Anna Kindler
Artistic development; Social cognition of art; Educational leadership; Post-secondary policy; Quality assurance in post-secondary education; Higher education.
Dr. Kindler’s research led to the development of a system’s approach to the understanding of development in pictorial representation. This theoretical framework accounts for the interplay between the psycho-biological, social and cultural factors that impact on human ability to deploy visual means for expressive and communication purposes and which determine artistic success. This work has informed art education theory and practice internationally.
Harry Hubball
Scholarship of teaching and educational leadership in higher education.
Dr. Hubball’s research and practice focus on the scholarship of curriculum and pedagogical leadership in multi-national and multidisciplinary research-intensive university contexts. As a global SoTL leader, he has published articles in international, national and professional journals, and has been invited to present research seminars and workshops at international universities in over 30 different countries including China, India, Middle East, Japan, SE Asia, Australasia, Europe and the UK.
Hsiao-Cheng (Sandrine) Han
Visual culture; Cultural studies; Educational technologies; International perspectives; Media; Semiotics; Multiculturalism; Subcultures.
Dr. Han’s research focuses on the visual culture and cultural studies, and on the integration of art education and educational technology specifically in virtual worlds. She also looks at the ways in which media have influenced cultures. Her scholarship has contributed to and has had a major impact in everyday life.
Peter Grimmett
Teacher education; Curriculum and pedagogy; Education policy; Reflective practice; Practitioner inquiry; Educational leadership.
His scholarly interests in curriculum and pedagogy focus on how education practitioners think about their work and construct their professional knowledge and expertise. Dr. Grimmett’s earlier work studied how teachers use processes like reflection and action research to enhance their understanding of practice. This focus was embellished to examine how teachers’ professional commitment and identity is influenced by the socio-political-cultural contexts in which they do their work.
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.
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.
Anthony Clarke
Teacher education; Teacher inquiry; Cooperating teachers; Student teachers; Practicum; Comparative Education; Self-study.
Dr. Clarke’s research is primarily in Teacher Education with a focus of ways in which teacher candidates, cooperating teachers, and faculty advisors conceive of and enact their work within the context of the field-based practicum. These studies have progressively revealed the factors that enhance or constrain optimum practicum environments for all participants. A second line of research involves self-study as a method for identifying, articulating, and reflecting on practice.
Penney Clark
History of education; History of curriculum; History of educational publishing; History teaching and learning; Social studies education.
Dr. Clark has published widely on the production and provision of school textbooks in historical contexts, the historical development of history and social studies curricula in Canada, and history teaching and learning. Two co-authored publications have recently received awards from the Canadian Association for Foundations in Education and the Canadian History of Education Association. She is Director of the pan-Canadian SSHRC-supported organization, The History Education Network (THEN/HiER).
Joy Butler
Teacher education; Social justice; Sports/exercise; Complexity thinking; community wellness; Teaching Games for Understanding; Social constructivism; Critical theory.
Her research interests in social constructivism, complexity thinking, situated ethics and community wellness are inextricably linked with her approaches to teaching and learning. Dr. Butler is active in international research, scholarship, organization, and advocacy for Teaching Games for Understanding (TGfU). Her research interests and international work have translated into the expansion of graduate and undergraduate physical education programs at UBC.
Rita Irwin
A/r/tography; Arts teacher education; Socially-engaged art in education; Teacher education in refugee camps; Mentoring early career teachers; Artists-in-residence programs; Participatory action research; Research creation.
Dr. Irwin facilitated a group of UBC faculty and students in conceptualizing a/r/tography, a form of arts based educational research first published in 2004. Since then countless theses and dissertations, journal articles and exhibitions/performances have been written/created using this form of research in over 20 countries in the world. In addition, her teacher education scholarship has advanced early career mentoring in BC, refugee education in Kenya, and arts education world-wide.