashley Smith. Course-based. (Educational
Administration)
Andrea Maureen Staples. Course-based. (Educational
Administration)
Shanna Lee Strueby. Course-based. (Educational
Administration)
Tobi Pamela Tamblyn. Course-based. (Educational
Administration)
Constance Marie E Tenaski. Course-based. (Educational
Administration)
Judy Marie Timmermans. Course-based. (Educational
Foundations)
David Ralph Trottier. Project: An online toolset for
genealocial discovery. (Curriculum Studies)
Reanne Leigh Chicilo Usselman. Course-based.
(Educational Administration)
Stephen Thomas Vincent. Project: Math appreciation:
Connections in context. (Curriculum Studies)
Murray Dale Wall. Course-based. (Educational
Administration)
Kathleen Ann White. Thesis: Listening to voices: Storied
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moments of a changing teacher identity inside shared spaces.
(Curriculum Studies)
Jody Suzette Wolos-Knopp. Course-based. (Educational
Administration)
Huan Yang. Course-based. (Educational Administration)
Nikki Lynne Yee. Thesis: Understanding reading
comprehension: Multiple and focused strategy interventions
for adolescent struggling readers. (Educational Psychology
and Special Education)
Jonathon Kirk Yellowlees. Project: An educator’s guide
to digital communication between home and school.
(Curriculum Studies)
Bruce Anthony Lewis Yockey. Course-based. (Educational
Administration)
Valerie Joy Yockey. Course-based. (Educational
Administration)
Bryan Lyle Young. Course-based. (Educational
Administration)
Doctoral Graduates 2009–2010
• Bing (Helen) Cui. Dissertation: An exploratory study
of the administrative work life experiences of selected
visible minority female school principals. (Educational
Administration)
• Jacqueline Helen Kirk. Dissertation: Leaders’ transitions:
Experience of four Directors of Education during school
division restructuring in rural Saskatchewan. (Educational
Administration)
• Megan Maureen Lee. Dissertation: Imaginative distance:
Reconsidering young children’s playful social language.
(Curriculum Studies)
• Barbara (Lee) Murray. Dissertation: Secrets of mothering.
(Educational Administration)
• Joseph Kofi Nsiah. Dissertation: The servant-leadership
role of selected Catholic high school principals. (Educational
Administration)
• Olalekan Jacobs Oshoneye. Dissertation: Becoming faculty:
An exploratory study of the factors influencing the decisions
of Canadian faculty to choose and remain in academe.
(Educational Administration)
• Shelley Norene Spurr. Dissertation: Student perceptions of
adolescent wellness. (Educational Administration)
• Vicki Lynn Squires. Dissertation: A policy study of the
emergence of a joint interdisciplinary school. (Educational
Administration)
19
FACULTY AWARDS AND HONORS: 2009–2010
Dr. Egan Chernoff Dean of Graduate
Studies Convocation Medal (2010), Simon
Fraser University (Curriculum Studies)
Dr. Margaret Kovach Provost’s Award
for Excellence in Aboriginal Education,
University of Saskatchewan (Educational
Foundations)
Dr. Shaun Murphy ESS Instructor of the
Year Award (Spring 2010)
Dr. Shaun Murphy Outstanding Book
Award (2009) Division B: Curriculum
American Educational Research
Association (AERA) (Curriculum Studies) Dr. Jeff Park Honorable Mention in
Canadian National Magazine Award’s
fiction category for short story “Back to
Disney,” in Fiddlehead 2009 Summer Issue
(Curriculum Studies)
Dr. Debbie Pushor Early Career Award,
Narrative Research Special Interest
Group, American Educational Research
Association (Curriculum Studies)
Dr. Edwin Ralph Provost’s Award for
Outstanding Teaching in the College of
Education, University of Saskatchewan
(Curriculum Studies)
Drs. Richard Schwier & Jay Wilson
Editors’ Award for the outstanding
research paper in the Canadian Journal
of Learning & Technology: “Authenticity
in the process of learning about
instructional design” (Curriculum Studies)
Dr. Jay Wilson ESS Graduate’s Choice
Instructor of the Year Award (Spring 2010)
Dr. Jay Wilson Provost Award for
Outstanding New Teacher, University of
Saskatchewan (Curriculum Studies)
Dr. Howard Woodhouse University
of Saskatchewan Faculty Association
Academic Freedom Award (2009–2010)
(Educational Foundations)
GRADUATE STUDENTS AWARDS: 2009–2010
Dana Bain (Educational Psychology and
Special Education Master Student) SSHRC
Joseph-Armand Bombardier Canada
Graduate Scholarship
Debra Kemp-Koo (Educational
Psychology and Special Education PhD
Student) University of Saskatchewan
Graduate Teaching Assistant
David Peacock (Educational
Foundations Master Student) University
of Saskatchewan Graduate Thesis Award in
Social Sciences B
Janelle Christensen (Educational
Psychology and Special Education PhD
Student) University of Saskatchewan
Graduate Teaching Fellowship
Heather Ksyniuk (Educational
Psychology and Special Education
Master Student) SSHRC Joseph-Armand
Bombardier Canada Graduate Scholarship
Joe Pearce (Educational Administration
PhD Candidate) University of
Saskatchewan Graduate Teaching
Fellowship
Serdar Erkan (Educational
Administration PhD Student)
Lownsbrough Memorial Scholarship
Adele Laye (Educational Psychology and
Special Education Master Student) SSHRC
Joseph-Armand Bombardier Canada
Graduate Scholarship
Nancy Peters (Educational Foundations
Special Case PhD Candidate) College of
Graduate Studies and Research Award for
being shortlisted for SSHRC (2009-2010) Louise Legare (Educational
Administration, PhD Candidate)
University of Saskatchewan Graduate
Teaching Fellowship
Jane Preston (Educational
Administration PhD Candidate) University
of Saskatchewan Graduate Teaching
Fellowship
Robin Mueller (Educational
Administration PhD Candidate) Dean’s
Scholarship, College of Education,
University of Saskatchewan & the
Lownsbrough Memorial Scholarship
Betty Rohr (Educational Administration
PhD Student) Saskatchewan Educational
Leadership Unit Scholarship & the
Lownsbrough Memorial Scholarship
Miranda Hagel (Educational Psychology
and Special Education Master Student)
SSHRC Joseph-Armand Bombardier
Canada Graduate Scholarship
Rosalind Hardie (Educational
Administration PhD Candidate)
Saskatchewan Educational Leadership Unit
Scholarship
Sara Hildebrandt (Educational
Administration PhD Candidate) University
of Saskatchewan Graduate Teaching
Fellowship & the Lownsbrough Memorial
Scholarship
Cheryl Hoftyzer (Educational
Foundations Master Student) New Faculty
Graduate Student Support Program,
funded through new faculty Dr. Margaret
Kovach (2009-2010)
Catherine Neumann-Boxer (Educational
Administration PhD Candidate)
Lownsbrough Memorial Scholarship
John Olubobokun (Educational
Administration PhD Student) University
of Saskatchewan Graduate Teaching
Fellowship & the Lownsbrough Memorial
Scholarship
20
Megan Wood (Educational Psychology
and Special Education Master Student)
SSHRC Joseph-Armand Bombardier
Canada Graduate Scholarship
Barbara Wotherspoon (Educational
Foundations PhD Candidate) University
of Saskatchewan Graduate Teaching
Fellowship
PUBLICATIONS, PRESENTATIONS,
AND RESEARCH ACTIVITIES
Books
Hallahan, D. P., Kauffman, J. M., McIntyre, L. J., & Mykota, D. (2010).
Exceptional learners: An introduction to special education (Canadian
ed.). Toronto, ON: Pearson Education.
today and tomorrow: The law as a friend or foe (pp. 83–104). Toronto,
ON: NR Printing Solutions.
Cottrell, M. (2010). Treaties as instruments of globalization.
In M. Juergensmeyer & H. Anheier (Eds), The encyclopedia of
globalization. Thousand Oaks, CA: SAGE.
McMillan, J. H., Hellsten, L. M., & Klinger, D. A. (2010). Classroom
assessment: Principles and practice for effective standards-based
instruction (1st Canadian ed.). Toronto, ON: Pearson.
Cottrell, M., Pearce, J., & Pelletier, T. (2010). Significant leadership
and ethical space. Transforming educational opportunities for First
Nations and Métis learners in Saskatchewan. In B. Stelmach & D.
Burgess (with S. Carr-Stewart, M. Cottrell, M. Prytula, P. Renihan,
& K. Walker). (Eds.), Legal and institutional contexts in education
(6th ed., pp. 63–66). Saskatoon, SK: Printing Services University of
Saskatchewan.
Park, J. (in press). The cellophane sky: The jazz poems. Regina, SK:
Hagios Press.
Park, J., & Robinson, S. (Eds.). (2010). Inspiration uncoiled: Writings of
the CMHA Writer’s Group. Saskatoon, SK: Soft Storm.
Ralph, E. G., Walker, K. D., & Wimmer, R. (Eds.). (2010). The practicum
in professional education: Canadian perspectives. Calgary, AB:
Detselig Enterprises.
Cottrell, M., Pearce, J., & Pelletier, T. (2010). Significant leadership
and ethical space. Transforming educational opportunities for
First Nations and Métis learners in Saskatchewan. In B. Earl (Ed.),
Saskatchewan Principals’ Short Course: The supplementary reading
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settings (4th Canadian ed.). Toronto, ON: Pearson Education.
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settings (3rd Canadian ed.). Toronto, ON: Pearson Education.
Lemisko, L., & Ward, A. (2010). Field experiences at the University of
Saskatchewan: A current state of affairs. In T. Falkenberg & H. Smits
(Eds.), Field experiences in the context of reform of Canadian teacher
education programs (Vol. 2, pp. 249–260). Winnipeg, MB: Faculty of
Education, University of Manitoba. Stelmach, B., & Burgess, D. (with Carr-Stewart, S., Cottrell, M.,
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institutional contexts of education (6th ed.). Saskatoon, SK: Printing
Services University of Saskatchewan.
