annual report 2008-09 - Ontario Institute for Studies in Education ...

ONTARIO INSTITUTE FOR STUDIES IN EDUCATION 

OF THE UNIVERSITY OF TORONTO 

ANNUAL REPORT 2008-09

OUTSTANDING THESIS OF THE YEAR 

“I was quite astonished (as well as delighted) to receive a phone call informing me of the award. 

Knowing the quality of some of the other theses that were submitted this year, I am deeply 

honoured that mine is among them. I am very encouraged to continue thinking and writing 

about some of the ideas I had begun to explore in the thesis.” – Julie Comay 

Doctoral student Julie Comay is the recipient of OISE’s Oustanding Thesis of the Year Award 

for her thesis Individual differences in narrative perspective-taking and theory of mind.

table of 

contents 

ANNUAL REPORT 2008-09 

2008-09 IN REVIEW 

2 Dean’s Review 2008-09 

4 Our Programs 2008-09 

6 A Message from the Associate Dean – 

Academic 

7 Facts and Figures: Enrolment 2008-09 

8 Facts and Figures: Complement 

and Funding 

9 A Message from the Associate Dean – 

Research, Graduate Studies and 

International 

RESEARCH 

10 Wallace Foundation Grant 

11 Carl Corter Atkinson Chair 

12 Research Centres 

GRADUATE STUDIES 

13 Graduate Studies Overview 

14 Collaborative Programs 

Department of Adult Education and 

Counselling Psychology (AECP) 

15 AECP Overview 

16 Adult Education and 

Community Development 

17 Counselling Psychology 

Department of Curriculum, 

Teaching and LearninG (CTL) 

18 CTL Overview 

19 Curriculum Studies and 

Teacher Development 

20 Master of Teaching 

21 Second Language Education 

Department of Human Development and 

Applied Psychology (HDAP) 

22 HDAP Overview 

23 Master of Arts in Child Study and Education 

24 Developmental Psychology and Education 

25 School and Child Clinical Psychology 

26 Institute of Child Study 

Department of Sociology and Equity 

Studies in Education (SESE) 

28 SESE Overview 

29 Sociology in Education 

Department of Theory and Policy Studies 

in Education (TPS) 

30 TPS Overview 

31 Educational Administration 

32 Higher Education 

33 History and Philosophy of Education 

Teacher Education 

34 A Message about Teacher Education 

35 Teacher Education Overview 

36 University of Toronto Concurrent 


37 Consecutive Bachelor of Education/Diploma 

in Technological Education 

CONTINUING Education 

38 A Message about Continuing Education 

39 Principals’ Qualification 

40 The Learning Consortium 

41 Customized Professional Development 

AWARDS AND HONOURS 

42 Faculty Awards and Honours 

43 SSHRC and Other Grants 

44 OISE Teaching Awards and 

Staff Excellence Award 

46 ITE Student Awards 

48 Graduate Student Awards 

49 Digital Scholarship Excellence 

50 Sustainability Excellence 

ALUMNI AND FRIENDS 

51 The William Waters Awards 

52 The University of Toronto Vari Scholarship 

54 Alumnus: Ainsworth Morgan 

55 Acknowledgements 

1


dean’s review 2008-09 

Glen A. Jones, Acting Dean – Ontario Institute for Studies in Education 

It has been a remarkable year at OISE. There have been exciting developments and new initiatives, and although considerable 

energies were devoted to addressing financial challenges, the year concluded with a balanced financial plan and 

a long list of successes and accomplishments. The list includes an international award, innovations in teaching and 

educational programs, increasing support for research, and new international initiatives. 

This year OISE received the Wisniewski Award (see photo on opposite page) from the Society of Professors of 

Education: this marks the first time the award has been given to an institution outside the United States. The 

objective of the Award is to recognize an institution that has made “singularly significant contributions to 

the theory and practice of education,” and we were specifically applauded for “the many years of leadership 

that OISE has provided and continues to provide in teacher education, the social foundations of education, 

and policy studies in education.” Dean Jane Gaskell and a number of our colleagues received the award at 

the Society’s meeting in San Diego. 

