Research with Young People
Developing conceptions of justice: A study of young people’s moral dialogue and discourse (with co-investigator Shelley Hymel)
Following a sociocultural approach, individual mental processes are derived and develop from participation in social and discursive practices. The aim of this research is to engage young people in dialogue groups around their conceptions of justice, their methods for approaching moral dilemmas, and their experiences related to social justice.
An HSS Large Grant Award funded by the Hampton Research Fund Committee.
Social spaces in a flexible learning centre: Negotiating successful learning through participation (with co-investigator Dale Murray)
Research in the literature across Australia and the US highlights the barriers to success in mainstream schools for some young people. This research captures the “positive thesis,” or what works for many youth excluded from schools, by building on an 18-month study of six educational outreach programs where young people re-engage in learning. Recommendations and a model of flexible learning centers, including principles for operation and governance, leadership and staffing, professional development, and four curriculum strands, is being generated.
Funded by the Queensland Catholic Education Commission, Brisbane Australia.
Research on Reform in Teacher Education
The Learning Technologies Project
(with co-investigator Mary Bryson)
The aim of this research is to incorporate learning technologies in two core courses for pre-service teachers. These technologies will be used to enhance the integration of practicum experiences with course content, to develop understanding of theoretical and practical applications, and to facilitate connections between pre-service teachers and today’s youth.
A Learning Technology Fund Grant funded by the Faculty of Education.
Facilitating the development of complex conceptualizations of teaching and teachers’ knowledge: A study of the impact of the foundational metaphor in educational psychology courses (with co-investigator Shelley Hymel)
The objective of this research is to study the educational psychology courses in the Teacher Education Program at The University of British Columbia (UBC), in particular EPSE 306 Education During the Adolescent Years and EPSE 313 Educational Application of Developmental Theories, to examine the impact of the foundational metaphor on the position of courses in the teacher education program as a whole, as well as on the implementation of the courses. Particular emphasis is placed on examining options for merging theory and practice across coursework and practicum experiences. Recommendations for course reform and professional development will be outcomes.
A grant funded by the Teacher Education Office, Faculty of Education.
