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.

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.

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. 

Research Highlights

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. 

Graduate Degree Programs

Recent Publications

This is an incomplete sample of recent publications 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
2019 Dr. Marsden's articulation and application of The World Pattern of Process provides a unique, interdisciplinary approach to the Great Chain of Being, Indigenous world views, and Theories of Everything. Based on energy and key patterns inherent in a four-fold process, her study offers a holistic approach to knowledge systems and re-invigorates dialectics on human be-ing. Doctor of Philosophy in Curriculum Studies (PhD)
2019 Dr. Karlinsky studied how partners impact each other when learning motor skills. In addition to her novel methodological contributions, Dr. Karlinsky's research adds to our understanding of principles of motor learning in social contexts and informs the design of efficient and effective practice in the field. Doctor of Philosophy in Kinesiology (PhD)
2019 To understand and scaffold source-based writing practices of graduate students, Dr. Kowkabi offered a socio-pedagogical approach for analyzing the processes of source selection and source integration in student writing. Her study provides insights for institutional and educational action plans to support student interactions with source texts. Doctor of Philosophy in Teaching English as a Second Language (PhD)
2019 Dr. Sanchez Alvarez studied how early childhood educators can broaden their understanding of children's ideas and actions and teachers' practices. By systematically questioning and discussing their interpretations, educators come to see their own and others' assumptions about children and pedagogy, and gain a richer understanding of the children's capabilities. Doctor of Philosophy in Educational Studies (PhD)
2019 Dr. Liu Baergen examined a pivotal Canadian curriculum scholar's life and work within its historical, societal and intellectual context. Her research brings forth new understanding and invites other scholars to engage in studies that further contribute to the field of Canadian curriculum studies in all its particularity. Doctor of Philosophy in Curriculum Studies (PhD)
2019 Dr. Anyichie developed a Culturally Responsive Self-Regulated Learning Framework (CR-SRL) to help educators in creating supportive environments for culturally diverse learners. Building on this framework, his in-depth case study analyses showed how two teachers' CR-SRL practices could be associated with the qualities of students' engagement. Doctor of Philosophy in Human Development, Learning, and Culture (PhD)
2019 Dr. Chou examined the narratives of intergenerational trauma and resilience among Chinese-Canadian families. His study was one of the first to examine this psychological construct for this population and has implications for counselling psychology in the areas of narrative and multicultural research as well as family and trauma therapy. Doctor of Philosophy in Counselling Psychology (PhD)
2019 Dr. Sikkes studied Yukon's public school system during Yukon's transition to having provincial-type powers. He found that Yukon's constitutional and democratic development had direct effects on educational policy, especially school governance. His research will help inform the decision making of Yukon's present day educators and school leaders. Doctor of Education in Educational Leadership and Policy (EdD)
2019 Dr. Lawlor investigated mindfulness, self-compassion, and well-being in a group of early adolescents. She found that mindfulness and self-compassion had differing relations to indicators of well-being. Results suggest that mindfulness may serve as a protective factor, while self-compassion may have a promotive role in early adolescent well-being. Doctor of Philosophy in Human Development, Learning, and Culture (PhD)
2019 In her research, Dr. Lenz Kothe asks, "What are community-based, responsive participatory art museum practices, and what does education mean within those practices?" She advances the understanding that education in responsive participatory practices is an ongoing process of creating conditions for potential learning and mutual transformation. Doctor of Philosophy in Curriculum Studies (PhD)

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