Lemisko, L., & Ward, A. (2010). Partnerships as a focus for change in
teacher education. In E. G. Ralph, K. D. Walker, & R. Wimmer (Eds.),
The practicum in professional education: Canadian perspectives (pp.
55–67). Calgary, AB: Detselig Enterprises.
Walker, K., & Donlevy, K. (2010). Dancing on the narrow ridge:
Superintendents’ ethical decision making. Calgary, AB: Turning Point
Global.
McKenzie, M., Butcher, K., Fruson, D., Knorr, M., Stone, J., Allan, S., .
. . Kayira, J. (in press). Suited: Relational methodologies and critical
eco pedagogies. In M. Brody, J. Dillon, R. B. Stevenson, & A. E. J.
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Williamson, K. J. (in press). Inherit my heaven: Kalaallit gender
relations. Nuuk: Naalakkersuisut: Government of Greenland
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Wilson, J. (2010). Online learners and the impact of interaction, styles
and course content. Saarbrüken, Germany: VDM Verlag.
McKenzie, M. (in press). Time, space, and the social: The giving
and taking of accounts in the representation of youth. In A. Reid,
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Balzer, G. (in press). Why go to Guatemala? International service
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Murphy, M. S. (in press). Report card poetry, the research issues
table: A place of possibilities for the education of teacher
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small group settings: Teacher Education Yearbook XIX. Lanham, MD:
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Battiste, M. (in press). Enabling the autumn seed: Toward a
decolonized approach to Aboriginal knowledge, language, and
education. In S. Z. Burke & P. Milewski (Eds.), Schooling in transition:
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of Toronto Press.
Prytula, M. (2010). Professional learning communities at work in the
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of Educational Administration, University of Saskatchewan.
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Park, J. (in press). The act of writing as critical engagement: The
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qualitative research reader. New York, NY: Peter Lang.
Pacific Educational Press.
Wilson, J. (2010). Authentic learning at the lake: An approach
to graduate level video production. In C. Maddux (Ed.), Research
highlights in information technology and teacher education 2010 (pp.
277–286). Chesapeake, VA: Society for Information Technology and
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Park, J. (in press). Graphic novels in the English classroom: The
need for critical literacy. In K. James, T. Dobson, & C. Leggo (Eds.),
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advice from Canada’s teacher educators. Vancouver, BC: Pacific
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Wimmer, R., Legare, L., Arcand, Y., & Cottrell, M. (2010). Reflections
of beginning First Nations teachers on field experiences. In
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Park, J. (in press). Writing process in ELA: Why the need for
engagement. In K. James, T. Dobson, & C. Leggo (Eds.), English in
middle and secondary classrooms: Creative and critical advice from
Canada’s teacher educators. Vancouver, BC: Pacific Educational
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Woodhouse, H. (2010). Yesterday and today: Universities and
the growth of the market model. In J. Newson & C. Polster (Eds.),
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have (pp. 121–129), Toronto, ON: Canadian Scholars’ Press.
Park, J. (2009). A boat in still water. In M. Jarman (Ed.), Coming
attractions 09 (pp. 91–110). Ottawa, ON: Oberon Press.
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attractions 09 (pp. 111–125). Ottawa, ON: Oberon Press
Media Productions
Molnar, T. (2009). ECur 322 instruction and resource DVD. Retrieved
from http://educ.usask.ca/mahara/
Park, J. (2009). Back to Disney. In M. Jarman (Ed.), Coming
attractions 09 (pp. 78–90). Ottawa, ON: Oberon Press
Pushor, D. (2009, December). Guest interview with Dr. Michael
Robinson for a broadcast on The Journey Begins. A 24 hour radio
station for parents and educators. Laurel, MD.
Ralph, E. (2010). The clinical/practicum component of education
for the professions: Canadian findings. In E. G. Ralph, K. D. Walker, &
R. Wimmer (Eds.), The practicum in professional education: Canadian
perspectives (pp. 1–21). Calgary, AB: Detselig Enterprises.
Pushor, D. (2009, October). Highlighting research on parent
engagement. A taped video segment of School Community
Councils. Produced by Saskatoon Public School Division,
Saskatoon, SK.
Ralph, E., Walker, K., & Wimmer, R. (2010). The field-experiences
component of education for the professions: Canadian findings.
In N. Simmons (Ed.), Opportunities and new directions (pp. 50–59).
Waterloo, ON: University of Waterloo, Centre for Teaching
Excellence.
McVittie, J. (sponsor), & Dunkley, L. (creator). Let’s talk Science
partnership program: The Ile a la Crosse Project. [DVD video].
Saskatoon, SK.
Renihan, P., & Noonan, B. (2010). Student assessment practices
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Thesis/Dissertations
Barrett, M. J. (2009). Beyond human-nature-spirit boundaries:
Researching with animate EARTH. (Unpublished doctoral
dissertation). University of Regina, Regina, Saskatchewan.
St. Denis, V. (2009). Rethinking cultural theory in Aboriginal
education. In C. Levine-Rasky (Ed.), Canadian perspectives on
the sociology of education (pp. 163–182). Don Mills, ON: Oxford
University Press.
Steeves, P., Pearce, M., Murray Orr, A., Murphy, M. S., Huber, M., &
Huber, J., & Clandinin, D. J. (2009). What we know first: Interrupting
the plotline of institutional narrative of individualism. In W.
Gershon, (Ed.), The collaborative turn: Working together in qualitative
research (pp. 55–70). Rotterdam, The Netherlands: Sense.
Brenna, B. A. (2010). Characters with disabilities in contemporary
children’s novels: Portraits of three authors in a frame of Canadian
texts. (Unpublished doctoral dissertation). University of Alberta,
Edmonton, Alberta.
Chernoff, E. J. (2009). Subjective probabilities derived from the
perceived randomness of sequences of outcomes. (Unpublished
doctoral dissertation). Simon Fraser University, Vancouver, British
Columbia.
Walker, K., & Atkinson, M. (2010). Warranted hope. In R. Couto (Ed.),
Political and civic leadership: A reference handbook. Thousand Oaks,
CA: SAGE.
Papers in Refereed Journals
Battiste, M., Kovach, M., & Balzer, G. (2010). Celebrating
the local, negotiating the school: Language and literacy in
Aboriginal communities. Canadian Journal of Native Education,
32(Supplement), 4–12.
Walker, K. (2010). Developing practical wisdom during the
professional practicum. In E. G. Ralph, K. D. Walker, & R. Wimmer
(Eds.), The practicum in professional education: Canadian
perspectives (pp. 173–194). Calgary, AB: Detselig Enterprises.
Battiste, M., & Youngblood Henderson, J. (2009). Animating
Indigenous knowledge in education. Canadian Journal of Native
Education, 32(1), 5–18.
Ward, A. (2010). Talk in the middle years Literature classroom.
In M. C. Courtland & T. Gambell (Eds.), Literature, media, and
multiliteracies in adolescent Language Arts (2nd ed.). Vancouver, BC:
22
Brenna, B. A. (2010). Assisting young readers in the interpretation
of a character with disabilities in Iain Lawrence’s Juvenile Fiction
Novel Gemini Summer. English Quarterly, 41(1–2), 54–61.
Lemisko, L. (2010). The inside, out: Diaries as entry points to historical
perspective-taking. Canadian Social Studies, 44(1), 38–54. Retrieved from
http://www2.education.ualberta.ca/css/Css_44_1.pdf
Brenna, B. A. (2010). Creating characters with diversity in mind: Two
Canadian authors discuss social constructs of disability in literature
for children. Language & Literacy, 11(1), 1–18.
Park, J. (in press) The glass enclosure. Descant.
Preston, J. P., Cottrell, M., Pelletier, T. R., & Pearce, J. V. (in press).
Aboriginal early childhood education in Canada: Issues of context.
Journal of Early Childhood Research.
Brien, K., & Stelmach, B. (2009). Legal and cultural contexts
of parent-teacher interactions: School councils in Canada.
International Journal about Parents in Education, 3(1), 1–14.
Prytula, M., Hellsten, L. M., & McIntyre, L. J. (2010). Perceptions
of teacher planning time: An epistemological challenge. Current
Issues in Education, 13(4), 1–32.
Carr-Stewart, S., & Preston, J. P. (2010). Blackfoot Children and
Old Sun’s Board School 1894–1897: A case study. First Nations
Perspectives: The Journal of Manitoba First Nations Education
Resource Centre, 3(1), 1–20.
Ralph, E., & Walker, K. (in press). Enhancing mentors’ effectiveness:
A promising model. McGill Journal of Education.
Chernoff, E. J. (2009). Sample space partitions: An investigative
lens. Journal of Mathematical Behavior, 28(1), 19–29.
Ralph, E., & Walker, K. (2010). Mentoring by design: Applying the
Adaptive Mentorship model. Design Principles & Practices: An
International Journal, 4(1), 465–476.
Clandinin, D. J., Murphy, M. S., Huber, J., & Murray Orr, A. (2009). Negotiating narrative inquiries: Living in a tension-filled midst.
Journal of Educational Research, 103(2), 81–90.
Ralph, E., & Walker, K. (2010). Rising with the tide: Applying
“Adaptive Mentorship©” in the professional practicum. Collected
Essays on Learning and Teaching (CELT) Vol. 3. Hamilton, ON: Society
for Teaching and Learning in Higher Education (STLHE).
Clarke, P., Heavin, H., & Walker, K. (2010). Racist parenting and
the best interests of the child: A legal and ethical analysis. The
Canadian Journal of Educational Administration and Policy.
Issues 109, pp. 1–47. Retrieved from http://www.umanitoba.ca/
publications/cjeap/pdf_files/clarke-heavin-walker.pdf
Regnier, R. H. (2009). Education for sustainable development
through learning as valuing. Tattva Journal of Philosophy, 1(2),
1–22.
Cottrell, M. (in press). The ‘other’ in the city across time and space:
Urban experiences of Irish Catholic immigrants in nineteenth
century Toronto and Indigenous people in late twentieth and early
twenty-first century Saskatoon. Comparative Studies in Society and
History.
