Doctor of Philosophy in School and Applied Child Psychology (PhD)
Canadian South-Asian youth experiences of caregiver-child relationships
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).
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.
https://ivet.educ.ubc.ca/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|
|Ahmed, Anwar||Department of Language & Literacy Education||Languages and literature|
|Anderson, Ann||Department of Curriculum & Pedagogy||Math 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|
|Andres, Lesley||Department of Educational Studies||Higher education; life course research; international comparative higher education; sociology of higher education|
|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; The Contextual Model of Counselling/Psychotherapy / Viewing Psychotherapy as a Cultural Practice; Counselling psychology disciplinary and professional issues; Counselling/psychotherapy in India; Counselling/psychotherapy/mental health with Punjabi/Sikh individuals|
|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|
|Berard, Marie-France||Publics; Artistic and Literary Theories; Social Impact of Artistic Education; Educational Approaches; Emerging Forms of Art; Cultural Industries; Modes and strategies of dissemination|
|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|
|Brunner, Lisa||Higher education; Policy and policy administration; Law and legal practice; Sociology of education; Postcolonial systems and colonialism studies; immigration; Higher Education|
|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|
|Christensen, Carly||Special education and disability; Inclusive education, special education, culturally-responsive special education, transition planning|
|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.
|2022||Dr. Couture's work explores some of the ways that individuals seek out and experience community though sporting practices. His findings offer insights into the nature and structure of community in the contemporary moment and extend ways of thinking about the relationships people have with physical activity, with technology, and with one another.||Doctor of Philosophy in Kinesiology (PhD)|
|2022||Dr. Park explained an analytical approach to examine individuals' response behaviors in psychological and educational testing. She developed novel applications to understand responding tendencies and nonresponse behaviors. Her research provided new insights into test development and evaluation.||Doctor of Philosophy in Measurement, Evaluation and Research Methodology (PhD)|
|2022||Dr. Rutakomozibwa studied motivation and engagement in physics learning using technology infused instruction for females. Her analysis reveals that prior knowledge affects engagement and heightens task value for motivation. Simulation is transformational for developing student canonical science. Her results are important for education applications.||Doctor of Philosophy in Curriculum Studies (PhD)|
|2022||Dr. Maloney studied factors that contributed to kindergarteners' social competence. She found that children's self-regulation proficiency and the quality of relationship with kindergarten teachers contributed to children's empathy and prosocial behaviour. This knowledge will help educators promote social skills in children.||Doctor of Philosophy in Human Development, Learning, and Culture (PhD)|
|2022||Dr. Hales examined the mentor figure within British Columbia's public education system. Her study traced understandings of early career teacher mentorship and mentor work in provincial and school district policies and programs. Her research challenges assumptions about the desirability and benefits of teacher mentorship programs.||Doctor of Philosophy in Curriculum Studies (PhD)|
|2022||Dr. Verwoord used art-making and art exchange to explore the beliefs of individuals studying to become teachers, including what it means to be a teacher and the power of the arts for learning about 'being in the world.' She used ideas of what it means to be in the world as a human, to present suggestions for teachers and teacher education programs.||Doctor of Philosophy in Educational Studies (PhD)|
|2022||Could we use children's various home languages for their school learning? Collaborating with Grade 2-3 children categorized as English learners, and a teacher, Dr. Rajagopal designed practices to include their languages, stories, drawing and photography. Her work highlights systemic inequities and advocates for relational and antiracist pedagogies.||Doctor of Philosophy in Language and Literacy Education (PhD)|
|2022||Dr. Bigloo conceived of 'place' as biospheric and historical via autobiographic research adding to the basic structure of currere what she termed cosmo-currere. As a result, curriculum became a terra-didactic text and it was disclosed that without biospheric justice for Here and the Present, neither There, nor any other form of Justice will be.||Doctor of Philosophy in Curriculum Studies (PhD)|
|2022||Dr. McDaniel examined how frontline community workers maintain wellness while responding to the fentanyl overdose crisis. Participant responses focused on collective ethics, social support, work-life balance, structural supports, and individual strategies. These findings make clear the crucial need to advocate for increased worker resources.||Doctor of Philosophy in Counselling Psychology (PhD)|
|2022||Dr. González explored science teachers' assessments. He found that when teachers know more about scientific models and have more years of teaching experience, they engage in student assessment more often and use a wider array of strategies. These results have implications for science teacher education and their teaching with models.||Doctor of Philosophy in Curriculum Studies (PhD)|