Teaching is a central component of our mission, and we have taken major steps not only to strengthen the 

teaching development programs that we provide our faculty but also to increase the opportunities for our 

graduate students to obtain teaching experience in a supportive, mentored environment. Professor Njoki 

Wane was appointed as the founding Director of the new Office of Teaching Support at OISE; she will 

lead a series of initiatives across the Institute. In anticipation of the programming OTSO will provide, we 

are expanding opportunities for graduate students to obtain teaching experience in our initial teacher 

education programs and to work with faculty in our graduate programs. The new Office is a direct response 

to the work of OISE’s Teaching Task Force. 

The range and number of innovative educational programs at OISE continue to grow. This year our 

new Master of Teaching program, specializing in secondary education, was accredited by the Ontario 

College of Teachers. This two-year program will provide students with an opportunity to explore 

educational issues in depth while fulfilling all of the requirements for teacher certification. A number of 

new Master of Education cohort programs have recently been developed to address the needs of a specific 

school board or to allow a group of working professionals to explore a broadly defined educational 

topic, such as urban schooling or education for sustainability. 

2 

Jane Gaskell is the Dean of OISE and a Professor in the Department of Sociology and Equity Studies in Education and the Department of Theory and 

Policy Studies in Education. She took a research leave in 2009, and Glen A. Jones became Acting Dean. He is OISE’s Associate Dean – Academic and 

the Ontario Research Chair in Post-Secondary Education Policy and Measurement.


This year we saw a substantial increase in research funding as a large 

number of our faculty successfully competed in national and international 

research grant competitions. Research centres play an important 

role in facilitating research collaboration and community outreach, 

and our Research Standing Committee conducted a thorough 

review of our centres and obtained advice from external reviewers. 

The feedback from these reviews will help our centres move forward 

and explore new opportunities. 

The Annual Report provides a forum for recognizing excellence and 

sharing information on a sampling of new initiatives and exemplary 

projects. The pages that follow convey the flavour of our dynamic 

scholarly community, and we invite you to learn more about OISE 

and our contributions to research, teaching, and educational policy. 

We continue to focus attention on increasing and strengthening our 

international activities and collaborations. A senior OISE delegation 

visited India in 2008 and made important connections with relevant 

educational institutions and researchers. We have hosted dozens of 

delegations from schools, universities, and governments from around 

the world, and an increasing number of our students are pursuing 

international internship opportunities or undertaking international/ 

comparative research projects. 

We are also a founding member of the International Alliance of Leading 

Educational Research Institutions, an organization that brings together 

the world’s leading centres for educational research to address 

important educational policy issues. The Alliance provides a forum 

for sharing research, but it also functions as an international thinktank 

for national and international agencies. The third meeting of the 

Alliance, focusing on education for sustainable development, took 

place at the College of Education of Seoul National University in 

August of 2009. 

As in previous years, OISE’s faculty, staff, and students have received 

prestigious awards and made significant accomplishments this year. 

Professor William G. Wraga presents Dean Jane Gaskell with the Wisniewski Award from the Society of 

Professors of Education at the Annual AERA Conference in San Diego in April 2009. 

3


OUR PROGRAMS 2008-09 

TEACHER EDUCATION 

Consecutive Bachelor of Education/Diploma in Technological Education 

University of Toronto Concurrent Teacher Education Program 

Master of Arts in Child Study and Education 

Master of Teaching 

CONTINUING EDUCATION 

Additional Qualification 

Principals’ Qualification Program 

Customized Professional Development 

4 

DEPARTMENT OF ADULT EDUCATION 

AND COUNSELLING PSYCHOLOGY 

Adult Education and Community Development (MA, MEd, PhD) 

Counselling Psychology (MA, MEd, PhD, EdD) 

DEPARTMENT OF CURRICULUM, TEACHING AND LEARNING 

Curriculum Studies and Teacher Development (MA, MEd, PhD) 

Elementary and Intermediate Education (MT) 

Second Language Education (MA, MEd, PhD) 

DEPARTMENT OF HUMAN DEVELOPMENT 

AND APPLIED PSYCHOLOGY 

Child Study and Education (MA) 

Developmental Psychology and Education (MA, MEd, PhD) 

School and Clinical Child Psychology (MA, PhD) 

DEPARTMENT OF SOCIOLOGY 

AND EQUITY STUDIES IN EDUCATION 

Sociology in Education (MA, MEd, PhD, EdD) 