Renihan, P., & Noonan, B. (2010). Assessment leadership for rural
schools. The Rural Educator.
Reynolds, C. (2010). Regaining the love of learning. LEARNing
Landscapes: Perspective on Education: Voice of Eminent Canadians,
3(2), 123–127.
Cottrell, M. (in press). The intersection of modernity, indigeneity
and post-coloniality: The view from Saskatchewan schools.
Globalizations.
Schwier, R. A. (2010). Focusing educational technology research
on informal learning environments. Contemporary Educational
Technology, 1(1), 90–92. Retrieved from http://www.cedtech.net/
articles/118.pdf
Glanfield, F., Murphy, M. S., & Towers, J. (2009). Co-emergence and
collective mathematical knowing. In Tzekaki, M., Kaldrimidou,
M., & Sakonidis, H. (Eds.), Proceedings of the 33rd Conference of the
International Group for the Psychology of Mathematics Education
(Vol. 2). Thessaloniki, Greece: Psychology of Mathematical
Education (PME).
Schwier, R. A., & Wilson, J. R. (2010). Unconventional roles and
activities identified by instructional designers. Contemporary
Educational Technology, 1(2), 134–147. Retrieved from http://www.
cedtech.net/articles/123.pdf
Green, J., & Walker, K. (2009). A contingency model for ethical
decision-making by educational leaders. International Journal
of Educational Leadership Preparation, 4(4), 1–10. Retrieved from
http://ijelp.expressacademic.org
Wason-Ellam, L., & Mitten, R. (2010). Making a difference: Teaching
FASD readers. Query: Journal of the Saskatchewan Reading Council.
Wason-Ellam, L., & Purdue, P. (2010). Environmental landscapes in
children’s literature. The Journal of Teaching, 7(2).
Kovach, M. (2010). Conversational method in Indigenous research.
First People Child & Family Review, 5(1), 40–48. Wilson, A., & Pence, E. (2010, Summer). The Native Women’s
Research Project: Analysis of the US legal system from an
Indigenous approach. Journal of Aboriginal Justice and Healing.
Part 2.
Kovach, M. (2009). Forward. First People Child & Family Review, 4(2), 4.
Kovach, M., & Montgomery, H. (2010). What kind of learning? For
what purpose? Reflections on a critical adult education approach
to online Social Work and Educations courses serving Indigenous
distance learners. Critical Social Work Journal, 11(1). Retrieved from
http://www.uwindsor.ca/criticalsocialwork/what-kind-of-learningfor-what-purpose-reflections-on-a-critical-adult-educationapproach-to-online-
Wilson, J. R., & Schwier, R. A. (2009). Authenticity in the process of
learning about instructional design. Canadian Journal of Learning
and Technology, 35(2). Retrieved from http://www.cjlt.ca/index.
php/cjlt/article/view/520
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Papers in Non-refereed Journals
Battiste, M. (2009–10). Nourishing the learning spirit: Living our
way to new thinking. Education Canada, 50(1), 14–18.
Chernoff, E. J. (2009 April/May). Panel I report: What did I need
then? What do I need now? Proceedings of the 2009 Canadian
Mathematics Education Forum, Vancouver, BC.
Chernoff, E. (2010). Editorial: Curricular edition. vinculum: Journal of
the Saskatchewan Mathematics Teachers’ Society, 2(1), 2–3.
Cottrell, M. (2010, May). The intersection of modernity, indigeneity and
post-coloniality. The view from Saskatchewan schools. Global Studies
Association North America, Champaign, IL.
Chernoff, E. (2009). Editorial: Student-centered edition. vinculum:
Journal of the Saskatchewan Mathematics Teachers’ Society, 1(2), 3–4.
Cottrell, M., Pearce, J., Pelletier, T., Preston, J. P., Cunningham, J.,
& Rohr, B. (2010, March). Implications of Saskatchewan education
policy for rural education. The 15th National Congress on Rural
Education in Canada, Saskatoon, SK.
Kinzel, A. L. (2009, August). Accepting chronic pain. Hot Flashes:
Newsletter of the Women’s Mid-Life Health Centre of Saskatchewan, p. 2.
Pushor, D. (2007, January). Parent engagement: Creating a shared
world. Invited research paper for Ontario Ministry of Education,
Toronto, ON. Retrieved from http://www.edu.gov.on.ca/eng/
research/pushor.pdf
Noonan, B., & Renihan, P. (2010, April). The principal as assessment
leader: Assessment leadership in rural contexts. Saskatchewan
School Based Leaders Newsletter, 3, pp. 2–3.
Noonan, B., & Renihan, P. (2010, February). The principal as assessment
leader: Assessment reform and principal’s instructional leadership
role. Saskatchewan School Based Leaders Newsletter, 2, pp. 4–5.
Pushor, D. (2010, July). Parent engagement: Creating a shared world.
Northern Sydney Area Transition to School Project: Together for
Transition, Selected Research and Policy Briefs. North Sydney, NSW,
Australia: Families NSW, Department of Education and Training,
Northern Sydney Region.
Noonan, B., & Renihan, P. (2009, November). The principal as
assessment leaders: Assessment leadership: Some underlying
principles. Saskatchewan School Based Leaders Newsletter, 1, p. 5.
Pushor, D. (2010, April). “Parent engagement in mathematics is
just not possible.” Or is it? vinculum: Journal of the Saskatchewan
Mathematics Teachers’ Society, 2(1), 20–32.
Pushor, D. (2009, Winter). Having our cake and eating it too. School
Advocate, 4(3), 8.
Contributed Papers in Published Conference Proceedings and
Abstracts
Bilokreli, M., & Mykota, D. (2010, May/June). Unravelling a life
of Tourette’s Syndrome: A narrative inquiry. Abstract of a poster
presentation made at the Canadian Society for the Study of
Education (CSSE) Annual Meeting, Montreal, QC.
Pushor, D. (2009, Summer). Disposition: An attitude and an action?
School Advocate, 4(5), 7–8.
Campbell, K., Kanuka, H., & Schwier, R. A. (2009, September).
Implications for ID practice of instructional designers’ cultural
identities. Paper published in the Proceedings of E-Learn 2009,
Vancouver, BC.
Schwier, R. A. (2010). Pay attention during final examinations.
Bridges, 8(3), 1–2.
Carr, J., & Mykota, D. (2010, May/June). The FAST experience: A
narrative study. Abstract of a poster presentation made at Canadian
Society for the Study of Education (CSSE) Annual Meeting,
Montreal, QC.
Schwier, R. A. (2010). Shhh…I’m busy being quiet. Bridges, 8(2), 1–2.
Stelmach, B., Parsons, J., & Frick, W. (2010, May). Fear and loathing
in the academy. Academic Matters. Retrievable from: http://www.
academicmatters.ca/web_exclusive_articles.current_articles.gk
Carr-Stewart, S. (2010, January). Aboriginal youth gangs: Community
matters. Eighth Annual Hawaii International Conference on
Education, Honolulu, HI.
Wilson, Alex. (2010, June). Cree Nation Tribal Health: Evaluation of
Services.
Chernoff, E. J. (2009). Explicating the multivalence of a probability
task. In S. L. Swars, D. W. Stinson, & S. Lemons-Smith (Eds.),
Proceedings of the 31st Annual Meeting of the North-American
Chapter of the International Group for the Psychology of Mathematics
Education (Vol. 5, pp. 653–661). Atlanta, GA: Georgia State
University.
Wilson, A., & Sarson, J. (2010, June). Mental health and diabetes.
Diabetes Integration Program.
Woodhouse, H. (2010, April). Re: “Different Pipers, Different Tunes,”
by Ian D. Clark. Literary Review of Canada, 18(3). Retrievable from:
http://reviewcanada.ca/magazine/2010/04/
Chernoff, E. J. (2009). The subjective-sample-space. In S. L. Swars, D.
W. Stinson, & S. Lemons-Smith (Eds.), Proceedings of the 31st Annual
Meeting of the North-American Chapter of the International Group
for the Psychology of Mathematics Education (Vol. 5, pp. 628–635).
Atlanta, GA: Georgia State University.
Correia, A. P., Yusop, F. D., Wilson, J. R., & Schwier, R. A. (2010, April).
A comparative case study of approaches to authentic learning in
instructional design at two universities. American Educational
Research Association (AERA), Denver, CO. ERIC document # ED509340
Woodhouse, H. (2009, November 15). Corporatized universities
devalue education. Toronto Star, p. A21.
Invited Papers in Published Conference Proceedings and
Abstracts
Chernoff, E. J. (2009, May). The Kamloops Golf and University Country
Club. Proceedings of the 2009 Sharing Mathematics: A Tribute to
Jim Totten Conference, Kamloops, BC.
24
Daniel, B. K., & Schwier, R. A. (2009, September). A preliminary
consideration of learning processes in virtual learning communities.
Paper published in the Proceedings of E-Learn 2009, Vancouver, BC.
Wilson, A. (2009, October). Two-spirit people. Aboriginal Health Series
at the University of Alberta School of Medicine, Edmonton, AB.
Wilson, A. (2009, October). Indigenous research methodologies:
Applying theory. University of Alberta, Indigenous Peoples
Education Program, Edmonton, AB.
Hellsten, L. M., Prytula, M. P., & McIntyre, L. J. (2010, March).
Exploring the experiences of Saskatchewan beginning teachers who
obtain employment in rural and northern schools. Fifteenth National
Congress on Rural Education in Canada, Saskatoon, SK.
Wilson, A. (2009, October). The direction of Aboriginal
undergraduate education. University of Alberta, Department of
Educational Policy, Edmonton, AB.
Laye, A., & Mykota, D. (2010, June). Resilience in youth exposed
to violence. Abstract of a poster presentation made at Pathways
to Resilience II: The Social Ecology of Resilience International
Conference, Halifax, NS.
Wilson, A., & Kovach, M. (2009, October). Highlighting the centrality
of an Indigenous epistemological positioning within Indigenous
methodologies. Advances in Qualitative Methodology, Vancouver, BC.
