Doctor of Philosophy in Curriculum Studies (PhD)
Assessment in the arts
For over half a century the Faculty of Education at UBC has served the international education community through leadership in research, service, and advocacy. Our faculty, students, and alumni advance research on learning and teaching; collaborate with Indigenous communities; and solve human problems across the lifespan and in diverse contexts. Our internationally renowned scholars and talented graduate students link educational research to local and global community needs, inform theory, practice and policy, and introduce innovative research methods.
We also prepare professionals for practice in a wide range of education-related fields, from preschool through adulthood. In British Columbia, more than 45% of the province’s elementary teachers, the majority of secondary teachers, and a significant proportion of BC’s special needs and First Nations teachers, counsellors, school administrators, school psychologists, and vocational rehabilitation counsellors, are prepared by the UBC Faculty of Education for their important roles.
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.
Notable strengths are in literacy, struggling and marginalized youth, Indigenous education and research, transformational curriculum design, social-emotional well-being, autism, kinesiology and exercise physiology, and multidisciplinary research in diversity, health, and digital media.
We are the national leader in the number of education graduate student fellowships received from the Social Sciences and Humanities research council (SSHRC), and are home to 4 Canada Research Chairs and 10 donor-funded research chairs and professorships.
|Name||Academic Unit(s)||Research Interests|
|Kroc, Edward||Department of Educational & Counselling Psychology, and Special Education||measurement, applied and theoretical research methodology and best practice, spatio-temporal modelling, Causal inference, urban ecology, life cycle of gulls|
|Kubota, Ryuko||Department of Language & Literacy Education||Language Rights and Policies, language education, multicultural education, culture and language, race and language teaching, language ideologies, critical applied linguistics|
|Lam, Tania||School of Kinesiology||Rehabilitation, Cranio-Encephalic and Spinal Cord Trauma, gait rehabilitation, exercise, neurorecovery|
|Li, Guofang||Department of Language & Literacy Education||longitudinal studies of immigrant children|
|Liu, Yan||Department of Educational & Counselling Psychology, and Special Education||Fundamental measurement issues (e.g. measurement invariance and outliers); development and application of new statistical methods in education, psychology, health, and social/behavioral sciences; assessing learning outcomes; developing new assessment methods|
|Lo, Owen||Department of Educational & Counselling Psychology, and Special Education||Gifted Education, High Ability, Metacognition and Self-Regulated Learning, Multiculturalism, Problem Solving, Qualitative Research, Research Methodologies, Sociocultural Approaches to Learning and Teaching|
|Loutzenheiser, Lisa||Department of Curriculum & Pedagogy||Educational Context, Sexuality, Gender Epidemiology, Social Contexts, Teacher Education, Ideology and Social Policy, Epistemology and Methodology, Thought Schools (education), anti-oppressive education, queer studies, curriculum theory, Youth Studies, curriculum policy, qualitative methodologies, ethnography, Gender Studies, social inequality, sexuality education, alternative education, marginalized youth, LGBT2SQ, Race Studies in Education|
|Lucyshyn, Joseph||Department of Educational & Counselling Psychology, and Special Education||Applied Behaviour Analysis, Behaviour Disorders, Behavioural Family Intervention, Positive Behaviour Support, Single-Subject Research|
|Marker, Michael||Department of Educational Studies||First Nations’ education, First nations education|
|Mathison, Sandra||Department of Educational & Counselling Psychology, and Special Education||Evaluation theory and practice; student assessment; standardized testing; school and program evaluation; critical theory; interpretive and critical research methodologies, qualitative research methods; sociology of assessment|
|Mazawi, Andre||Department of Educational Studies||Citizenship and democracy, Higher education, International and Comparative Education, Leadership and organizations, Research methodologies, Sociology of Education|
|McKee, William||Department of Educational & Counselling Psychology, and Special Education||Behavioral Disorders in Children and Adolescents, Behavioral Problems, Learning Disorders in Children, Teaching and Learning Systems, Educational Counselling, Program Management (Education), Autism, Mental Health and Psychopathology in Children and Youth, School-Based Mental Health, Children and Youth with Special Needs|
|Mercer, Sterett||Department of Educational & Counselling Psychology, and Special Education||Literacy Training, Learning Disabilities, curriculum-based measurement, academic intervention|
|Metcalfe, Amy||Department of Educational Studies||Science and Knowledge, Power and Organization, Imagery, Higher Education, Faculty, Internationalization, Campus Environments|
|Meyer, Karen||Department of Curriculum & Pedagogy||Curriculum Studies, Pedagogy, Science Education, ethnography, qualitative research|
|Milner-Bolotin, Marina||Department of Curriculum & Pedagogy||Educational Technologies, Teacher Education, Science and Knowledge, Teaching, Teaching and Learning Systems, Technological Innovations, Teacher and Student Performance Evaluation, Educational technology, STEM education, educational innovation, physics education, STEM teacher education|
|Mirenda, Pat||Department of Educational & Counselling Psychology, and Special Education||autism; developmental disability (mental retardation, etc.); positive behaviour support; augmentative communication (communication technology for people who are unable to speak), Autism, communication and behaviour challenges, developmental disabilities, augmentative and alternative communicaiton, positive behaviour support, inclusive education, literacy development|
|Mitchell, Cameron||School of Kinesiology||Aging, molecular biology, Muscle hypertrophy, Nutrition, Physical performance, Protein metabolism, Resistance training, Sarcopenia|