DEPARTMENT OF THEORY 

AND POLICY STUDIES IN EDUCATION 

Educational Administration (MA, MEd, PhD, EdD) 

Higher Education (MA, MEd, PhD, EdD) 

History and Philosophy of Education (MA, MEd, PhD, EdD) 

COLLABORATIVE PROGRAMS 

Aboriginal Health 

Addiction Studies 

Aging, Palliative and Supportive Care Across the Life Course 

Community Development 

Comparative, International and Development Education 

Developmental Science 

Dynamics of Global Change 

Environmental Studies 

Ethnic and Pluralism Studies 

Knowledge Media Design 

Neuroscience 

Sexual Diversity Studies 

South Asian Studies 

Women and Gender Studies 

Workplace Learning and Social Change 

CERTIFICATE PROGRAMS 

Certificate in Adult Training and Development 

Certificate in Adult Education 

Certificate in Cognitive Behavioural Therapy 

Certificates in Leadership Coaching 

Certificate in Leadership in Higher Education 

Certificate in School Management

Photo credit: Mary MacDonell


A MESSAGE FROM THE ASSOCIATE DEAN – ACADEMIC 

Dennis Thiessen 

OISE offers a wide range of master’s and doctoral programs in various fields, including Adult Education and Community Development, 

Counselling Psychology, Curriculum Studies and Teacher Development, Second Language Education, Developmental 

Psychology and Education, School and Clinical Child Psychology, Sociology in Education, Educational Administration, Higher 

Education, and History and Philosophy of Education. With over 800 doctoral students, OISE is a national and an international program 

leader in providing the most advanced study in the theoretical foundations of education as well as in the application of such 

knowledge to educational policy and practice. 

Through our various doctoral degrees, OISE prepares graduate students to be stewards of, prominent researchers in, 

and knowledgeable leaders within their respective fields and sub-fields. We offer two degrees, the Doctor of Education 

(EdD) in five programs (Counselling Psychology, Educational Administration, Higher Education, History and Philosophy, 

Sociology of Education) and the Doctor of Philosophy (PhD) in all ten programs. In some programs (Adult 

Education and Community Development, Curriculum Studies and Teacher Development, Higher Education, Second 

Language Education, Sociology of Education), students may choose the Flexible-Time PhD degree, a second pathway 

that permits practising professionals to pursue advanced study within a framework that is more flexible in terms of program 

design, delivery, and time requirements. With these three options (EdD, PhD-regular, PhD-flexible), students who 

have different career aspirations, or who are at different points in their careers, or who come from different backgrounds 

or personal circumstances are provided choices in how best to pursue a doctoral degree. These choices enable OISE to 

maintain its historic commitment to equity in every aspect of its work, including access to doctoral studies. 

6 

Finally, OISE continues to diversify our program delivery. In addition to expanding the number of Masters of Education 

cohorts (e.g., in areas such as urban education, higher education leadership, environmental sustainability and social justice) 

and masters of education online or flex-mode courses (e.g., in areas such as curriculum change, second language education, 

special education, early childhood education), we offer doctoral cohorts in two programs. The EdD program in 

Educational Administration is specifically designed to help working professional educators to develop the intellectual 

and research skills they need to refine their practices as leaders in school systems and post-secondary education. The 

flexible-time PhD cohort in Community College Leadership in the Higher Education program is designed for those 

seeking or in leadership positions in community colleges, and it focuses on leadership development, organizational development, 

system development, and research. In addition to their studies in their home program, doctoral students may 

also enrol in a wide range of collaborative programs, three of which take place at OISE: Comparative, International and 

Development Education; Workplace Learning and Social Change; and Educational Policy (recently approved). 

Dennis Thiessen is the Acting Associate Dean – Academic and a Professor in the Department of Curriculum, Teaching and Learning.