Martin, S. L. (2009, October). An exploration of women’s health
and healing in the context of intimate partner violence. The 15th
International Qualitative Health Research Conference, Vancouver, BC.
Wilson, A. (with Land-Based Students). (2010, January). Land-based
education. Eighth Annual Hawaii International Conference on
Education, Honolulu, HA.
McIntyre, L., Hellsten, L., & Martin, S. L. (2010, June). Weighing
personal and professional risks: Using autoethnography to describe
the academic experience. Innovations in Qualitative Research
Conference, Saskatoon, SK.
Wilson, A., Barker, W., & Sarson, W. (2010, April). Developing an
Indigenous Land-Based Graduate Program. Aboriginal Education
Research Forum, Winnipeg, MB.
Molnar, T., & Tan, I. (2009, November). The utilization of electronic
portfolios (ePortfolios) in the development of teacher-leader
candidates, eLearning. Association for the Advancement in
Computing in Education (AACE), Vancouver, BC.
Wilson, A. (2010, June) Indigenous research methodologies.
University of California, Los Angeles, CA.
Wilson, A. (2010, June). Apply Indigenous methodologies
to archaeology. University of California, Los Angeles Pimu
Archaeology Project, Catalina Island, CA.
Mykota, D. (2010, June). Promoting resilience: Lessons learned in
the implementation of a strength-based paraprofessional early
intervention. Abstract of an oral paper presented at Pathways
to Resilience II: The Social Ecology of Resilience International
Conference, Halifax, NS.
Technical Reports Relevant to Academic Field
Barrett, M. J. (2009). Spring into action: At the intersections of
education, environment, and Aboriginal perspectives. Saskatoon,
SK: Regional Centre of Expertise in Education for Sustainable
Development, University of Saskatchewan, College of Education
and School of Environment and Sustainability. Nicol, J. J., & Lalonde, G. (2010, June). Singing, resiliency and identity:
Three adolescent Francophone girls’ stories of singing. Pathways to
Resilience II: The Social Ecology of Resilience Conference Program
(p. 255), Halifax, NS.
Battiste, M., Gillies, C., Prusak, Y., & Tapisim, A. (2010). Aboriginal
perspectives featuring the 4th R for healthy relationships:
Saskatchewan research report. Toronto, ON: Centre for Addictions
and Mental Health (CAMH).
Nicol, J. J. (2009, October). Reflecting on the personal narrative:
Scholarly, therapeutic and aesthetic intersection. Advances in
Qualitative Methods Conference Program (p. 46), Vancouver, BC.
Prytula, M. (2010, January). The role of success in a study of teacher
metacognition within the professional learning community. Eighth
Annual Hawaii International Conference on Education, Honolulu, HI.
Bouvier, R., & Stelmach, B. (with Cimpric, L., Pearce, J., & Rohr, B.).
(2009). Lloydminster Catholic School Division Aboriginal student
achievement project: Final report. Saskatoon, SK: Saskatchewan
Educational Leadership Unit (SELU).
Regnier, R. H. (2009, November). Learning as valuing through gentle
teaching: Overcoming ableism through pedagogies of unconditional
love. International Conference 2009 of Gentle Teaching
International, Building Inclusive Communities, ASSOL, Termas de S.
Pedro do Sul, Portugal. Burgess, D. (2010). Responsibilities: A developing project for public
engagement in Saskatchewan. Saskatoon, SK: Saskatchewan
Human Rights Commission.
Burgess, D., & Dray, N. (2010). Sakimay First Nation: Goose Lake
School: A school effectiveness review. Saskatoon, SK: Saskatchewan
Educational Leadership Unit (SELU).
Schwier, R. A., Morrison, D., Daniel, B. K., & Koroluk, J. (2009,
September). Participant engagement in a non-formal, self-directed
and blended learning environment. Paper published in the
Proceedings of E-Learn 2009, Vancouver, BC.
Carr-Stewart, S., & Dray, N. (2010). Aboriginal employment in
Saskatoon school divisions: A review. Saskatoon, SK: Saskatchewan
School Board Association.
Williamson, K. J. (with Kirmayer, L., Dandeneau, S., Kahentonni
Phillips, M.). (2010, November). Many roots of resilience: Unearthing
our sources of strength. National Aboriginal Health Organization’s
National Conference, Ottawa, ON.
Cottrell, M., Pelletier, T., Pearce, J., Cunninghm, J., & Rohr, B. (2010). Albert Community School Aboriginal student achievement project,
Saskatoon, SK: Saskatchewan Educational Leadership Unit (SELU).
25
Wilson, A. (2010). Cree Nation Tribal Health evaluation of Aboriginal
Health Transfer Programs. Winnipeg, MB: Cree Nation Tribal Health.
Cottrell, M., Bouvier, R., Epstein, R., & Pelletier, T. (2010).
Cumberland House Cree Immersion program review. Saskatoon, SK:
Saskatchewan Educational Leadership Unit (SELU).
Wilson, A. (2010). Systemic change and navigation support: Key
strategies to enhance the health system experience of Aboriginal
people in Regional Health Authority Central Manitoba. Southport,
MB: Regional Health Authority Central.
Cottrell, M., Preston, J. P., Pearce, J. V., & Pelletier, T. R. (2009). Significant leadership and ethical space. Transforming learning
opportunities for First Nations and Métis students in Saskatchewan.
Saskatoon, SK: Saskatchewan Educational Leadership Unit (SELU).
Cottrell, M., Preston, J. P., & Pelletier, T. (2009). Father Gamache
(Fond du Lac) School: A school effectiveness review. Saskatoon, SK:
Saskatchewan Educational Leadership Unit (SELU).
Book Reviews
Brenna, B. A. (2010, June 12). Story shows how one word can
change lives. The StarPhoenix, p. E4.
Gillies, C., & Battiste, M. (2009). K–12 Indigenous language
acquisition and retention programs: Literature review. Regina, SK:
Saskatchewan Ministry of Education, First Nation, Métis, and
Community Education Branch.
Brenna, B. A. (2010, May 22). Child’s perspective of Lebensborn
plan. The StarPhoenix, p. E4.
Brenna, B. A. (2010. April 24). Writing what you know: Storyline made
relevant, interesting through local setting. The StarPhoenix, p. E4.
Kovach, M. (2010, May). Toward an IK-friendly pedagogy in
mainstream classrooms: A single site pilot study of non-Indigenous
faculty perspectives on integrating Indigenous knowledges into
their course instruction (pp. 1–55). Saskatoon, SK: University of
Saskatchewan. Brenna, B. A. (2010, March 13). Feline stories attractive to children.
The StarPhoenix, p. E4.
Brenna, B. A. (2010, February 13). Mature tone in youthful thrillers.
The StarPhoenix, p. E4.
Renihan, P. (2010). Director’s report: Saskatchewan Educational
Leadership Unit Annual Report. Saskatoon, SK: Saskatchewan
Educational Leadership Unit (SELU).
Brenna, B. A. (2010, January 15). Perspectives on winter life. The
StarPhoenix, p. E4.
Prytula, M. P. (2010). A review of contemporary leadership literature
in the current school context. Saskatoon, SK: Greater Saskatoon
Catholic School Division.
Claypool, T. (2009). Review of the book Smart but scattered: The
revolutionary “executive skills” approach to helping kids reach their
potential by P. Dawson & R. Guare. Canadian Journal of Education,
32(4), 961–963.
Prytula, M., Makahonuk, C., Syrota, M., & Pesenti, M. (2009). Toward
successful teacher induction through communities of practice.
Saskatoon, SK: Dr. Stirling McDowell Foundation for Research into
Teaching.
Hellsten, L. M. (2010). Review of the book Critical thinking education
and assessment: Can higher order thinking be tested by J. Sobocan
& L. Groarke (with R. H. Johnson & F. S. Ellett, Jr.) (Eds). Canadian
Journal of Education, 33(3), 652–656.
Pushor, D., & Murphy, M. S. (2010). Problem-based curriculum. In C.
Kridel (Ed.), Encyclopedia of Curriculum Studies. Thousand Oaks, CA.
Murphy, M. S., & Pushor, D. (2010). Planned curriculum. In C. Kridel
(Ed.), Encyclopedia of Curriculum Studies. Thousand Oaks, CA: SAGE.
Hellsten, L. M. (2009). Review of the book Assessing performance:
Designing, scoring, and validating performance tasks by R. L.
Johnson, J. A. Penny, & B. Gordon. Canadian Journal of Education,
32(3), 652–655.
Schwier, R. A. (2009, September). External review and technology
plan for Living Sky School Division (LSSD) No. 202. North Battleford,
SK: Saskatchewan Educational Leadership Unit (SELU).
Nicol, J. J. (2010). Review of the book Perspectives féministes en
musicothérapie by S. Hadley. Canadian Journal of Music Therapy,
16(1), 199–204.
St. Denis, V. (2010). A study of Aboriginal teachers’ professional
knowledge and experience in Canadian public schools. Toronto, ON:
Canadian Teachers’ Federation and Canadian Council on Learning.
Stelmach, B. (in press). Review of the book Selling out: Academic
freedom and the corporate market by H. Woodhouse. Journal of
Educational Administration and Foundations, 21(1).
Stelmach, B. (with Bullin, C., Hardie, R., & Pearce, J.). (2010). Prince
Albert Roman Catholic Separate School Division #6 Aboriginal student
achievement project: Final report. Saskatoon, SK: Saskatchewan
Educational Leadership Unit (SELU).
Invited Lectures Outside the University of Saskatchewan and
Invited Conference Presentations
Ali, N., & Walker, K. (2009, December). Collaborative frameworks
for immigration sectors. Co-facilitation of half day collaborative
process. Saskatoon, SK.
Walker, K., Seymour, M., Katlip, B., & Longman, K. (2010, June).
Report of reviewers: Doctoral program at Eastern University, St.
Davids, Pennsylvania. St. Davids, PA: Eastern University.
Battiste, M. (2010, January). Evaluating Aboriginal language
curriculum. St. Francis School, Saskatoon, SK.
