Master of Arts in School and Applied Child Psychology (MA)
School-Based Support Services through the Process of School Integration: A Phenomenological Exploration of Newcomer Youth Experiences
UBC’s Faculty of Education, one of the world’s leading education faculties, has served the local, national, and international education community through leadership in research, teaching, service and advocacy for more than 60 years. As the largest Faculty of Education in British Columbia, it plays a critical and influential role in the advancement of education in the province, shaping and participating in education’s possibilities and potential as a social good.
Today, the Faculty of Education creates conditions for transformative teaching, innovative learning, and leading-edge research guided by the highest standards of scholarship and the principles of collaboration, social justice, inclusion and equity. Offering undergraduate and graduate programs, as well as professional development opportunities, the Faculty of Education enrolls thousands of students each year on two campuses and ranks 10th in the world, according to QS World University Rankings (2021).
UBC’s Faculty of Education prepares more than 45% of the elementary and the majority of secondary educators in British Columbia, and a significant proportion of British Columbia’s school counsellors, administrators, special education professionals, and school psychologists. With more than 57,000 alum located in 100 countries, the UBC Faculty of Education truly is a global entity.
The Faculty of Education is home to four departments (Curriculum and Pedagogy, Educational and Counselling Psychology, and Special Education, Educational Studies, and Language and Literacy Education) and two schools (the School of Kinesiology and the Okanagan School of Education). Find out more about our Faculty-wide focal areas, including Indigenous education, sexual orientation and gender-identity inclusive (SOGI) education, mental health literacies, and our many professional development opportunities for education professionals.
We provide outstanding research facilities for faculty and graduate students that promote leading-edge research. Our Education Library is a specialized resource with access to all of UBC’s research and special collections, including the X̱wi7x̱wa Library with materials produced by Indigenous organizations, tribal councils, schools, researchers and publishers.
The Faculty’s Education Research and Learning Commons at Ponderosa Commons features technology-enhanced teaching and learning spaces and also informal learning spaces. A number of faculty manage their own research labs, situated throughout campus.
Many of our PhD students have been selected as UBC Public Scholars and have received other honours.
Notable strengths are in literacy education and multilingualism; struggling and marginalized youth; Indigenous education, decolonization, and research; transformational program and curriculum design and inclusive pedagogies for schools, community organizations and higher education; sexual orientation and gender-identity inclusive education; social-emotional learning and well-being; autism; exercise physiology, socio-cultural aspects of health; neuromechanical studies; and multidisciplinary research in diversity, health, early childhood education, and digital media. The School of Kinesiology ranks 1st in Canada and 4th in the world by QS World University Rankings (2021).
UBC’s Faculty of Education is the national leader in the number of education graduate student fellowships received from the Social Sciences and Humanities Research Council (SSHRC). Additionally, the Faculty of Education is home to six Canada Research Chairs, one CIHR chair and nine donor-funded research chairs and professorships.
|Name||Academic Unit(s)||Research Interests|
|Abdi, Ali||Department of Educational Studies||Citizenship and human rights education, International Development Education, Multi-centric Philosophies and Methodologies of Education, postcolonial studies in education, Social and Cultural Foundations of Education|
|Ahenakew, Cash||Department of Educational Studies||Cultural studies, Higher Education, Indigenous Studies, Leadership and Organizations, Post-colonial studies, Race/ethnicity, Research methodologies, Social justice, Sociology of Education|
|Anderson, David||Department of Curriculum & Pedagogy||Curriculum, pedagogy and didactics; Science, technology and engineering curriculum, pedagogy and didactics; Specialized studies in education; Cultural Institutions (Museums, Libraries, etc.); Informal Learning; Long-term Memory; Metacognition; Museum Education; Nostalgia; Science Education; Visitor Studies|
|Anderson, Ann||Department of Curriculum & Pedagogy||Math education|
|Andres, Lesley||Department of Educational Studies||Higher education; life course research; international comparative higher education; sociology of higher education|
