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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.
This is an incomplete sample of recent publications in chronological order by UBC faculty members with a primary appointment in the Faculty of Education.
| Year | Citation | Program |
|---|---|---|
| 2020 | Dr. Price attends to a Welsh cultural approach to contemplative connection with the living world. As a response to climate change, her writing explores ways of knowing with trees, culture, words, and ancestors. It offers a creative, devotional, and regenerative approach to environmental and contemplative education. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2020 | Dr. Roberson investigated the impact of immigration background on social belonging. Situating the measurement of social belonging in schools within an international comparative context, he shows that immigration background and national multicultural integration policy are valuable explanatory variables in the ecological validity argument. | Doctor of Philosophy in Measurement, Evaluation and Research Methodology (PhD) |
| 2020 | Dr. Kitil studied the role that executive functions play in important developmental outcomes. She found that 4th and 5th grade students who had better executive functions earned higher academic grades eight years later. Given its malleability, this research highlights the importance of finding ways to support executive functions at an early age. | Doctor of Philosophy in Human Development, Learning, and Culture (PhD) |
| 2020 | Dr. Kady-Rachid critically examined constructions of people of Arab descent in educational text and talk in secondary schools in British Columbia. Analysis revealed a discourse of othering, barriers to teaching about peoples of Arab descent, and the importance of supporting teachers' efforts to teach in culturally relevant ways. | Doctor of Philosophy in Human Development, Learning, and Culture (PhD) |
| 2020 | Educators make numerous judgments that affect vulnerable people every day, a responsibility for which there is little institutional training or support. Dr. Jensen explores Hannah Arendt's ideas about thinking, willing, and judging, and how these resources inform educational practice, helping educators to make ethical-political judgments. | Doctor of Education in Educational Leadership and Policy (EdD) |
| 2020 | Dr. Fawcett developed a Family-Centred Positive Behaviour Support (FCPBS) approach for families of young children with Down syndrome and behavioural challenges, the first of its kind at the secondary tier. This program was effective in improving the children's behaviour, decreasing parental stress levels, and enriching family quality of life. | Doctor of Philosophy in Special Education (PhD) |
| 2020 | Dr. Diaz-Diaz studied how young children learn about diversity and social responsibility through their relationships with place. Her research demonstrates that uncritical multicultural pedagogies can prevent children from learning about and from Indigenous knowledge. These findings will inform policy and pedagogy development, particularly in BC. | Doctor of Philosophy in Educational Studies (PhD) |
| 2020 | Dr. Kester explored the treatment of anxiety among students with autism spectrum disorder in a school setting. She evaluated the effectiveness of a school-based cognitive behaviour therapy intervention delivered by educators in schools. Her findings will help to apply clinically-controlled research to real life settings such as schools. | Doctor of Philosophy in Special Education (PhD) |
| 2020 | Dr. Radzimski found that, contrary to expectations, university mathematics knowledge plays a limited role in future high school math teachers' understanding of the secondary curriculum. She argues that mathematicians and teacher educators should work together to help future teachers understand how content expertise can impact pedagogical practice. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2020 | Dr. Bolderston studied the experiences of gay and lesbian radiation therapists coming out at work. Using an authoethnographic narrative inquiry approach, her findings showed that sexual orientation disclosure is dependent on context and can affect relationships with patients and co-workers in positive and negative ways. | Doctor of Education in Educational Leadership and Policy (EdD) |