FACTS AND FIGURES: ENROLMENT 2008-09 

Teacher Education: Total Enrolment 

Total Graduate Enrolment 

Projected 

2008 2009 

Undergraduate Programs 

Consecutive Program 1322 1286 

Concurrent Program (year 3) * 0 197 

Graduate Programs 

Master of Teaching 95 120 

Master of Arts (Child Studies) 87 83 

MEd 905 

MA 238 

PhD 705 

EdD 86 

MA(CS) MT 182 

Total 2116 

* Initial year in OISE courses (2 half courses) 

7


FACTS AND FIGURES: COMPLEMENT AND FUNDING 

8 

OISE: Faculty Complement 

OISE: Budgeted Permanent Faculty Complement by Department 

Total (includes Graduate and ITE FTE complement) 

Permanent 

AECP 24.75 

CTL 49.90 

HDAP 27.33 

SESE 15.70 

TPS 28.00 

TOTAL 145.68 

Total OISE Complement 

Permanent Instructors 

Tenure-stream Faculty 131.85 

Permanent Lecturers 13.83 

Subtotal 145.68 

Non-Permanent (contract) Instructors 

Graduate 19.23 

Undergraduate (BEd/Tech. Studies) 61.58 

Subtotal 80.81 

TOTAL 226.49 

OISE: Operating Budget 

Revenue* 

Grant 39.5 

Fees 19.1 

Other 26.9 

TOTAL 85.5 

Expenses 

Compensation 41.5 

Student Assistance 15.1 

University Shared Expenses 24.1 

Other 4.8 

TOTAL 85.5 

Budgeted Staffing (FTE) 

Academic Staff (continuing) 143.0 

Academic Staff (non-continuing) 79.8 

Administrative Staff 138.0 

TOTAL 360.8 

*In millions of dollars 

OISE: Research Funding 

Total Revenue* 

TOTAL 8.2 

*In millions of dollars


A MESSAGE FROM THE ASSOCIATE DEAN – RESEARCH, GRADUATE STUDIES AND INTERNATIONAL 

Normand Labrie 

I have had the privilege to serve as Associate Dean – Research, Graduate Studies and International for the past five years. As 

my first appointment comes to a close, I am looking forward to a one-year administrative leave, following which I return 

for a second term. During the period of my absence, Professor Lana Stermac will assume the leadership role as Acting 

Associate Dean. 

The portfolio of the Associate Dean – Research, Graduate Studies and International is multifaceted and involves interactions 

at various levels within OISE, at the University of Toronto, and externally. In my view the increasing of external research 

funding, directly supported and enhanced by quality graduate programs, is a core priority of this office. A high level of 

external research funding is an excellent indicator of OISE’s capacity to address relevant issues in education, to research 

them appropriately, and to offer sound advice to practitioners and decision makers. 

Research funding at OISE increased gradually from $6 million dollars in 2003-04 to over $8 million dollars in 2008- 

09. Our faculty continue to receive funding largely through the SSHRC Standard Research Grant competition as 

well as from the Canadian Institutes for Health Research (CIHR). This past year OISE secured over $2 million in 

SSHRC funding and received news of several major successful grants, including a $1 million Community University 

Research Alliances (CURA) grant for Professors David Livingstone and Peter Sawchuk along with Sharon 

Simpson of Labour Community Services Toronto. Building community partnerships is an important dimension of 

our research program, and this year OISE explored a number of interesting linkages, including a series of visits with 

key partner institutions in India. 

During the 2008-09 academic year, OISE continued to support nine Canada Research Chairs and saw the successful 

reappointment of Karen Mundy as Chair in Global Governance and Comparative Educational Change. The institution 

also maintained a suite of research infrastructure developments supported by the Canada Foundation for 

Innovation, including the Mobilizing Educational Knowledge and Knowledge Innovation and Technology labs. 

Upon my return from leave, I look forward to the beginning of a new decade that will undoubtedly present 

OISE with new challenges in the areas of research, graduate studies, and international education. 

Normand Labrie is the Associate Dean – Research, Graduate Studies and International and a Professor in the Department of Curriculum, Teaching 

and Learning. 

9


WALLACE FOUNDATION GRANT 

School Improvement 

“As an international student with a different cultural and academic background, my experiences have highlighted, from a Canadian perspective, the need to integrate 

theory, research, and practice for school improvement.” – Azah V. Ndifor 

“I would like to learn about how policy affects professional communities in education and I intend to make 

suggestions for alternative policy processes that will encourage the development of strong professional 

communities that work together to ensure progressive education continues.” – Joelle Rodway Macri 

The TEAM (left to right): Azah V. Ndifor (student), Stephen E. Anderson (faculty), 

Joelle Rodway Macri (student) 

The Funding: From 2003-08 Stephen E. Anderson and Kenneth Leithwood held a Wallace 

Foundation Grant for the multi-year project Learning from district efforts to strengthen 

educational leadership. 