|Asselin, Marlene||Department of Language & Literacy Education||Children's literatures; Other languages and literature; Cultural Institutions (Museums, Libraries, etc.); early literacy; International development; Language Acquisition and Development; libraries and education; literacy and international development|
|Beauchamp, Mark||School of Kinesiology||Kinesiology; social determinants of health; Health Promotion; Quality of Life and Aging; Mental Health and Society; Children; Exercise Psychology; Group Processes; Health Psychology; Intervention; Leadership; Older Adults; Physical Activity; Social Cognition; Sport Psychology|
|Bedi, Robinder||Department of Educational & Counselling Psychology, and Special Education||Counselling psychology; Educational Counselling; Counselling psychology disciplinary and professional issues; Counselling/psychotherapy in India; Counselling/psychotherapy/mental health with Punjabi/Sikh individuals; The Contextual Model of Counselling/Psychotherapy / Viewing Psychotherapy as a Cultural Practice|
|Belliveau, George||Department of Language & Literacy Education||Theatre; Arts-based research; Drama Education; Research-based Theatre; Interdisciplinary Arts|
|Bennett, Erica||School of Kinesiology||Sport and exercise psychology; stress, emotion, and coping; Aging; sport; chronic illness; disability; Physical Activity; community and critical perspectives in physical activity psychology|
|Blouin, Jean-Sebastien||School of Kinesiology||Kinesiology; sensorimotor integration; Motor System; robotics and automation; Trauma / Injuries; Physiology; Balance robot; Computational approaches; Head and neck; Sensorimotor physiology; Sensory virtualisation; Standing balance; Whiplash injuries|
|Borgen, William||Department of Educational & Counselling Psychology, and Special Education||Career Counselling, Career/life transitions, Developmental approaches to counselling, Group counselling|
|Bournot-Trites, Monique||Department of Language & Literacy Education||Specialized studies in education; Bilingualism and Multilingualism; Teaching and Learning Systems; bilingualism; French immersion; Intercultural communication; Language Assessment; reading|
|Boushel, Robert||School of Kinesiology, Department of Family Practice||Kinesiology|
|Bredin, Shannon||School of Kinesiology||human motor learning, expertise and development, physical education, teacher preparation and effectiveness, Human motor behaviour (motor learning, development, and expertise), life span physical activity and health, physical and health literacy, health knowledge, health-related physical fitness, interactive gaming, telehealth, psychomotor markers of performance|
|Bryson, Mary||Department of Language & Literacy Education||technology, media, cultural studies, gender, queer theory, deviance studies, post-colonial pedagogies, Sociology, Women's Studies, Education, media and gender, media and education|
|Buchanan, Marla||Department of Educational & Counselling Psychology, and Special Education||Counsellor Stress, Narrative Inquiry, School Counselling, Traumatic Stress|
|Bundon, Andrea||School of Kinesiology||Kinesiology; Social Contexts; critical disability studies; disability; Paralympics; social media; sociology; sport|
|Butler, Deborah||Department of Educational & Counselling Psychology, and Special Education||special education, learning disabilities, inclusive educational practices, intervention research for students with learning disabilities, Collaboration and co-regulation in teachers' professional learning, collaborative professional development models, learning disabilities in adolescence and adulhood, mathematics, metagocnition and self-regulated learning, research methods in educaiton, strategic performanc ein reading, writing|
|Cannon, Joanna||Department of Educational & Counselling Psychology, and Special Education||Special Education and Social Adaptation; Teacher Education; Educational Approaches; Speech and Language Development Disorders; Language Acquisition and Development; Cognition and Language; Literacy Training; Education of Students who are Deaf or Hard of Hearing; Students who are Deaf or Hard of Hearing with complex language or cognitive needs|
|Carpenter, Mark||School of Kinesiology||neural control of movement, fear of falling, Neural control of movement, postural control, fears of falling, balance disorders, Parkinson's disease|
|Chan, Jennifer||Department of Educational Studies||transnational social movements, international and comparative education, Japanese civil society, Islam in multicultural societies, Adult education, Citizenship and democracy, Gender studies, International and Comparative Education, Multiculturalism, Post-colonial studies|
|Chua, Romeo||School of Kinesiology||Human perceptual-motor control, vision and action, perceptual-motor compatibility, coordination|
This is an incomplete sample of recent publications in chronological order by UBC faculty members with a primary appointment in the Faculty of Education.