|Nashon, Samson||Department of Curriculum & Pedagogy||Curriculum design; high school physics; primary science; teacher education; science teacher education; physics teacher education and classroom instructions, Action Research, Curriculum Studies, Metacognition and Learning, Pedagogy, Research Design and Method, Science Education, Teacher Education, Ways of Knowing|
|Nicol, Cynthia||Department of Curriculum & Pedagogy||mathematics teacher education, culturally responsive pedagogy, Aboriginal education, care-based and problem-based learning, Math education|
|Norman, Moss||School of Kinesiology||Indigenous Studies in Kinesiology, Socio-Cultural Studies, Community and public health, Critical weight studies, Indigenous physical cultures, Masculinities|
|Norton, Bonny||Department of Language & Literacy Education||education, ESL, international perspectives, literacy, teacher research|
|O'Donoghue, Donal||Department of Curriculum & Pedagogy||Art Education, Curriculum Studies, Gender, History of Education, Sociological Issues|
|Perry, Nancy||Department of Educational & Counselling Psychology, and Special Education||motivation and self-regulated learning in young children; social perspectives on teaching and learning, reading and writing; accommodating individual difference in general education classrooms; learning disabilities; special education, Metacognition, motivation, and self-regulated learning in elementary school children Social perspectives on teaching and learning, including social cognitive and sociocultural theories, Teacher development, Individual differences, Learning disabilities|
|Petherick, LeAnne||Department of Curriculum & Pedagogy||Curriculum Studies Research, Children & Youth, Feminist Studies, Pedagogy|
This is an incomplete sample of recent publications by UBC faculty members with a primary appointment in the Faculty of Education.
|2019||Dr. Charnley examined oral histories of Katzie people. Her contribution includes the creation of a new research methodology based on the Coast Salish spindle whorl that conceptualizes transformative land and water-based literacy and pedagogy. This work provides new ways to hear Coast Salish people's voices, realities, and philosophies of knowing and being.||Doctor of Philosophy in Language and Literacy Education (PhD)|
|2019||Dr. Duff examined the role of exercise in modifying the biophysical properties of the aorta which may be compromised in children and adolescents with obesity. Specifically, she studied changes to aortic pulse wave velocity following an exercise intervention. This work has determined that exercise can reduce vascular dysfunction and serve as useful therapy in the management of childhood obesity.||Doctor of Philosophy in Kinesiology (PhD)|
|2019||Dr. Taylor examined experiences of gender minority breast and gynecologic cancer patients. Findings show that cisnormative and heteronormative narratives shape cancer care knowledge, while non-normative narratives of gender shape patient decision-making and knowledge mobility. This research evidence can inform the design of culturally effective cancer care.||Doctor of Philosophy in Language and Literacy Education (PhD)|
|2019||Dr. Nazari studied self-education and teacher personal and professional development through Currere, a concept that promotes an autobiographical examination. His study helps teachers understand their own and their students voice more fully in order to connect with their individuality and create singular ways of thinking, learning, and being in the world.||Doctor of Philosophy in Curriculum Studies (PhD)|
|2019||Dr. Balyasnikova examined English language learning trajectories of older immigrants to Canada. Her research highlights the importance of creating tailored educational programs for this population. As part of her study, Dr. Balyasnikova developed curriculum that can be used in diverse instructional contexts.||Doctor of Philosophy in Teaching English as a Second Language (PhD)|
|2019||Dr. Waugh developed a theoretical model of the parent involvement process in multi-year classrooms. His grounded theory explains the unique changes in involvement and parent-teacher relationships when parents, teachers and students remain together for two or more years. The theory will have significance in school planning and policies.||Doctor of Philosophy in Human Development, Learning, and Culture (PhD)|
|2019||Dr. Roll studied dialogue in democratic education. Through collaborative cooking and feasting, the shared experiences offered participants reflective pauses, deep listening, and dwelling in their becoming. This process illustrated that adaptiveness, unfinishedness, humility, and community enable us to be fully engaged within and with others.||Doctor of Philosophy in Curriculum Studies (PhD)|
|2019||Dr. Marken studied the stories of faculty who indicate a preference for working with first-year students in the Canadian research-intensive university context. This work responds to an emerging thread in higher education literature and contributes to our understanding of teaching and learning in higher education.||Doctor of Philosophy in Curriculum Studies (PhD)|
|2019||Dr. LaPierre's community-based research with grade 12 Indigenous students examined their experiences and definitions of success. The study sheds light on Indigenous students' perceptions of success and how to create more suitable learning environments. The results of this study will inform practices in a range of public and Indigenous-led education systems.||Doctor of Education in Educational Leadership and Policy (EdD)|
|2019||Dr. Maltesen engaged in a discourse analysis of how policies, perceptions and contexts create conditions for participation in Adult Basic Education at Vancouver Island University. She reveals that power and governmentality, located in welfare regimes and policy structures, bind thought and constrain action. Her findings will impact local practice.||Doctor of Education in Educational Leadership and Policy (EdD)|
ORE Internal Review Program for SSHRC Insight Grant Please contact Nandini Maharaj if you are planning to submit your proposal for internal review. See important dates below: August 17: Email complete revised application (PDF of app and Word docs) to Nandini Maharaj for review & feedback....
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