Susan Gerofsky
Embodied mathematics learning; Multimodal, multi sensory mathematics learning; Blind and visually impaired mathematics learners; Language of mathematics education; Mathematics and the arts; Garden-based environmental education.
Dr. Gerofsky’s research in embodied, multi sensory, multimodal mathematics learning via the arts challenges dualistic notions of mathematics as a ‘purely cognitive’, disembodied way of knowing. Her linguistic/ multimodal research in pedagogical genres like word problems, graphs, worksheets and lectures contextualizes mathematics education in the larger culture. She also explores garden-based education as a way of working meaningfully across the curriculum outside the four walls of a classroom.
Maria Gallo
Exercise and muscle physiology; Coaching sciences.
Dr. Gallo is the primary supervisor of graduate students in the Master of Kinesiology program. She is especially interested in developing coaching proficiency through current pedagogy in the coaching sciences and competency in practice. At the undergraduate level, Dr. Gallo fosters critical thinking and problem solving in the three courses she instructs using case studies to explore knowledge and draw solutions.
Candace Galla
Hawaiian language education; Indigenous language learning and teaching; Indigenous language revitalization and reclamation; Indigenous education; Microteaching language lessons; Multimedia technology; Material development; Performative arts.
Her research addresses a gap by investigating the ways in which multimedia technology have benefited and problematized Indigenous language learning and teaching, as well as how technology has impacted and influenced the development of language materials. Dr. Galla also looks at how traditional performative arts, specifically hula (Hawaiian dance) is utilized as a form a education which embeds Hawaiian language, literacy and literary knowledge.
Tracy Friedel
Outdoor education; Place-based learning; Community-based research methodology (CBPR) in Indigenous communities; Indigenous injury prevention/safety education; Metis geographic labour mobility.
Her research program features working alongside urban and rural Indigenous communities to better understand and respond to health influences such as unintentional injuries, tobacco use, and geographic labour mobility. By focusing on prevention education strategies that are community-derived and that serve to restore traditional learning modalities, Dr. Friedel is currently helping to create educational resources that meet the needs of a variety of institutional and demographic contexts.
Blye Frank
Education; Gender and women’s studies; Boys’ and men’s sociology of health; Masculinities and schooling; Gender and schooling; Sexualities and schooling; Professional development in education.
A scholar and advocate for social justice and equity with over four decades working in education, Dr. Frank’s main area of scholarship is the sociology of boys’ and men’s health. Along with a national research team, he has developed the theoretical framework of Health, Illness, Men and Masculinities (HIMM), which centres masculinity as a social determinant of health. He is an experienced educator and administrator who brings a strong commitment to excellence in research, teaching and academic leadership.
Margot Filipenko
Teacher education; Problem-based learning in education; Children’s literature.
Dr. Filipenko has developed and refined problem-based learning (PBL) as an approach to teacher education. She is interested in how PBL can challenge students to use problem solving techniques, self-directed learning strategies, team participation skills and disciplinary knowledge to develop solutions to real world educational quandaries. The PBL curricular design framework developed under her leadership has engendered interest from other universities engaged in the curriculum renewal process.
Jason Ellis
History of education; Special education; Inclusive education; Disability studies; Educational reform; Policy; Urban education.
A historian of education, his research on school reform and children with disabilities highlights how urban schools were reorganized a century ago to accommodate pupil differences and how reform shaped the development of modern special education. Dr. Ellis’s research assigns young people a central place in history, examining their struggles and successes and using these to measure the nature and extent of educational change. Other interest: historical approaches to education policy analysis.
Patricia (Patsy) Duff
Language socialization; (Second) Language learning; English as an international language; Chinese as an international language; Qualitative research methods; Multilingualism; Identity, agency, and second language learning; Academic discourse.
Dr. Duff’s research examines language and literacy learning/socialization processes (in English and Chinese) and the trajectories of multilingual learners across the lifespan and in different contexts: home, school, university, study-abroad, workplace, diaspora. Using case study, ethnography, and discourse analysis, her scholarship has contributed to broader (sociocultural) understandings of language learning and use. She has published, lectured, and consulted widely on these topics.
Teresa Dobson
Digital literacy; Digital humanities; Literary education; Media culture.
Dr. Dobson’s program of research entails the application of Digital Humanities methods in the field of Literacy Education with a view to the advancement of scholarship concerning knowledge mobilization generally, and, more particularly, to the complexification of theoretical paradigms that are based in print models of meaning and communication.
Peter Crocker
Stress and coping; Emotion; Body image; Physical self-concept.
Dr. Crocker’s research focuses on stress and adaptation, with a particular interest in understanding sport, exercise and health related behaviour. Ongoing research includes investigating perfectionism, stress, and coping in athletes, self-compassion in sport, the link between physical self-perceptions and health behaviour, and the role of self-conscious emotions in motivation in physical activity settings.