Amy Scott Metcalfe
Higher education; Policy studies; Visual research methods; Internationalization.
Her research focus is Canadian and international higher education as seen at the levels of policy, systems, institutions and individual academics. A related area of interest is the changing academic profession and the interrelationship between research activity and researcher identity. Dr. Metcalfe is currently developing a methodology for visual research in higher education, building upon visual ethnography, poststructuralism, and the visual arts.
Sterett Mercer
Curriculum-based measurement; Reading intervention; Teacher influence on student peer relations.
Dr. Mercer’s research focuses on the development and use of brief, repeatable assessments of academic skills to inform decision making during academic interventions. His research has also focused on the ways that teachers can influence classroom peer relations.
Marianne McTavish
Early childhood; Early literacy in digital contexts; Literacy; Multiple literacies; Pedagogy; Technology; Teacher education.
Dr. McTavish’s work with early childhood teacher candidates and digital literacies reconceptualizes the way literacy is taught and practiced. Her expertise in emergent and early literacy is recognized in her work with EC educators and researchers across Canada; she has presented in Europe and throughout North America; and has published in early childhood journals, such as Canadian Children, Canadian Journal of Education, the Reading Teacher, and the Journal of Early Childhood Literacy.
André Mazawi
Citizenship and democracy; Higher education; International and comparative education; Leadership and organizations; Research methodologies; Sociology of education.
His research explores how economic, cultural, ideological, geopolitical, and political frameworks shape educational governance, policies, and restructuring reforms, with particular emphasis on education in the Arab region and Mediterranean, in both school and higher education settings. Within this context, Dr. Mazawi critically interrogates the notion of “educational innovation” and its emergence as a policy tool in the restructuring of schools, the teaching profession, and curricula.
Sandra Mathison
Program evaluation; Curriculum evaluation; Critical education; Critical research; Sociology of assessment.
Dr. Mathison’s research focuses on educational evaluation, especially its potential to support democratic ideals and promote justice in education. She has conducted national large- and small-scale evaluations of K-12, post-secondary, and informal educational programs and curricula. She adopts a critical interpretative research approach and focuses in large part on the consequences of government testing and accountability on teachers, students and the quality of schools and education.
Michael Marker
Ethnohistory; Indigenous education; Place based knowledge; Culturally responsive education.
Dr. Marker’s research brings to light ecological education and place based pedagogies in the Coast Salish region. This work has informed historians of education about both transnational Indigenous identities and the contrasting experiences from U.S. and Canadian residential schooling policies. His forthcoming works are focused on Indigenous leadership, traditional knowledge, and methodological considerations.
Lisa Loutzenheiser
Education; Marginalized youth; Race; LGBT youth; Sex education; Gender; Curriculum policy.
Dr. Loutzenheiser’s research focuses on the educational experiences of marginalized (at-risk) youth and the teaching and learning directed for and about students labeled as such. She is currently engaged in an ethnography with LGB and T youth. She writes about sex education and bullying and is also particularly interested in the ways theories of race, sexualities, and gender are useful across K-12 and university classrooms and in research.
Owen Lo
Gifted education; Multiple intelligences; Creativity; Social entrepreneurship and leadership; Social-emotionality; Implicit theory (personal construal); Grounded theory method; Cross-cultural studies and multiculturalism.
Dr. Lo is currently working on a research series, “Labeling and Knowing”, that examines the complexity of the labeling phenomenon, especially with regards to how labeling triggers the formation of self-knowledge. Rooted in positive psychology and social constructivism, Labeling and Knowing is also set out to explore some “enabling” aspects of the labeling mechanism.
Tania Lam
Walking; Spinal cord injury; Neurorehabilitation; Neuroplasticity; Gait training; Rehabilitation robotics.
Dr. Lam’s research program focuses on mechanistic and clinical studies to understand the role of sensory feedback in mediating locomotor adaptations and to develop and test the effectiveness of novel robotic-based assessment tools and gait training strategies. Dr. Lam is also the director of the Physical Activity Research Center, a community-based research gym that provides a unique platform for assessing and testing strategies to enhance participation in physical activity among people with SCI.
Serge Lacroix
Bilingualism; Intelligence; Achievement; Ethics; Test development; Psychoeducational assessment; Test adaptation; Multiculturalism.
Dr. Lacroix teaches Master’s level practicum in School Psychology. In recent years he has combined courses to offer an integrated experience to students by varying school placements and assignments in a course that spans the length of the school year. Dr. Lacroix is also the author of the Échelle francophone d’appréciation du rendement (EFAR), a French achievement test developed for francophone students learning in a linguistic minority setting. This test is the first of its kind in French.