Kaitlyn Balkovec

Over 200 �鶹��Ƶ researchers to take part in massive education conference taking place in Toronto

noreen.rasbach — Thu, 04 Apr 2019 15:47:44 +0000

Over 200 �鶹��Ƶ researchers to take part in massive education conference taking place in Toronto

noreen.rasbach Thu, 04/04/2019 - 11:47

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More than 14,000 people will descend on Toronto for the American Educational Research Association annual meeting, a conference about education research (photo by Michael DiPaul)

Topic

Education

Global

Graduate Students

Ontario Institute for Studies in Education

Research & Innovation

Toronto is playing host to the American Educational Research Association (AERA) annual meeting, the largest gathering of scholars in the field of education research.

The five-day conference, which begins Friday, showcases groundbreaking education research and innovative studies in a variety of areas, from elementary through to post-secondary education.

More than 14,000 participants are expected to be in attendance, including researchers, policy-makers, practitioners and students. More than 200 scholars from the University of Toronto’s Ontario Institute for Studies in Education (OISE) will be among them, exploring ideas that will shape tomorrow’s education practices and policies. This will be the largest contingent that OISE has ever brought to the conference.

That it will be held in Toronto makes this year’s event especially meaningful for OISE.

“Having AERA here in Toronto is a wonderful opportunity for scholars around the world to visit our city and learn something about our unique community,” says OISE Dean Glen Jones. “I’m looking forward to seeing our extraordinary faculty and students share their research and represent OISE as the top education institute in Canada.”

The conference provides an important opportunity for scholars to showcase their work and network with colleagues in their field. For many OISE faculty, AERA also offers an unparalleled professional development opportunity for their students. The fact that it is in Toronto this year means that many OISE students will be able to attend.

Since finding out nearly two years ago that the 2019 conference would be held in Toronto, Associate Professor Ann Lopez has been working with her student Desiree Sylvestre to prepare.

“AERA is a wonderful opportunity for students to learn from and engage with world-renowned researchers in a professional capacity that they do not normally get to experience in the classroom,” says Lopez. “Presenting research, attending presentations, and meeting with other scholars allows them to build skills that are crucial to their development as doctoral students.”

Sylvestre, a PhD student in OISE’s department of leadership, higher and adult education, will be presenting her paper on Black parental involvement in Toronto’s urban schools. She’ll also be participating in a panel on anti-oppressive education in Canada as the only student among a group of professors.

“Dr. Lopez has been tremendous in supporting and preparing me for this conference,” Sylvestre says. “It’s a very privileged position to be on a panel with experts in this field and to feel that I am ready enough to take up that space and represent OISE doctoral students at the AERA."

Over the week, OISE is expected to become a hub for international visitors. When they’re not attending AERA sessions, many faculty members will be hosting special meetings, receptions and events in and around OISE.

“This is an opportunity for us to showcase the institute and the world-class research happening within OISE every day,” says Jones.

Associate Professor Carol Campbell will be hosting a meeting for board members of the International Congress for School Effectiveness and Improvement (ICSEI), an organization that brings together researchers, policy-makers and practitioners to share new knowledge and best practices for improving schools and education systems.

“On our board, we have international leaders in educational research, policy and practice – many of whom have connections to OISE,” she says. “Quite a few of our members will be attending AERA, so this is a great opportunity to bring together those who are familiar with OISE, as well as those who have not had a chance to visit our world-renowned institution.”

On the first day of the conference, attendees will have the opportunity to tour the Dr. Eric Jackman Institute for Child Study (EJICS) housed at OISE. Visitors will learn about the missions and activities of the Institute and its unique laboratory school that functions as both an elementary school and teacher education and research centre.

“We want to share the possibilities of combining a teacher education program with a laboratory school and a research centre,” says EJICS Director Rhonda Martinussen. “We hope guests will learn about our history, our approach to education that places the child at the centre, and how research enhances and informs the components of the institute.”

The theme for this year’s conference, “Leveraging Education Research in a ‘Post-Truth’ Era: Multimodal Narratives to Democratize Evidence,” highlights the importance of evidence-based policy-making and practice in education.