|2021||Dr. Melton studied how developing a sense of wonder in pre-service teachers influenced their ideas about science and science teaching. She found that exposure to wonder-inducing activities shifted the views and values of pre-service teachers towards science both in and out of the classroom and fostered a stronger connection with nature.||Doctor of Philosophy in Curriculum Studies (PhD)|
|2021||Dr. Dormond studied the understanding and response of counsellors, police and educators to "honour"-related violence and oppression, and found that discourses of othering depict racialized communities as the cause of these acts. He provides insight for collaborative and educational frameworks to challenge the marginalization of racialized peoples.||Doctor of Philosophy in Educational Studies (PhD)|
|2021||Dr. Becker examined how two Chilean-Canadian heritage language learners were socialized to remember their difficult cultural heritage at home and at their Spanish bilingual elementary school. This study sheds light on the sophisticated navigation of uneven cultural terrain by children in heritage language education contexts generations after exile.||Doctor of Philosophy in Language and Literacy Education (PhD)|
|2021||Dr. Wong explored inquiry-based learning experiences of Grade 6 English Language Learners in a technology-enhanced classroom. Her results indicated that students were engaged in innovative learning tasks which encouraged them to move their competencies, such as effective internet use, and knowledge, such as grandparent stories, into the classroom.||Doctor of Philosophy in Teaching English as a Second Language (PhD)|
|2021||Dr. Riazi examined social-ecological factors that influence the independent mobility of children in Canada. Her research highlighted the role of multi-level and multi-sectoral factors such as child age, social cohesion, and the built environment on independent mobility and provided focus for future initiatives promoting childhood independent mobility.||Doctor of Philosophy in Kinesiology (PhD)|
|2021||Dr. Paterson explored how educators in Alberta engage with queer, trans, and gender non-conforming diversity in elementary education. Her findings illustrate the limitations of current approaches to change in schools. Her work contributes to a better schooling future for queer and trans students, thereby improving conditions for all students.||Doctor of Philosophy in Educational Studies (PhD)|
|2021||Dr. Gilman explored the impact of a family literacy program on women with immigrant and refugee backgrounds. This study concluded that a three-way model of family literacy has the potential for highly positive outcomes in both social and academic domains.||Doctor of Philosophy in Teaching English as a Second Language (PhD)|
|2021||Dr. Delgado used narrative inquiry to explore the pedagogical potential of student activism, and how the experience of activism transforms both the role of students and activists. Dr. Delgado studied the context of resistance from economics students to traditional content and pedagogies of introductory economics courses in UK universities.||Doctor of Philosophy in Curriculum Studies (PhD)|
|2021||In a community of practice, Dr. Smith artistically explored the pedagogical possibilities and ethics of photo-based memory work in the exhibition Against Disappearance: A Photographic Search for Memory. Her work on lexical thinking and visual lifewriting expands understandings of photographic inquiry, highlighting a/r/tography's creative potential.||Doctor of Philosophy in Curriculum Studies (PhD)|
|2021||Dr. Yanko created and investigated a novel approach for assessing arts learning experiences. He discovered how the arts can enable educators to illuminate the values and judgments of student creativity, imagination, and meaning-making. Findings show this practice to be inclusive, democratic, and tangible for all learners in a classroom community.||Doctor of Philosophy in Curriculum Studies (PhD)|
Dr. Annette Henry’s UBC Black Futures is a two-pronged project spanning three years with secondary school students and undergraduate students, part of a larger five university project. Learn more about the projects by watching the below online event hosted by York University on October 6, 2021,...
October 2021 | published once each term Message from Dr. Jan Hare, Dean pro tem Welcome to the inaugural edition of Community Update, an opportunity to share with you a little bit about what I am currently focusing on, along with some of the scholarly and other work going on in our Faculty of...
October 15, 2021 On this International Day of Rural Women, we are pleased to present Six Questions with Susanne Maguire, the Elementary Program Coordinator for the West Kootenay Rural Teacher Education Program (WKTEP). WKTEP places a strong emphasis on place-conscious learning with strong ties to...
October 12, 2021 According to the recently published 2022 Maclean’s rankings for education programs, the UBC Faculty of Education ties as 1st in Canada. Maclean’s seventh annual program rankings assess programs and research from a reputation perspective. Maclean’s contacted faculty and...
October 6, 2021 “The fight against the climate crisis—which is also the fight against human extinction—depends on the protection of Indigenous peoples’ rights. We are the front lines of protecting the Amazon forest and many other sensitive areas in Brazil and around the world. Now is the time to...
October 5, 2021 Six Questions with Megan Hoekstra For World Teacher’s Day we are pleased to present Six Questions with Megan Hoekstra, a recent graduate of the Faculty of Education. Megan received her Bachelor of Education in 2021, and was part of the Outdoor Learning cohort. She is passionate...