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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 |
|---|---|---|
| 2018 | Dr. Ryu studied how young children learn to play the piano by using a creative non-fictional form of storytelling. Her research illustrates the importance and value of piano teachers' pedagogical stories in the development of piano pedagogy for young children and piano teacher education. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2018 | Drawing on Ted Aoki, Dr. Pletz explored young children's experiences of literacies, parents' perspectives and teachers' literacy instruction. Her study implicates pedagogical relations of listening across borders of home and school. This work contributes insight into early literacy pedagogy as shaped by children, teachers' values, and family life. | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2018 | Dr. Sohn studied representational politics of gendered linguistic nationalism in South Korea. She examined how foreign wives married to Korean men are expected to become Korean mothers and bilingual workers. Her research contributes to a more equitable and gender-sensitive bilingual policy and educational practices and will inform policy makers. | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2018 | Dr. Pastrana examined two ways of making praise more valuable to individuals with Autism Spectrum Disorder. The results of this study have important implications for designing interventions for individuals that do not yet find social interactions reinforcing. | Doctor of Philosophy in Special Education (PhD) |
| 2018 | Dr. Av-Gay examined the complexities of learning disabilities by interviewing students and parents. Findings revealed insights into lived experiences relating to their diagnosis; a lack of systemic early identification; and emotional difficulties. This research may contribute to the development of policy and practice on student assessment. | Doctor of Philosophy in Special Education (PhD) |
| 2018 | Dr. Garforth examined the relationship between Chinese character reading and English literacy skills among students who had English as a second language and Chinese as their first language. She found that measures of English phonological awareness accounted for more of a relationship to English literacy skills than Chinese character reading did. | Doctor of Philosophy in Special Education (PhD) |
| 2017 | Dr. Radebe examined the perceptions of Afrocentric education and Toronto Afrocentric Alternative Schools by Black parents. Findings shed light on how parents perceive the role of race, culture and history in education, particularly with respect to academic performance. This work will improve educational policies and practices in Afrocentric education. | Doctor of Philosophy in Educational Studies (PhD) |
| 2017 | Dr. Tong studied schooling of BC students with behaviour disorders and mental illness. Enrolling in non-standard schools, repeating grades, frequent school changes and being Aboriginal were strong predictors that these students would not complete high school. This work informs policy and practice on a critical problem in British Columbia schools. | Doctor of Philosophy in Educational Studies (PhD) |
| 2017 | Dr. Timm studied building online rapport with suicidal clients. She found that counsellors with rapport interacted in a genuine, often informal manner. In chats without rapport, clients perceived the chats as scripted, robotic, and circular. The results suggest that traditional counselling techniques may require revision in an online environment. | Doctor of Philosophy in Counselling Psychology (PhD) |
| 2017 | Dr. Tavormina completed her research in Counselling Psychology. Her research comprised a qualitative micro-analysis of the process of attunement, disruption and repair in the therapist/client dyad. Her study filled in a significant gap in the literature, informed existing theory on affect regulation, attachment, and the change process in therapy. | Doctor of Philosophy in Counselling Psychology (PhD) |