In an era where many policy decisions are being driven by personal beliefs and preference, it is essential to continue placing research at the forefront of education decision making, says Jones.

“I think reinforcing the importance of evidence and good scholarship and how they can actually contribute to public policy to better educational practices is a really important conversation to have,” he says. “It’s vital to reiterate that using research and evidence is the best way to inform policy conversations about education reform and change.”

�鶹��Ƶ researchers' program advances mental health care for students in remote communities

Christopher.Sorensen — Thu, 14 Feb 2019 16:03:28 +0000

�鶹��Ƶ researchers' program advances mental health care for students in remote communities

Christopher.Sorensen Thu, 02/14/2019 - 11:03

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Alongside fellow OISE researcher Professor Judy Wiener, �鶹��Ƶ's Todd Cunningham runs program that offers teachers in remote, northern communities student psychology services via video conferencing (photo by Kaitlyn Balkovec)

Topic

Ontario Institute for Studies in Education

Todd Cunningham has found a way to reach students in remote, northern Ontario communities who need school psychologists and psychological assessment services – through their teachers.

The assistant professor, teaching stream, at the University of Toronto’s Ontario Institute for Studies in Education (OISE) runs a telepsychology program alongside fellow OISE researcher Professor Judy Wiener that offers teachers in these communities regular, ongoing academic intervention assistance and consultation services via video conferencing.

Through psychological assessments, Cunningham and his team assess the academic skills of a student – reading, writing, mathematics, and language – and determine why a specific skill is not developing.

“If a child can’t stay seated, we want to know why,” says Cunningham. “Is he having trouble understanding the instruction, is there a learning challenge, is the work relevant to them, or is there another factor?

“Once we gain an understanding of the reasons behind the behaviour, in consultation with the elders, we start developing programming to help teachers address students’ needs.”

For students in remote northern Ontario communities, regular access to school psychologists and psychological assessment services is currently scarce, or even non-existent. In addition, one-time assessments by out-of-community psychologists are frequently not helpful, as they seldom address the changing needs of individuals and the community over time.

With the OISE telepsychology program, by contrast, once an assessment has been done, doctoral students in OISE’s school and clinical child psychology program meet with teachers via video conference on a weekly basis to provide ongoing feedback and refine the recommendations made during the initial assessment.

Typically, this goes on for six to eight weeks. This relationship has made a significant difference when it comes to how effectively teachers are able to address problems with their students, according to Cunningham.

“We found that teachers who worked with us for six to eight weeks were more likely to develop their own skills in student assessment,” he says. “Many teachers got to a point where they realized they could apply strategies they learned from us with one child to address issues with others in the classroom.”

Addressing academic skills deficits is an important part of tackling the issue of mental health among adolescents. Research has shown that kids with unaddressed academic skills deficits are at greater risk for mental health issues.

Participating in the telepsychology program, which was supported through a 2014 Bell Let’s Talk mental health grant, has the added benefit of helping teachers with their own mental health problems, says Cunningham.

“Up north, you have a lot of young teachers who haven’t worked in remote communities before. They’re facing their own isolation, culture shock and stressors of being a young teacher,” he says.

“Many of them don’t stay for more than a year, which has a huge impact on students. On top of helping them develop skills, we’re also giving them an outlet to talk about the frustrations and stressors they’re going through.”

Cunningham hopes the skills obtained by teachers through the program will result in safer spaces for students where they feel supported and confident in their learning.

“Our biggest hope is that teachers develop a deep understanding of what leads to students’ behaviours,” he said. “That way, they can be much more instrumental in facilitating a classroom environment where children are safe to learn.”

For Cunningham, the most rewarding part of the program, which has been replicated in over 13 communities, are the partnerships he has developed with Indigenous elders.

“It is exciting to learn what student success means for their communities and how we can work in partnership to develop that success,” he says.