The Challenge: Creating a support system for effective school leadership 

The Impact: School district and school-level administrators gain leadership skills to enable 

wide-scale improvement in student learning. 

Stephen E. Anderson along with students Azah V. Ndifor and Joelle Rodway Macri examine 

school district and school leader practices that influence the quality of teaching and 

learning. Their research in collaboration with OISE’s Ken Leithwood and Blair Mascall, 

and with colleagues from the University of Minnesota, reveals that district leaders in higher 

performing school districts communicate beliefs in the capacity of teachers and principals 

to improve the quality of teaching and learning; build consensus on core expectations for 

professional practice (curriculum, teaching, leadership); differentiate support in relation to 

evidence of progress in implementing the expectations; provide opportunities and support 

for school-to-school sharing and problem solving around the challenges of student learning 

and program implementation; develop strategies and norms of local inquiry into identified 

challenges for teaching and learning; and coordinate district-level support for school improvement 

across organizational units (such as supervision, curriculum, staff development, 

human resources) in relation to district goals, expectations, and the unique needs of specific 

schools. 

10 

Stephen E. Anderson is an Associate Professor of Educational Administration in the Department of Theory and Policy Studies 

in Education. Azah V. Ndifor and Joelle Rodway Macri are PhD students in the Educational Administration program.

RESEARCH 

CARL CORTER ATKINSON CHAIR 

Early Literacy 

“Everyone knows schools, but child care, family supports, early public health, and other services are pretty 

much out of mind, unless you’re a parent using these services; so getting the public excited about improving 

these is a challenge.” – Carl Corter 

The Team (left to right): Sejal Patel (student), Carl Corter (faculty), Fidelia Torres (community partner) 

The Funding: In 2008-09, Carl Corter held The Atkinson Chair in Early Child Development and Education. 

His work is funded by an Atkinson Charitable Foundation Grant and a Social Sciences and Humanities 

Research Council grant for the project Toronto First Duty Phase 3. 

The Challenge: Creating a stable platform of integrated services that help provide supportive 

communities for young children’s education and development from birth 

The Impact: The Toronto First Duty project, led by Carl Corter, his community partners, and 

research team, recommends a universal early learning and care program model that brings 

together kindergarten child care and supports for parents into a single program within public 

schools and community centres. The City of Toronto, the Toronto District School Board, and the 

Province of Ontario have all responded with significant early years policy changes. Several other 

provinces are now adopting the First Duty model of integrated services for the early years. 

Professor Carl Corter along with Sejal Patel and Fidelia Torres are closing the 

educational service gap between early childhood education programs and the 

time children begin school in kindergarten. Their work integrates play with a 

curriculum focused on young children’s developmental needs and an approach 

to parental involvement that encourages active participation. The program model 

also improves access to preschool services for diverse families living in challenging 

circumstances. Sejal is the team’s Research and Development Team Manager 

and a PhD student who uses her experience on the Toronto First Duty project as a 

springboard for her own graduate research. Fidelia is coordinator of the J.R. Wilcox 

P.S. Toronto First Duty site – the first site of its kind in Toronto – and has been actively 

involved in the project since its inception. 

Carl Corter is a Professor in the Department of Human Development and Applied Psychology and the Institute of Child 

Study. Fidelia Torres is the Child Care Services Manager in the Early Years Department of the Toronto District School 

Board. Sejal Patel is a PhD student in the Developmental Psychology and Education program. 11


RESEARCH CENTRES 

Opportunities for Collaboration 

“The combination of street smarts and book smarts can co-create new hope and new effectiveness in dealing with an 

increasingly precarious work world.” – D’Arcy Martin 

The TEAM (left to right): Kathy Madjidi (student), D’Arcy Martin (research officer), Julie Kerekes (faculty) 

The Funding: In 2008-09, Julie Kerekes held a SSHRC grant for the Internationally educated professionals project 

(IEPro); Kathy Madjidi held a William E. Taylor Fellowship (awarded to the most outstanding doctoral SSHRC grant 

recipient); and D’Arcy Martin helped to develop a successful funding proposal on anti-poverty activism with faculty, 

students, and community partners. 