Walker, K., Heavin, H., & Mills, C. (2009). Background paper
on citizenship education for Saskatchewan. Saskatoon, SK:
Saskatchewan Human Rights Commission (under the auspices of
Saskatchewan Educational Leadership Unit [SELU]).
Battiste, M. (2009, July). Ambidextrous epistemology: Indigenous
knowledge within the Indigenous renaissance. Keynote at
TransCanada 2009, Sackville, NB.
26
Battiste, M. (2009, September). Learning is our purpose in life. NOW
Conference, Calgary AB.
Chernoff, E. J. (2010, May). Teaching and learning combinatorics in
the senior high school mathematics classroom with no calculator and
no formulas: No way! Workshop presented at the Saskatchewan
Mathematics Teachers’ Society’s (SMTS) 2nd Annual Saskatchewan
Understands Mathematics (SUM) Conference, Saskatoon, SK.
Battiste, M. (2009, October). Animating Indigenous knowledge:
Resilience and renaissance. National Indian Education Association,
Seattle, WA.
Chernoff, E. J. (2010, May). Non-combinatorial probability problems
in the senior high school mathematics classroom. Workshop
presented at the Saskatchewan Mathematics Teachers’ Society’s
(SMTS) 2nd Annual Saskatchewan Understands Mathematics
(SUM) Conference, Saskatoon, SK.
Battiste, M. (2009, November). Eurocentrism, racism and resilience
among Aboriginal peoples. Guest lecture to STARS, University of
Saskatchewan, Saskatoon, SK.
Battiste, M. (2009, December). Constitutional reconciliation of
education for Aboriginal peoples. First Nations Education Caucus,
Assembly of First Nations, Ottawa, ON.
Chernoff, E. J. (2010, March). Traditional and reform approaches to
teaching and learning mathematics. Workshop presented at the
Saskatchewan Community Schools Association (SCSA) Conference,
Saskatoon, SK.
Battiste, M. (2009, November). Making alliances for research and
creating research/knowledge mobilization opportunities through
program models. Panel presentation and discussion circle at
Canadian Association of University Teachers (CAUT) Forum for
Aboriginal Academic Staff, Saskatoon, SK.
Clandinin, D. J., Murphy, M. S., Huber, J., & Murray Orr, A. (2010,
April/May). Negotiating narrative inquiries: Living in a tension-filled
midst narrative research SIG Business Meeting. Narrative inquiry:
Seeking relations as modes of interactions. Paper presented at the
Annual Meeting of the American Educational Research Association,
Denver, CO.
Battiste, M. (2010, January). Bringing Aboriginal education into
conventional education: Nourishing the learning spirit. Distinguished
Lecture Series at University of Western Ontario, London, ON.
Cottrell, M. (2009, July). Closing the gap: Recent initiatives in
Aboriginal education in Western Canada. Saskatchewan Principals’
Short Course, Saskatoon, SK.
Battiste, M. (2010, January). Indigenous languages and IK: Learning
and achievement. St. Frances School, Saskatoon, SK.
Battiste, M. (2010, February). Nourishing the learning spirit: Violence
prevention from the source. Safe Schools Conference, Saskatoon, SK.
Cottrell, M., Pearce, J., & Pelletier, T. (2009, September). Schoolcommunity relations, educational governance and Aboriginal student
achievement in Saskatchewan. Prairie Valley and Regina Catholic
School Division, Fort Qu’Appelle, SK.
Battiste, M. (2010, April). Training teachers in violence prevention:
The 4th R Aboriginal version. Shawane Dagosiwin Conference,
Winnipeg, MB.
Cottrell, M., Pearce, J., Pelletier, T. (2009, October). Schoolcommunity relations, educational governance and Aboriginal student
achievement in Saskatchewan. Saskatchewan Ministry of Education,
First Nation and Métis Branch, Regina, SK.
Battiste, M. (2010, June). Aboriginal resilience, resistance, and
renaissance. Keynote Lansdowne Lecture, University of Victoria,
Victoria, BC.
Falihi, A., & Wason-Ellam, L. ( 2009, July). The development of critical
visual literacy and aesthetic experiences. International Conference on
Arts and Society, Venice, Italy. Cameron, A., & Kalyn, B. (2010, January). Movement matters:
Improving academic achievement, ADHD behavior, and fitness
through physical activity in schools. Eighth Annual Hawaii
International Conference on Education, Honolulu, HA.
Hetherington, R., & Stelmach, B. (2009, October). Engaging parents
and engaging staff for a successful rural school. Western Canadian
Educational Administrators’ Conference, Edmonton, AB.
Carr-Stewart, S. (2010, April). First Nations education in Canada:
Towards equity. Tianjin North University, Tianjin, China.
Johnston, I., Bainbridge, J., Burke, A., Courtland, M. C., Hammett, R.,
Strong-Wilson, T., Ward, A., . . . Phipps, H. (2009, June). Teaching and
learning with multicultural picture books. Invited seminar for faculty
at the Memorial University of Newfoundland, St. John’s, NL.
Carr-Stewart, S. (2010, June). Blackfoot children and Old Sun’s Boarding
School: A case study of one community. Prairie Perspectives on Indian
Residential School, Truth and Reconciliation Commission of Canada’s
First National Event, Winnipeg, MN.
Kalyn, B. (2010, April). Teachers as champions for health. National
Symposium: Promoting Children’s Health: Ensuring the Future,
Port-of-Spain, Trinidad.
Chernoff, E. J., Knoll, E., & Mamolo, A. (2010, May). Noticing and
engaging the mathematicians in our classrooms. Working group F of
the 34th Annual Meeting of the Canadian Mathematics Education
Study Group/Groupe Canadien d’Étude en Didactique des
Mathématiques, Vancouver, BC.
Kalyn, B. (2009, October). Innovations in teacher education: Practical
experiences for teacher candidates in physical education. Edge 2009
Conference on Education, St. John’s, NL.
Chernoff, E. J. (2010, May). Subjective probabilities derived from
the perceived randomness of sequences of outcomes. New PhD
session presented at the 34th Annual Meeting of the Canadian
Mathematics Education Study Group/Groupe Canadien d’Étude en
Didactique des Mathématiques,Vancouver, BC.
Kalyn, B. (2009, October). The impact of exercise on learning.
Learning Communities Initiative: Multi-Disciplinary Faculty Panel,
College of Kinesiology, University of Saskatchewan, Saskatoon, SK.
27
Kalyn, B., Campbell, E., & MacAvoy, A. (2010, February). Dancing
on thin ice: Teacher candidates as emergent professionals.
Western Canadian Association for Student Teaching (WestCAST)
Conference 2010, Lethbridge, AB.
council members, educators, and trustees at the Thames Valley
Parent Learning Forum, London, ON.
Pushor, D. (2009, September). Parent engagement: Connecting
schools and families. Invited address to administrators, teachers,
and staff at Ottawa Carleton District School Board, Ottawa, ON.
Kalyn, B., Henry, C., Mangroo, S., Nurse, S., & Ramdath, D. (2010,
April). Health and family life education: A curriculum in motion.
Poster presentation at the National Symposium: Promoting
Children’s Health: Ensuring the Future, Port-of-Spain, Trinidad.
Pushor, D. (2009, September). Parent engagement: Connecting
schools and families. Invited address to parents, school council
members, and the public at Ottawa Carleton District School Board,
Ottawa, ON.
Kinzel, A. L. (2009, June). The acceptance of chronic pain:
Implications for family physicians. Presentation to City Centre
Family Physicians, Saskatoon, SK.
Prytula, M. P. (2009, October). The Continuous Improvement
Framework in the classroom. League of Educational Administrators,
Directors and Superintendents of Saskatchewan (LEADS)
Conference, Saskatoon, SK.
Lemisko, L. (2010, May/June). Rethinking field experiences in teacher
education. Invited participation in a panel on teacher education
at the Canadian Society for the Study of Education (CSSE) Annual
Meeting, Montreal, QC.
Ralph, E. (2010, March). Course revision and instructional adjustment:
A brief faculty workshop. Workshop conducted at the Gwenna Moss
Centre for Teaching Effectiveness, University of Saskatchewan,
Saskatoon, SK.
Lemisko, L., & Epp, M. (May 2010). Intergenerational literature circles.
Chinook Teachers’ Association Convention, Swift Current, SK.
Ralph, E., & Walker, K. (2009, November). The art and practice of
“Adaptive Mentorship©.” Workshop presented at the University of
Saskatchewan (under the joint auspices of the Human Resources
Division, University of Saskatchewan, and the Social Sciences and
Humanities Research Council of Canada), Saskatoon, SK.
Martin, A. K., Lemisko, L., Ward, A., Elliott-Johns, S., & Russell, T.
(2010, May/June). Rethinking field experience in teacher education.
Invited panel participation at the Canadian Society for the Study of
Education (CSSE) Annual Meeting, Montreal, QC.
McKenzie, M. (2010, February). Issues of studying abroad learning
panel. University Learning Centre, University of Saskatchewan,
Saskatoon, SK.
Ralph, E., & Walker, K. (2009, December). The art and practice of
“Adaptive Mentorship©.” Workshop presented at Queens University
(under the joint auspices of The Centre for Teaching and Learning,
Queens University, and the Social Sciences and Humanities
Research Council Canada), Kingston, ON.
McKenzie, M., & Schwier, R. A. (Co-hosts). (2010, January).
Conversation and podcast on social media, teaching, and research
with Michael Wesch, Kansas State University [Video podcast].
Retrieved from http://edxserveg5.usask.ca/rick/wesch-web.mov
Ralph, E., & Walker, K. (2009, December). The art and practice of
“Adaptive Mentorship©.” Workshop presented at Queens University
(under the joint auspices of the Faculty of Education, Queen’s
University, and the Social Sciences and Humanities Research
Council of Canada), Kingston, ON.
Renihan, P. (2009, December). Attending to leadership: Intentional
futures. Leadership Saskatoon: The Community Series, Saskatoon, SK.