Meet three �鶹��Ƶ scholars who are advancing research and care in adolescent and young adult mental health

noreen.rasbach — Wed, 30 Jan 2019 17:35:01 +0000

Meet three �鶹��Ƶ scholars who are advancing research and care in adolescent and young adult mental health

noreen.rasbach Wed, 01/30/2019 - 12:35

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Assistant Professor Chloe Hamza is working on a project that seeks to understand the unique stressors faced by first-year post-secondary students and how these stressors impact coping behaviours

Topic

Research & Innovation

Undergraduate Students

Researchers at the University of Toronto’s Ontario Institute for Studies in Education are playing a leading role in addressing the unique mental health challenges that young people face in today’s world.

From shedding light on how parents and schools can better support young adults to exploring how social media platforms can support the well-being of Indigenous youth, here are some of the ways OISE experts are making an impact.

Jeffrey Ansloos: Leveraging social media to improve Indigenous mental health and well-being

For some, Twitter is a platform used for entertainment. For others, it can be a vital resource for supporting mental health.

Understanding how social media and communications platforms can help to enhance and promote the well-being of Indigenous Peoples is the focus of a new research project, funded by the Social Sciences and Humanities Research Council and led by Jeffrey Ansloos in partnership with Twitter.

“We’re looking at how Indigenous Peoples are currently engaging in online spaces to do things that are good for their community and for themselves,” he says. “We want to know how we can leverage social media platforms to help Indigenous Peoples to connect to culture, community and relationships to the land.”

For many Indigenous communities, social media offers an important means of connection that’s essential to well-being.

Indigenous people have formed networks on Twitter around Indigenous language revitalization. Through other hashtag-constituted communities, Indigenous Peoples are reconnecting to traditional artistic practices, such as beadwork.

Activities like these that foster connection and a sense of community are vital for promoting Indigenous mental health and well-being, says Ansloos.

“When people engage in this sort of networked activity – sharing patterns and talking about how they source traditional products and resources – these connections support vibrant formations of cultural identity and provide a community for many to reflect on their own healing journeys,” he says. “These practices help people to heal from experiences of racism and cultural alienation, as well as restore their sense of connection to identity – things that have come to really impact Indigenous Peoples’ perception of their mental health.”

With this in mind, Ansloos is looking at how social media platforms can be leveraged to better support the ways in which Indigenous people are currently using them, and how they can be improved so that they can more broadly support mental health needs and the promotion of life.

“In the case of Twitter, we’ve learned that many Indigenous hashtag networks and communities using the platform for language learning are frequently targeted by individuals or groups seeking to spread hateful messages or racist content,” he says. “Now, we can better design practices and make policy recommendations that help to address and mitigate the risks of this content, support the repurposing of this space for connecting Indigenous people across the world to our home communities, and help us to connect to language, identity and culture.”

Ansloos’s passion for mental health is closely tied to his desire to improve the lives of the next generation of Indigenous youth.

“I think it’s important that we act more to make life for Indigenous youth more livable and joyous,” he says. “A deep love for my community and deep concern about the future are two anchoring points for why I do what I do.”

Jeffrey Ansloos is an assistant professor of Indigenous mental health and social policy. He is a member of Fisher River Cree Nation (Ochekwi-Sipi; Treaty 5), and is of mixed Nehiyaw (Cree) and English heritage.

Abby Goldstein: Identifying ways parents can best support the well-being of their live-in young adult child

For the first time in 130 years, more young adults are moving back in with their parents – or never leaving in the first place. In 2016, nearly one-third of Canadians aged 20 to 34 were living with a parent. In the transition to adulthood, many of these young adults are striving to establish their identity as well as career and financial stability. It can be a particularly stressful and difficult period.

Yet, Associate Professor Abby Goldstein believes that parents living with their young adult can play an important role in supporting their child’s mental health and well-being during this time. Finding out how is the focus of her new research, supported by the Social Sciences and Humanities Research Council.

Goldstein, who is the Canada Research Chair in the Psychology of Emerging Adulthood, has been collecting data from young adults on their daily interactions with parents to understand how they affect mental health. It turns out these interactions are extremely important.

