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The Faculty of Education at UBC is advancing educational research and understanding in ways that celebrate diversity, equity, and innovation, and welcomes international collaboration in an increasingly borderless world.

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).

Mission
To advance education's role in the well-being of people and communities.
 

Research Facilities

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.

Research Highlights

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. 

Graduate Degree Programs

Recent Publications

This is an incomplete sample of recent publications in chronological order by UBC faculty members with a primary appointment in the Faculty of Education.

 

Recent Thesis Submissions

Doctoral Citations

A doctoral citation summarizes the nature of the independent research, provides a high-level overview of the study, states the significance of the work and says who will benefit from the findings in clear, non-specialized language, so that members of a lay audience will understand it.
Year Citation Program
2012 Dr. McIvor studied Indigenous adult language learning through an extensive self-study of one learner's experience. Her research illuminates the possibilities for adult learners to make a more central contribution to the efforts of Indigenous language loss and recovery. Doctor of Philosophy in Language and Literacy Education (PhD)
2012 Dr. Williams investigated the professional ethics experiences of eating disorder psychotherapists who, themselves, had experienced an eating disorder. She identified significant challenges for therapists who disclose their eating disorder histories in professional environments, and explored the ethical risks associated with the profession's silence on this issue. Doctor of Philosophy in Counselling Psychology (PhD)
2012 By interviewing elementary teachers before and after their practicum, Dr. Adler's research discovered how teachers' pedagogical content knowledge is transformed while in teacher education. Doctor of Philosophy in Curriculum Studies (PhD)
2012 Statistical analyses often compare groups such as males versus females or Asians versus Latinos. These comparisons ignore heterogeneity within groups (e.g., diversity among women or among examinees from different ethnic backgrounds) leading to largely inaccurate claims. Dr. Oliveri's research addresses the within-group heterogeneity issue in construct comparability analyses to obtain more accurate results when comparing manifest groups. Doctor of Philosophy in Measurement, Evaluation and Research Methodology (PhD)
2012 Kathryn Michel gathered stories of language regeneration from Chief Atahm School, a Secwepemc language immersion school in the Interior of BC. Through a theoretical and methodological approach based on Secwepemc storytelling, she illuminated areas of agency and resiliency within Indigenous language revitalization. Doctor of Education in Educational Leadership and Policy (EdD)
2012 Dr. Murphy Odo compared paper and online versions of an ESL literacy assessment, and found they were equally valid. He also found that test takers' beliefs about their test performances were often different from their actual test scores in each mode. These findings will allow ESL testing specialists to use the online test in place of a paper version. Doctor of Philosophy in Language and Literacy Education (PhD)
2012 Dr. Nabavi engaged in a critical analysis of social citizenship in Canada. Focusing on the experiences of young Iranian immigrants,she demonstrated that citizenship learning is tied to the social,cultural,spatial, and political contexts of immigrants' lived experiences.Her research offers practical recommendations for the reform Canadian citizenship education models. Doctor of Philosophy in Educational Studies (PhD)
2012 Dr. Canada's work critiques the BC provincial child welfare system's use of the term "Aboriginal" in policies, legislation, and practices. She proposes an alternative, culturally-safe child welfare model called The Métis People's Model. Based on a Métis worldview, it will contribute to transformative change for Métis people in the province of BC. Doctor of Education in Educational Leadership and Policy (EdD)
2012 Dr. Kayaalp's dissertation explores the experiences of social, cultural and educational inclusion and exclusion of Turkish immigrant youth in Vancouver. The findings of the study indicate that Turkish youths' experiences change according to their immigration and socio-economic status, gender, and religious affiliation. Doctor of Philosophy in Educational Studies (PhD)
2012 Dr. Gosselin demonstrated how two frameworks associated with scholarship on the pedagogy of historical thinking help conceptualize experiences of exhibition makers and museum visitors. Her research underscores the need for museums to consider their role as promoters of historical consciousness in fulfilling their educational mandate and maintaining their social relevance. Doctor of Philosophy in Curriculum Studies (PhD)

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