Murphy, M. S., & Lyons, N. M. (2010, April/May). The familial perspective
in storied lives. Invited discussant at American Educational Research
Association (AERA) Annual Meeting, Denver, CO.
Kovach, M. (2010, June). Indigenous research: Community services.
Kahnawake, QC.
Kovach, M. (2010, June). Indigenous methodologies. Keynote at
Summer Institute: Health of Populations Evaluation, Winnipeg, MB.
Pushor, D. (2010, March). Family and community engagement in
out-of-school places. Invited presentation at the Saskatchewan
Community Schools Association Conference, Saskatoon, SK.
Renihan, P. (2010, March). Is the principalship for you? One-day
leadership seminar for Saskatchewan Educational Leadership Unit
(SELU), Saskatoon, SK.
Renihan, P. (2010, May/June). University-based leadership centres:
How and to what extent do they address the theory-practice divide?
Canadian Society for the Study of Education (CSSE) Annual
Meeting, Montreal, QC.
Pushor, D. (2010, January). Joining our voices: Parent engagement in
the early years. Invited address to parents, educators, and childcare
providers at the Early Childhood Community Development Centre,
Niagra Catholic District School Board and the District School Board
of Niagra, St. Catharine’s, ON.
Renihan, P., & Noonan, B. (2010, May/June). Assessment leadership
in inclusive settings. Canadian Society for the Study
of Education (CSSE) Annual Meeting, Montreal, QC.
Pushor, D. (2009, November). Partners in Catholic education: A
spirit of collaboration. Invited address to parents, school council
members, educators, and trustees at the 9th Annual Catholic
School Council Conference, York Catholic District School Board and
the York Catholic Parent Involvement Committee, Aurora, ON.
Renihan, P., & Renihan, F. (2009, August). Nurturing cultures of
responsive leadership: Principle and metaphor. Council of Alberta
Superintendents Conference, Jasper, AB.
Stelmach, B. (2010, May/June). Woodhouse as academic
archaeologist: A response to and discussion of “Selling Out: Academic
Freedom and the Corporate Market.” Canadian Society for the Study
of Education (CSSE) Annual Meeting, Montreal, QC.
Pushor, D. (2009, October.) Parent engagement: Taking the ‘secret’
out of “The Secret Garden.” Invited address to parents, school
28
Stelmach, B. (2009, October). An effective literature review:
Not “proof” of how much you’ve read, but ARGUMENT for your
research. College of Education Graduate Students, University of
Saskatchewan, Saskatoon, SK.
Wason-Ellam, L. (2010, April). Making a difference with FASD readers.
Awasis: Aboriginal Education Conference, Saskatoon, SK.
Wason-Ellam, L. (2009, November). Writing the research report:
Tethering thoughts on paper. Learning from Practice Conference:
Dr. Sterling McDowell Foundation for Research into Teaching,
Saskatoon, SK.
Stelmach, B., & Squires, V. (2009, October). Academic conferences.
College of Education Graduate Students, University of
Saskatchewan, Saskatoon, SK.
Walker, K. (2010, June). Forum on mentorship in professional
education. Presenter and facilitator of forum, Saskatoon, SK.
Wason-Ellam, L. (2009, November). What really matters in family
literacy. Learning from Practice Conference: Dr. Sterling McDowell
Foundation for Research into Teaching, Saskatoon, SK.
Walker, K. (2010, June). Immigration Research Forum. Presenter
and facilitator of forum for Advanced Education, Employment and
Labour, Immigration Services Branch, Saskatoon, SK.
Wason-Ellam, L., & Falihi, A. (2009, July). An analytical discussion on
critical visual literacy. Sixteenth Annual Conference on Learning,
University of Barcelona, Spain.
Walker, K., Mueller, R., & Saxema, A. (2010, May). Enhancing a
culture of service for students. Invited half-day appreciative inquiry
workshop, Saskatoon, SK.
Wason-Ellam, L., & Mitten, R. (2010, April). Engaging readers with FASD.
Forty-first Annual Saskatchewan Reading Conference, Regina, SK.
Wason-Ellam, L., & Purdue, P. (2009, July). The environmental
landscapes in children’s literature. Sixteenth Annual Conference on
Learning, University of Barcelona, Spain.
Walker, K. (2010, May). Deeply counting on each other: Trust and
engagement in PSE workplaces. Workshop for President’s Council,
Briercrest College and Seminary, Caronport, SK.
Wilson, J. (2010, April). Leader panel discussing leadership in
technology. Teaching Learning and Technology Conference,
Saskatoon, SK.
Walker, K. (2010, May). Making your maximum impact through
leadership. Presentation to student leaders from Prairie Spirit School
Division through Diefenbaker Centre Outreach, Saskatoon, SK.
Wilson, J. (2009, April). Authentic learning and assessment.
University of Saskatchewan Fall Orientation to Teaching and
Learning, Saskatoon, SK.
Walker, K. (2010, March). Beyond literacy to citizenship. Presentation
to Saskatoon North Rotary Club, Saskatoon, SK.
Walker, K. (2009, December). Servant leadership in the workplace.
Workshop conducted through Continuing Adult and Distance
Education, University of Saskatchewan, Saskatoon, SK.
Woodhouse, H. (2010, May/June). Selling out: Academic freedom
and the corporate market. A paper presented to the Annual
Conference of the Canadian Association of Foundations of
Education and the Canadian Philosophy of Education Society as
part of a session titled, Meet the Authors. Canadian Society for the
Study of Education (CSSE) Annual Meeting, Montreal, QC.
Walker, K. (2009, September). Community of scholars. Facilitation
on conferencing, networking, and engagement within scholarly
communities, Saskatoon, SK.
Woodhouse, H. (2010, February). Ethical issues in medicine: Doctors
and the pharmaceutical industry. A lecture given to a course titled,
Health and Pharmaceuticals, Health Studies Program, University of
Toronto, Toronto, ON.
Walker, K. (2009, September). Orientation to new University Council
members, Saskatoon, SK.
Walker, K. (2009, August). AEEL planning retreat. Presenter
and facilitator of retreat for Ministry of Advanced Education,
Employment and Labour: Minister’s Office and Office of Ministry
Executive, Regina, SK.
Woodhouse, H. (2010, January). Academic freedom under threat. A
presentation to the bi-annual conference of the Harry Crowe Society
on Accountability and Quality in Higher Education titled, “I want to
reach for the stars, but I’m under this microscope,” Toronto, ON.
Walker, K. (2009, August). Five vitamin Cs for leading. Diefenbaker
Centre Leadership Program for High School Students, Saskatoon, SK.
Woodhouse, H. (2009, November). Selling out: Academic freedom
and the corporate market. A book launch at McNally Robinson
Booksellers, Saskatoon, SK.
Ward, A. (2010, May/June). Rethinking field experiences in teacher
education. Invited participation in a panel on teacher education
at the Canadian Society for the Study of Education (CSSE) Annual
Meeting, Montreal, QC.
Woodhouse, H. (2009, November). Selling out: Academic freedom
and the corporate market. A personal interview and broadcast by
CBC Radio.
Ward, A. (2009, October). Learning from children: The power of early
childhood. Invited keynote at Early Childhood Education Council
of Saskatchewan, Saskatoon, SK.
Woodhouse, H. (2009, November). Selling out: Academic freedom
and the corporate market. A reading for Saskatchewan Book
Awards’ Brunch, Saskatoon, SK.
Ward, A. (2009, August). The tools of engagement: Students and
teachers making meaning. Invited keynote at Yellowknife School
District #1, School Opening Professional Development Days,
Yellowknife, NT.
Yelich, E., & Kalyn, B. (2010, January). Inclusion 10: Innovations in
physical education curriculum for special needs and mainstream
students. Eighth Annual Hawaii International Conference on
Education, Honolulu, HA.
29
Presentations at Conferences (Non-invited)
Balzer, G, (2010, May/June). Building global awareness through
international service learning. Canadian Society for the Study of
Education (CSSE) Annual Meeting, Montreal, QC.
services in one Tribal Council: Community perspectives. Shawane
Dagosiwin, Winnipeg, MN.
Chernoff, E. J. (2009, September). The subjective-sample-space.
The 31st Annual Meeting of the North American Chapter of the
International Group for the Psychology of Mathematics Education,
Atlanta, GA.
Barrett, M. J. (2009, July). Finding ‘cracks in consent’: Discourses that
enable and constrain. (Presentation as part of the panel, “Animism
as a path to decolonizing the academy”). Third International
Conference of the International Society for the Study of Religion,
Nature and Culture, Amsterdam, Netherlands.
Chernoff, E. J. (2009, September). Explicating the multivalence
of a probability task. The 31st Annual Meeting of the North
American Chapter of the International Group for the Psychology of
Mathematics Education, Atlanta, GA.
Barrett, M. J., Green, B., & White, L. (2010, April). Learning through
spirit and place. Awâsis Aboriginal Education Conference,
Saskatoon, SK.
Battiste, M. (2009, October). Developing partnerships with Canadian
Prevention Science Cluster: Engaging and empowering Aboriginal
youth. Safe Schools Conference, Saskatoon, SK.
Chernoff, E. J., Chorney, S., & Liljedahl, P. (2010, May). Editing
mathematics teachers’ journals in Canada: Bridging the gap between
researchers and teachers. Ad-hoc presentation at the 34th Annual
Meeting of the Canadian Mathematics Education Study Group,
Vancouver, BC.
Battiste, M. (2010, May/June). Inclusive leadership: Who gets to be
the Dean and why? Panel presentation at the Canadian Society for
the Study of Education (CSSE) Annual Meeting, Montreal, QC.
Claypool, T. (2010, May/June). Roundtable: Exploring the academic
readiness of undergraduate post-secondary students. Canadian Society
for Studies in Education (CSSE) Annual Meeting, Montreal, QC.
Beach, S., Collins, J., & Ward, A. (2009, December). Opportunity
to learn, literate identity, and literacy proficiency: Portraying the
present and engaging the future. National Reading Conference,
Albuquerque, NM. Cottrell, M. (2010, March). Indigenous education in comparative
perspective. American Comparative and International Education
Society, Chicago, IL.