“We are finding evidence that parents can make a real difference in terms of how they are supporting the day-to-day mental health and well-being of their young adult children,” Goldstein says. “On days when young adults feel listened to or supported by their parents, they are much more likely to report greater well-being on those days than on days where they feel like their parents are criticizing them.”

Goldstein says that down the line she hopes to develop interventions that support parents and young adults in building relationships that facilitate healthy transitions into adulthood.

“I’ve met many parents who are struggling to help their child through this time, and there aren’t many resources out there. I want to provide these parents with practical strategies for fostering healthy communication that meets the developmental needs of their emerging adult child.”

Dr. Abby Goldstein is an associate professor in the department of applied psychology and human development. Her research focuses on risk behaviours in young adulthood, including alcohol use, marijuana use, gambling and dating violence.

Chloe Hamza: Promoting positive long-term mental health outcomes for post-secondary students

Studies have shown that as many as one in four undergraduate students in Canada are experiencing mental health concerns.

The stakes are high. Research shows that three-quarters of lifetime mental disorders first appear between ages 18 to 24, the typical age range of post-secondary students. Left untreated, young adults are at increased risk for academic under-performance and attrition, as well as physical and mental health problems later in life.

“This is a sensitive period of development where mental health trajectories are set or altered in enduring ways,” says Assistant Professor Chloe Hamza. “Prevention, early detection and intervention is critical.”

It’s this desire to improve the long-term mental health and well-being of young adults that drove Hamza, a lifespan developmental psychologist, to dedicate the past decade to studying their mental health.

Right now, she is working on a project funded by the Social Sciences and Humanities Research Council that seeks to understand the unique stressors faced by first-year post-secondary students and how these stressors impact coping behaviours. Focusing on this demographic is important because for many students, the transition to post-secondary education can be particularly influential on mental health, Hamza says.

“Navigating new roles and responsibilities such as living away from home or managing academic and financial pressures can be very challenging, leading to stress, anxiety, and other overwhelming negative emotions,” Hamza says. "While many cope well, others have more difficulty – turning to harmful coping behaviours like binge drinking, substance use and self-harm.

“If we can understand the processes through which stressors impact coping behaviour, we may be better able to prevent unhealthy coping behaviours and intervene early to promote positive long-term mental health outcomes for post-secondary students.”

Hamza hopes this research project, which began with a survey of first-year undergraduates at the University of Toronto last fall, will help schools develop targeted programming to mitigate stressors as well as support students in developing more effective coping behaviours.

Dr. Chloe Hamza is an assistant professor in the department of applied psychology and human development. Her research program focuses on the development of mental health concerns in adolescence and young adulthood, particularly self-injurious behaviours.

A history of hope: �鶹��Ƶ's oldest graduate on his studies and receiving a degree at 80

Christopher.Sorensen — Wed, 07 Nov 2018 16:06:24 +0000

A history of hope: �鶹��Ƶ's oldest graduate on his studies and receiving a degree at 80

Christopher.Sorensen Wed, 11/07/2018 - 11:06

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John Horton, pictured here on a ski trip in British Columbia in 2013, is believed to be the oldest member of the University of Toronto's 2018 graduating class (photo courtesy of John Horton)

Topic

Ontario Institute for Studies in Education

When John Horton joins his fellow graduates at convocation this week, there will be one thing setting him apart from his classmates – the fact that he is receiving his degree at 80 years old.

The octogenarian will graduate tomorrow with a Doctor of Education from the Ontario Institute for Studies in Education, making him the University of Toronto’s oldest graduate in 2018.

Before retiring in 1996, Horton had an extensive career in education with positions as a teacher, department head, teacher-trainer, principal, school superintendent and textbook author.

He became a full-time student at OISE a decade ago and began graduate courses focused on media, the philosophy of emotion and the intellectual history of hope.

Professor Megan Boler, who acted as Horton’s dissertation supervisor, says that his avid dedication to his research was inspiring.