The Challenge: OISE Research Centres provide opportunities for faculty members, research officers, and students 

from different departments or with different disciplinary specializations to collaborate on research and development 

programs in a field of study. 

The Impact: In 2008-09, the faculty, students, and staff of 21 research centres worked to enrich and attract 

prospective students to 12 graduate studies programs and four pathways to teacher education. Members of 

these centres also serve as ambassadors for local, national, and international research and development 

initiatives and partnerships. 

Julie Kerekes, Kathy Madjidi, and D’Arcy Martin serve as active participants in different 

roles in three of OISE’s 21 research centres. These research centres contribute to 

the fulfilment of OISE’s commitment to study matters and problems relating to or affecting 

education. In Julie’s work with the Modern Language Centre, she explores issues 

of equity in the employment trajectories of English language learners, and how 

they communicate in workplace settings. As a student in the Comparative, International 

and Development Education program, Kathy works with the program’s related centre 

(CIDEC), which allows her to examine how civil society groups, such as Indigenous 

nations, advocate alternative ways to move forward as a global society. D’Arcy, a Research 

Officer and EdD graduate, coordinates the Centre for the Study of Education and Work, 

which supports students and faculty in identifying and understanding the often overlooked 

informal learning that takes place in the workplace, such as how to handle stress and conflict. 

12 

Julie Kerekes is an Assistant Professor in the Second Language Education program in the Department of Curriculum, Teaching and Learning. 

Kathy Madjidi is a PhD student in the Comparative, International and Development Education (CIDE) program in the Department 

of Adult Education and Counselling Psychology. D’Arcy Martin is a Research Officer in the Department of Sociology and Equity Studies 

in Education.

GRADUATE STUDIES 

GRADUATE STUDIES OVERVIEW 

Enrolment Profile 

PhD & ITE 

OCGS Programs MEd MA EdD* Masters Total 

New Student Enrolment (Fall 2008) 

Adult Education and Community Development 84 7 15 0 106 

Counselling Psychology 32 8 8 0 48 

Curriculum Studies and Teacher Development 73 19 30 0 122 

Second Language Education 16 2 8 0 26 

Developmental Psychology and Education 30 6 13 0 49 

School and Child Clinical Psychology 0 8 9 0 17 

Sociology and Equity Studies in Education 20 8 19 0 47 

Educational Administration 15 1 12 0 28 

Higher Education 26 3 7 0 36 

History and Philosophy of Education 10 9 10 0 29 

Child Study in Education (MA-CS) 0 0 0 44 44 

Master of Teaching in Elementary and Secondary Education (MT) 0 0 0 54 54 

TOTAL 306 71 131 98 606 

* Includes small numbers of EdD in CP, SESE, EA, HE and H&P 

PhD & ITE 

OCGS Programs MEd MA EdD* Masters Total 

New & Continuing Student Enrolment (Fall 2008) 

Adult Education and Community Development 167 30 64 0 261 

Counselling Psychology 74 21 52 0 147 

Curriculum Studies and Teacher Development 259 71 193 0 523 

Second Language Education 56 17 45 0 118 

Developmental Psychology and Education 67 7 58 0 132 

School and Child Clinical Psychology 0 18 51 0 69 

Sociology and Equity Studies in Education 57 34 126 0 217 

Educational Administration 78 5 84 0 167 

Higher Education 131 10 82 0 223 

History and Philosophy of Education 16 25 36 0 77 

Child Study in Education (MA-CS) 0 0 0 87 87 

Master of Teaching in Elementary and Secondary Education (MT) 0 0 0 95 95 

TOTAL 905 238 791 182 2116 

* Includes small numbers of EdD in CP, SESE, EA, HE and H&P 

13


COLLABORATIVE PROGRAMS 

Multidisciplinary Approaches to Learning 

“The Comparative, International and Development Education (CIDE) program relates directly to my previous work experience 

as a teacher and education consultant in South Asia.” – Jaddon Park 

“I chose the Workplace Learning and Social Change program because of its interdisciplinary character and the emphasis 

it puts on linking local and global social change to work-related processes.” – Manuel Larrabure 

“The collaborative program in Knowledge Media Design offers a unique way to connect with other students from other 

disciplines interested in new media and technology-integrated learning through a mutual sharing of ideas.” 