Beach, S., Ward, A., & Collins, J. (2009, July). Opportunities to learn
literacy: Children’s interpretations of teacher practices. Sixteenth
European Conference on Reading, Braga, Portugal.
Cottrell, M., Pearce, J., Pelletier, T., Preston, J. P., Cunningham, J.,
& Rohr, B. (2010, April). Comparing Aboriginal education policy
in Saskatchewan and Manitoba. Manitoba Aboriginal Education
Research Conference, Winnipeg, MB.
Berg, D., & Walker, K. (2009, November). Beyond ourselves
leadership. Paper presented at International Leadership Association
Conference, Prague, Czech Republic.
Cottrell, M. (2010, April). International testing and Indigenous student
achievement: Comparing Canada, the U.S., Australia and New Zealand.
Canada International Conference on Education, Toronto, ON.
Brenna, B. A. (2010, May/June). The construction of characters with
disabilities in contemporary Canadian children’s fiction. Canadian
Society for the Study of Education (CSSE) Annual Meeting,
Montreal, QC.
Cottrell, M., Pearce, J., Pelletier, T., Preston, J. P., Cunningham, J., &
Rohr, B. (2010, May/June). Significant leadership and ethical space:
Transforming educational outcomes for Indigenous students in
Saskatchewan. Canadian Society for the Study of Education (CSSE)
Annual Meeting, Montreal, QC.
Brooks, C., & Martin, S. L. (2009, November). Intimate partner
violence and resilience: Learning from Aboriginal women’s experience.
Research and Education for Solutions to Violence and Abuse
(RESOLVE) Research Day, Regina, SK.
Cottrell, M., Pearce, J., & Pelletier, T., Preston, J. P., Cunningham, J.,
& Rohr, B. (2010, May/June). Indigenous education in comparative
perspective. Canadian Society for the Study of Education (CSSE)
Annual Meeting, Montreal, QC.
Burgess, D., & Newton, P. (2010, May/June). Definitions of
academic educational administration in the English-speaking
world. Canadian Society for the Study of Education (CSSE) Annual
Meeting, Montreal, QC.
Cottrell, M. (2010, June). Irish-Indigenous encounters in Western
Canada. Irish/Scottish/ Indigenous Global Encounters, Toronto, ON.
Correia, A. P., Yusop, F. D., Wilson, J. R., & Schwier, R. A. (2010, April/
May). A comparative case study of approaches to authentic learning
in instructional design at two universities. American Educational
Research Association (AERA) Annual Meeting, Denver, CO.
Carr-Stewart, S., & Steeves, L. (2010, May). Second level educational
services: A case study of First Nations and provincial schools in
Saskatchewan. Forty-fourth Annual Conference of the Canadian
Economic Association, Quebec City, QC.
Fallon, G., Paquette, J., & Stelmach, B. (2010, May/June). Policy
deliberation and management of contracting school districts:
Preliminary findings from a case study of an urban school district in
British Columbia. Paper presented to the Canadian Society for the
Study of Education (CSSE) Annual Meeting, Montreal, QC.
Carr-Stewart, S., & Steeves, L. (2010, May/June). Enhancing
student success: Accountability frameworks and improved second
level services in Saskatchewan First Nations and provincial schools.
Canadian Society for the Study of Education (CSSE) Annual
Meeting, Montreal, QC.
Fung, K., & Hellsten, L. M. (2010, January). The initial development
and content validity of an Asperger’s Syndrome self-screen test for
Carr-Stewart, S., & Steeves, L. (2010, April). Second level educational
30
adults. Poster presentation at the 8th Annual Hawaii International
Conference on Education, Honolulu, HA.
Lemisko, L., & Ward, A. (2010, May/June). Teacher educator identities:
Developing the “Department” of teacher education? A roundtable
presentation at the Canadian Society for the Study of Education
(CSSE) Annual Meeting, Montreal, QC.
McIntyre, L. J., Hellsten, L. M., & Martin, S. (2010, June). Weighing
personal and professional risks: Using autoethnography to describe
the academic experience. Paper presented at the 2nd Innovations
in Qualitative Research Conference, Saskatoon, SK.
Glanfield, F., Murphy, M. S., & Sterenberg, G. (2010, April/May).
Teachers as learners,children as teachers of mathematics. Paper
presented at the National Council of Teachers of Mathematics
Annual Meeting, San Diego, CA.
Glanfield, F, Murphy, M. S., & Towers, J. (2009, July). Co-emergence
and collective Mathematical knowing. Paper presented at the
33rd Conference of the International Group for the Psychology of
Mathematics Education (Vol. 2), Thessaloniki, Greece.
McKenzie, M. (2010, June). Distinguishing the means and ends
of critical education: Theorizing experience as productive iterative
practice. Theorizing Education Conference, The Stirling Institute of
Education, Stirling, Scotland.
Glanfield, F., Murphy, M. S., & Ward, A. (2010, May/June). Multiple
perspectives on teaching as intellectual work. Paper presented at the
Canadian Society for Studies in Education (CSSE) Annual Meeting,
Montreal, QC.
McKenzie, M. (2010, June). Politics of inhabitation: The interscaler
contexts of socio-ecological learning. Theorizing Education
Conference, The Stirling Institute of Education, Stirling, Scotland.
Hellsten, L. M., & McIntyre, L. J. (2010, June). Conducting a
qualitative systematic review: Examining the methods, challenges,
and barriers. Paper presented at the 2nd Innovations in Qualitative
Research Conference, Saskatoon, SK.
McKenzie, M., Tuck, E., & Ford, G. (2010, April/May). Demetaphorizing “complex ecologies”: Justice, knowledge, and place.
Chairs and organizers, invited Division B-wide invited panel at
the American Educational Research Association (AERA) Annual
Meeting, Denver, CO.
Hellsten, L. M., Fung, K., & Prytula, M. (2010, January). The teaching
career cycle and workload management of beginning teachers.
Presentation at the 8th Annual Hawaii International Conference on
Education, Honolulu, HA.
McKenzie, M. (2010, April/May). Critical approaches to issues of
methodology. Discussant at the American Educational Research
Association (AERA) Annual Meeting, Denver, CO.
Hellsten, L. M., Fung, K., & Prytula, M. (2010, January). To teach or
not to teach: Exploring the factors influencing the decision to become
a teacher. Presentation at the 8th Annual Hawaii International
Conference on Education, Honolulu, HA.
McKenzie, M., Morehouse, A., Hart, P., White, P., Greenwood, D.,
Thompson, S., . . . Williams, D. (2009, October). Socioecological
pedagogies: Current research and practice. Organizer and presenter,
North American Association for Environmental Education,
Portland, OR.
Hellsten, L. M., Prytula, M., & McIntyre, L. J. (2010, March). Exploring
the experiences of Saskatchewan beginning teachers who obtain
employment in rural and northern schools. Paper presented at the
15th National Congress on Rural Education, Saskatoon, SK.
McVittie, J. (2010, February). Assessment for learning in science
and math. CRYSTALS in the Classroom, University of Manitoba,
Winnipeg, MN.
Huber, J., Murphy, M. S., Clandinin, D. J., Mitton Kukner, J., & Murray
Orr, A. (2010 April/May). Places of narrative inquiry in home, school, and
college of education. Paper presented at the American Educational
Research Association (AERA) Annual Meeting, Denver, CO.
McVittie, J. (2009, June). Sustainability and natural grasslands. Third
North American Indigenous Foods Symposium, Saskatoon, SK.
McVittie, J., & Johnson, A. (2009, May). Theories which inform
teachers of outdoor environmental education programs. Fifth World
Environmental Education Conference, Montreal, QC.
Kovach, M. (2010, May/June). Pilot study of support required of non
Aboriginal faculty to integrate and enhance Aboriginal knowledge
within course content. Canadian Society for the Study of Education
(CSSE) Annual Meeting, Montreal, QC.
Miller, D., & Rayne, J. (2010, January). Troubling ideas: Women’s
experience of Canadian education. Presentation at the 8th Annual
Hawaii International Conference on Education, Honolulu, HA.
Kovach, M., & Wilson, A. (2009, October). Highlighting the centrality
of an Indigenous epistemological positioning within Indigenous
methodologies through showcasing three research studies that
use Indigenous methodologies. Poster presentation at the 10th
Advances in Qualitative Methods Conference, Vancouver, BC.
Molnar, T. (2010, May/June). The welcoming of responsibility: Insights
from Levinas, Hampton and a brother. Paper presentation at the
Canadian Society for Studies in Education (CSSE) Annual Meeting,
Montreal, QC.
Kutsyuruba, B., Noonan, B., & Walker, K. (2010, May/June). The
ecology of trust in the principalship. Canadian Society for the Study
of Education (CSSE) Annual Meeting, Montreal, QC. Molnar T., & Claypool, T. (2010, May/June). A conversation
concerning the ethical sufficiency of empathy. Paper presentation
at the Canadian Society for Studies in Education (CSSE) Annual
Meeting, Montreal, QC.
Lemisko, L. (with Horton, T., Clausen, K., & Epp, M.). (2010, May/
June). The importance of diversity in Social Studies. Panel
presentation entitled Diversity as a Generative Concept in Social
Studies. Canadian Society for the Study of Education (CSSE) Annual
Meeting, Montreal, QC. Morrison, D., Benson, J., & Furniss, S. (2010, Spring). “Infusing”
Aboriginal perspectives: An instructional design challenge.
Presentation at Instructional Design Conference, Saskatoon, SK.
31
Morrison, D., & Martin, G. (2010, March). Exploring virtual learning
communities in non-formal, self-directed learning: Implications for
rural education. Presentation at the 15th National Congress on
Rural Education, Saskatoon, SK.
(CSSE) Annual Meeting, Montreal, QC.
Pushor, D. (2010, April/May). Living and telling stories of parent
engagement: Toward am “curriculum of parents.” Teacher education
symposium: Taking up the idea of a curriculum of lives: Narrative
inquiries into teachers, teacher educators and school stories at
the American Educational Research Association (AERA) Annual
Meeting, Denver, CO.