“While I don’t wish the onerous labour of a dissertation on just anyone, in John’s case I saw in his project an important intellectual history and philosophical undertaking,” she said. “His work reflects an original and significant contribution to the philosophy of education and it was a pleasure to work with someone so determined and committed to the life of the mind.”

Horton spoke to OISE’s Kaitlyn Balkovec about what inspired him to return to post-secondary education, what he enjoyed most about his studies, and why the experience was so special.

Horton's advice for older students pursuing a degree: "Ensure that you have some resolve and reasonable health to stay the course" (photo by Marianne Lau)

At what age did you begin your studies?

While I began 10 years ago, my studies were preceded by several decades of intermittent academic work, dating back to involvement with graduate work at Queen’s University, where I completed an MA thesis in humanities. In the early 80s, I completed my MEd and preliminary doctoral work at OISE. My full-time study in this program began in 2008 by taking a new slate of courses, their content based largely on exploring a problem of significance upon which to build a dissertation.

Can you tell us about your graduate work and research?

I focus on the relation of hope to public education and democracy within the United States, their symbiotic relationship and how they ideally can and must work in close harmony for their dynamic mutual benefit.

There is close affinity of hope and dream. I trace the history of hope, from its origins to its democratic role in New World settlement and the values and ideals that informed early governance, presidents, education and cultural leaders.

The ideals of the American Dream – equality and liberty – and their implication for honouring fairness and dignity for all, were expressed in the U.S. Declaration of Independence. Given their many overlapping values and dynamics, these ideals are essential ingredients in creating robust public education and strong democracy. Today, those ideals are desperately in need of restoration, bolstering, awakening and application.

What do you hope to achieve with this work, and what sparked your interest in doing this work?

My work was primarily prompted by the need for self-fulfillment, curiosity about the challenge, and testing of my capabilities. I have no knowledge of where my qualification will lead, but am immensely enjoying the existential moment, and getting on with other neglected dimensions of my life. It is fun to continue to explore the unknown in realms that give meaning to one’s life. For me, spending more time with my family, friends, and wife, getting back into sports, travelling, piano playing, and participating in community commitments are my immediate prospects.

Horton with his wife Carolyn and two sons (photo courtesy of John Horton)

What have been some of your most rewarding or memorable moments at OISE and �鶹��Ƶ?

Roaming into different faculties has allowed me to further explore personal interests in sociology, anthropology, theology, mythology and history, as well as interact with fellow students and staff across the university.

I was very fortunate to have a totally supportive and creative mentor in Professor Boler, who oversaw my dissertation and gave inspiring advice at every stage. During my studies, some of my highlights at OISE were the supportive dissertation team of scholars, especially my talented and ever-helpful thesis committee: Eric Bredo and Lauren Bialystok. I had wonderful administrative support at all levels. And, on the family front, my two sons came to my rescue to shore up my primitive computer skills.

What makes getting this degree special to you?

The level of challenge of my thesis topic, the discipline that graduate studies requires, the emotional and intellectual support I received, and the encouragement from my mentor, family and friends all made for a memorable experience as I completed my degree.

A prerequisite bonus would surely be having a wonderfully understanding and supportive life partner who puts up with, and inevitably shares in, the rigours involved. For me, much of my doctoral study, from research to writing, was a solitary pursuit, and my wife Carolyn indulged my often reclusive behavior.

What advice would you give to older students who may be considering returning to higher education later in their lives?

At any age, in the humanities – the domain of my thesis – I would think success follows a love of writing, rather strong expressive skills, a vibrant research aptitude, a creative impulse, and a combination of luck and skill in finding one’s ideal mentor. My advice would be to ensure that you have some resolve and reasonable health to stay the course, as well as a good support system around you.

OISE scholar Jennifer Brant sees crucial role for teachers in advancing Truth and Reconciliation in Canada

noreen.rasbach — Sat, 03 Nov 2018 00:18:25 +0000

OISE scholar Jennifer Brant sees crucial role for teachers in advancing Truth and Reconciliation in Canada

noreen.rasbach Fri, 11/02/2018 - 20:18

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Jennifer Brant is an assistant professor in OISE's department of curriculum, teaching and learning

Topic

Ontario Institute for Studies in Education

Jennifer Brant joined the University of Toronto's Ontario Institute for Studies in Education in August as an assistant professor in the department of curriculum, teaching and learning. Brant belongs to the Kanien’kehá:ka (Mohawk Nation) and has family ties to Six Nations of the Grand River Territory and Tyendinaga Mohawk Territory.

With seven years of experience in university teaching and program co-ordination in Indigenous education, she is an accomplished Indigenous feminist scholar whose research focuses on Indigenous education and literature. She spoke recently to OISE's Kaitlyn Balkovec.

How would you describe your approach to teaching and learning?

I believe in teaching that is engaging, personally meaningful and speaks to the hearts and minds of learners. And I’m committed to responding to the Calls to Action put forth by the Truth and Reconciliation Commission of Canada.

What does this commitment involve?

I teach difficult topics such as the history of residential schools in Canada. I also incorporate lessons on recent issues that have led to the fractured relationship between Indigenous and non-Indigenous peoples in Canada. These include, but aren’t limited to: violence against Indigenous women and girls, institutional racism, cultural appropriation and discrimination against Indigenous children.

How do you prepare your classes for these challenging subjects?

I take special care to ensure all students feel the classroom is a safe space as they learn about this history and its ongoing effects. Because these topics can evoke strong emotions of frustration and guilt, it’s important that students feel empowered to participate in class discussion. I emphasize mutual respect and Indigenous teachings about bringing a ‘good mind’ to class so students can come to terms with these issues and consider their own role in reconciliation. I believe that change begins with education. For many students, this involves looking within and confronting preconceived notions and biases. Teacher candidates must consider their own identities as future educators who will need to teach in ways that respond to the commission’s Calls to Action.

You’ve said that Indigenous literature has been very important to you. How so?

One of the things I love about Indigenous literature is the authenticity of the stories. Reading Morningstar Mercredi's Morningstar: A Warrior's Spirit, and Katherena Vermette's The Break ignited something inside me. I came to understand my experiences as shared realities, and I yearned for more material that offered the same level of connection and familiarity. The stories take you on an emotional journey and are ultimately empowering: they illuminate the resilience of Indigenous womanhood.

What do you see as the broader impact of Indigenous stories?

For non-Indigenous readers, the stories are incredibly eye-opening because they offer insights into the lives of the authors that are strikingly different from the stories we tend to get from mainstream media outlets. I developed Indigenous women’s literature courses at Brock University to showcase the power of this type of literature as a teaching tool to enhance students’ capacity for intercultural understandings, empathy and mutual respect. This aligns with one of the commission’s calls to action.

How do you use literature in the classroom?

My courses position Indigenous literature as both window and mirror. For Indigenous readers who may find personal connections, the literature serves as a mirror that reflects their realities. Within that mirror, readers not only see the lingering effects of colonization but also resilience and personal triumphs. This has been described as healing and empowering. For non-Indigenous readers, the window allows a clear view that may promote cross-cultural understanding between Indigenous and non-Indigenous peoples and a desire to address issues of educational inequity for Indigenous students. The courses give students an opportunity, through literature, to make deeper connections to contemporary social justice issues. For some students, the mirror and the window may also prompt a desire to get involved in social change and to advocate for human rights that all individuals in Canada should have. These include access to safe drinking water, better roadways and equitable schools in First Nations communities. Others gain a clearer understanding of their role in reconciliation and the importance of implementing culturally relevant pedagogies in their own teaching.

What are you most proud of personally and professionally?

Personally: being a mother of my two boys. My cultural teachings tell me that our children choose their parents and I am truly honoured that they have chosen me. Professionally: balancing family, work and community engagement. That being said, I am continually striving to maintain this balance and I am fortunate to have been able to centre my children in some of my academic work: I write and teach about Indigenous motherhood as a starting place for creating, building and maintaining a nurturing and nourishing teaching and research environment.