Murphy, M. S., Glanfield, F., Ward, A., & Lemisko, L. (2010, May/June).
The potential of field experiences for preparing teacher candidates
for teaching as intellectual work. Canadian Society for the Study of
Education (CSSE) Annual Meeting, Montreal, QC. Murphy, M. S., & Huber, J. (2010, January). Children as assessmentmakers. Paper presented at (E)merging Professionalism
Conference, Regina, SK.
Preston, J. P., Cottrell, M., Pearce, J., & Pelletier, T. (2010, May/
June). Aboriginal early childhood education in Canada: Issues of
context. Canadian Society for the Study of Education (CSSE) Annual
Meeting, Montreal, QC.
Murphy, M. S., Mitton Kukner, J., Murray Orr, A., Clandinin, D. J.,
Huber, J., & Chung, S. (2010, April/May). Staying with the relational:
Co-composing field texts in narrative inquiry. Paper presented at the
Invisible College Annual Meeting, Denver, CO.
Prochner, L., & Carr-Stewart, S. (2010, May/June). An historical study
of kindergarten for Aboriginal children in Canada and the United
States. Canadian Society for the Study of Education (CSSE) Annual
Meeting, Montreal, QC.
Murphy, M. S., & Pinnegar, S. (2010, April/May). Taking up the idea of a
curriculum of lives: Narrative inquiries into teachers, teacher educators,
and school stories. Paper presented at the American Educational
Research Association (AERA) Annual Meeting, Denver, CO.
Prytula, M. P. (2010, May/June). Successful teacher induction through
communities of practice: An analysis of sustainability. Canadian
Society for the Study of Education (CSSE) Annual Meeting,
Montreal, QC.
Murray Orr, A., Murphy, M. S., Huber, J., Mitton Kukner, J., &
Clandinin, D. J. (2010 May/June). Reimagining curriculum making
in home places. Paper presented at Canadian Society for Studies in
Education (CSSE) Annual Meeting, Montreal, QC.
Prytula, M. P., & Benson, J. (2009). Teacher learning and
accountability through data walls. Saskatchewan Professional
Development Unit (SPDU): Finding Our Way III: Assessment,
Evaluation, and Accountability Conference. Saskatoon, SK.
Murray Orr, A., Murphy, M. S., Mitton Kukner, J., Clandinin, D.
J., Huber, J., & Chung, S. (2010, May). Co-composing field texts
in narrative inquiry. Paper presented at the Narrative Matter
Conference, Fredericton, NB.
Prytula, M. P., Hellsten, L. M., & McIntyre, L. J. (2010, May/
June). Exploring an epistemological basis for beginning teachers’
perceptions of teacher planning time. Canadian Society for the
Study of Education (CSSE) Annual Meeting, Montreal, QC.
Nicol, J. J. (2010, May). Music therapy and the AIRS project. Annual
Conference of the Canadian Association for Music Therapy, Halifax, NS.
Prytula, M. P., Makahonuk, C., Pesenti, M., & Syrota, S. (2009,
November). Toward successful teacher induction through
communities of practice. Saskatchewan Teacher’s Federation
Learning through Practice Conference, Saskatoon, SK.
Ralph, E. (2010, June). Shaping novice practitioners via “Adaptive
Mentorship©.” Workshop conducted at the Annual Conference of
the Society for Teaching and Learning in Higher Education (STLHE),
Ryerson University, Toronto, ON.
Nicol, J. J. (2009, October). Reflecting on the personal narrative:
Scholarly, therapeutic and aesthetic intersection. Advances in
Qualitative Methods Conference, Vancouver, BC.
Noonan, B., & Renihan, P. (2010, May/June). Leadership for inclusion:
A practical guide. Canadian Society for the Study of Education
(CSSE) Annual Meeting, Montreal, QC. Ralph, E. (2010, May). Enhancing your mentoring skills: Applying
“Adaptive Mentorship©” (A workshop for mentors and protégés).
Workshop conducted at the Canada International Conference on
Education (CICE), Toronto, ON.
Noonan, B., Hellsten, L., & Prytula, M. (2010, May/June). Principals’
perception of assessment leadership. Canadian Society for the Study
of Education (CSSE) Annual Meeting, Montreal, QC. Noonan, B. (2009, July). The principal’s role in assessment.
Saskatchewan Principals’ Short Course, Saskatoon, SK.
Ralph, E. (2010, April). Enhancing practicum supervision via the
“Adaptive Mentorship©” model (A workshop for mentors and
protégés). Workshop conducted at the Northwest Association for
Teacher Education (NWATE) Annual Conference, Ellensburg, WA.
Ralph, E. (2010, February). Mentoring by design: Applying the
Adaptive Mentorship© model (A workshop for mentors and protégés).
Workshop conducted at the 4th International Conference on
Design Principles and Practices, Chicago, IL.
Noonan, B., & Walter, M. (2009, October). Assessment leadership:
Building capacity for assessment literacy. League of Educational
Administrators, Directors and Superintendents (LEADS)
Conference, Saskatoon, SK.
Orlowski, P. (2010, May/June). The neoliberal agenda and public
education. Canadian Society for the Study of Education (CSSE)
Annual Meeting, Montreal, QC.
Regnier, R. H. (2010, March). Assessment through learning as valuing:
Its cosmological foundations. Fifteenth National Congress on Rural
Education in Canada, Saskatoon, SK.
Orlowski, P. (with Shaker, P., & Kelly, D.) (2010, May/June).
Teaching for and about democracy, including its flaws. Symposium
presentation at the Canadian Society for the Study of Education
32
Regnier, R. H. (2010, April). Indigenous land-based cohort: New
program development in the Department of Educational Foundations.
AWASIS Aboriginal Education Conference, Saskatoon, SK.
Zhang, X., & Hellsten, L. M. (2010, May/June). Exploring first-year
teachers’ workload using mixed methodology. Paper presented at
the Canadian Society for the Study of Education (CSSE) Annual
Meeting, Montreal, QC.
Reynolds, C. (2010, April/May). What are we doing for Aboriginal
Education at the University of Saskatchewan? Panel presentation
at the American Educational Research Association (AERA) Annual
Meeting, Denver, CO.
Artistic Exhibitions or Performances
Brenna, B. A. (2010, April 26). Storytelling and author reading to
grades 3–5. James L. Alexander School, Saskatoon, SK.
Reynolds, C. (2010, May/June). Inclusive leadership: Who gets to be
the dean and why? Panel presentation at the Canadian Society for
the Study of Education (CSSE) Annual Meeting, Montreal, QC.
Brenna, B. A. (2010, April 26). Storytelling and author reading to
grades 6. James L. Alexander School, Saskatoon, SK.
Stelmach, B., & von Wolff, S. (2009, September). A challenge to
metrics as evidence of scholarity. Paper presented to the European
Conference on Educational Research, Vienna, Austria.
Brenna, B. A. (2010, February 23). Storytelling and author reading to
grades 1–3. Brunskill School, Saskatoon, SK.
Brenna, B. A. (2010, February 23). Storytelling and author reading to
grades 4–6. Brunskill School, Saskatoon, SK.
Swanson, M., Newton, P., & Burgess, D. (2010, February).
Undergraduate courses in Educational Administration: External
influences on teacher education. Western Canadian Association for
Student Teaching (WestCAST) Conference 2010, Lethbridge, AB.
Kalyn, B. (2009, July). Tour to Ukraine: A five city tour. Director of
Production, Ukraine.
Kovach, M. (2009, November 30). Indigenous methodologies:
Characteristics, conversations, and contexts. Reading at Educational
Foundations Book Launch & Reception, Saskatoon, SK.
Swanson, M., Newton, P., & Burgess, D. (2010, May/June).
Undergraduate courses in Educational Administration: External
influences on teacher education. Canadian Society for the Study of
Education (CSSE) Annual Meeting, Montreal, QC.
Kovach, M. (2010, June 1). Indigenous methodologies:
Characteristics, conversations, and contexts. Reading at McGill
School of Social Work, Montreal, QC.
Walker, K. (2009, November). The bliss and blisters of leadership
development for students, staff and faculty in context of a university.
A round table presentation at International Leadership Association
conference in Prague, Czech Republic.
Kovach, M. (2010, June 14). Indigenous methodologies:
Characteristics, conversations, and contexts. Reading at University of
Manitoba, School of Social Work, Winnipeg, MB.
Ward, A., Murphy, M. S., Glanfield, F., Stevens, D., Chung, S., &
Lemisko, L. (2010). The potential of field experiences for preparing
teacher candidates for teaching as intellectual work. Working table at
the Canadian Association of Teacher Educators, Montreal, QC.
Miller, D. (2009, February 19). Duelling Poets Bang Bang. Saskatoon
Writer’s Coop, Saskatoon, SK.
Ward, A., Oakes, I., & Douglas-Elliott, D. (2010, April). Experiences
of infusing First Nations and Métis content and ways of knowing
into field experiences. AWASIS Aboriginal Education Conference,
Saskatoon, SK.
Ward, A., Oakes, I., Callele, M., & Douglas-Elliott, D. (2010, February). Taking heart! Experiences of infusing First Nations and Métis content
and ways of knowing into field experiences. Western Canadian
Association for Student Teaching (WestCAST), Lethbridge, AB.
Ward, A. (2009, July). The Canadian dream and classroom reality:
Supporting pre-service teachers in multicultural education. Sixteenth
European Conference on Reading, Braga, Portugal.
Wilson, J. (2010, April). Pre-service teachers using technology
to support ESL learners. Teaching Learning and Technology
Conference, Saskatoon, SK.
Wilson, J. (2010, March/April). Learning at the lake: Graduate video
production in an authentic environment. Proceedings of the Society
for Technology in Teacher Education Conference, San Diego, CA.
Wilson, J., & Albion, P. (2009, March). Interaction, learner styles,
and content in online courses: Implications for teacher preparation.
Proceedings of the Society for Technology in Teacher Education
Conference, Charleston, SC.
33
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