– Cheryl-Ann Madeira 

The STUDENTS (left to right): Manuel Larrabure (Workplace Learning and Social Change), Cheryl-Ann Madeira (Knowledge 

Media Design), Jaddon Park (Comparative, International and Development Education) 

The Funding: In 2008-09, Manuel Larrabure held a SSHRC grant; Cheryl-Ann Madeira held a Teaching 

Education Program Assistantship and Graduate Assistantship (TEPA/GA); and Jaddon Park held a Graduate 

Assistantship (GA). 

The Challenge: Providing rich opportunities for students to collaborate across programs and to develop 

individualized approaches to their learning 

The Impact: Students in collaborative programs create an individualized program that allows them to explore 

questions from a variety of perspectives and fields. They conduct research and engage in dialogue with peers. 

Students Manuel Larrabure, Jaddon Park, and Cheryl-Ann Madeira pursue graduate studies in one 

of OISE’s 15 collaborative programs. These programs provide a foundation for student-researchers 

to exchange ideas and develop relationships that would not commonly be found within their 

own programs. Through networking opportunities, Cheryl-Ann’s experience in the Knowledge 

Media Design program allows her to discuss current technologies, media, and design with studentresearchers 

from other units. They work together to find new multidisciplinary methods of learning. 

Manuel uses collaboration to apply theories of workplace learning to ideas about democracy 

and social change. To broaden his studies in teacher development, Jaddon takes courses that focus on 

the global contexts of teacher development through collaborative programs in Comparative, International 

and Development Education. 

14 

Manuel Larrabure is an MA student in the collaborative program in Workplace Learning and Social Change. Cheryl-Ann Madeira is a PhD 

student in the collaborative program in Knowledge Media Design. Jaddon Park is a PhD student in the collaborative program in Comparative, 

International and Development Education.

DEPARTMENT OF ADULT EDUCATION AND Counselling Psychology 

DEPARTMENT OF ADULT EDUCATION AND COUNSELLING PSYCHOLOGY OVERVIEW 

Adult Education and Community Development 

Counselling Psychology 

MEd Students: 241 

EdD Students: 13 

MA Students: 51 

PhD Students: 103 

Full-Time Faculty: 23.75* 

About our Students: AECP students seek advanced degrees in Adult Education or Counselling Psychology to complement their professional 

or academic careers. They are represented by a vibrant student association (Students on Seven) which has initiated projects such as 

student orientations, peer mentoring, student/faculty socials, student surveys, film nights, and job opportunity workshops. 

About our Faculty: Our faculty represent a diverse community of scholars and practitioners who are involved in transformative 

learning and change at the individual, group, organizational, community, and global/societal levels. Many are regularly honoured and 

are sought after internationally for their professional and research expertise. 

About our Staff: This year our staff provided a range of administrative, operational, budgetary duties and other supports, including 

student and program inquiries. For example, they contributed to a successful Research Celebration, provided opportunities for 

graduates’ ongoing professional development, ran four information sessions for approximately 400 prospective students, chaired a 

well-attended student orientation event, and provided a well-researched guidebook for all faculty and staff. Our staff also build and 

maintain mutually supportive relationships with faculty and students. 

What people say about our Department: “Of the many skills I’ve practised here, the most enduring has been the 

development of a more critical mind.” “With so many students coming from abroad, this is an ideal place to study globalization 

and adult education.” “I made the right choice.” 

Year in Review Message: A successful department retreat marked the beginning of a robust year in which we hired a tenuretrack 

faculty member (Abby Goldstein), a new Business Officer (Joanne Bedasie) and a new Certificate Program Coordinator 

(Dianne Gilmore). Of students who submitted applications for SSHRC grants, 50 percent were sent forward, and we had an 

85.75 percent success rate, with 17 SSHRC recipients across both programs. A new initiative involved holding a series of workshops 

on “The Thesis Supervisory Relationship” which attracted students from across the Institute. 

*For more information about our faculty complement please view page 8. 

Marilyn Laiken is the Chair of the Department of Adult Education and Counselling Psychology. 15


PROGRAM: ADULT EDUCATION AND COMMUNITY DEVELOPMENT 

Enrolment by Degree: 167(MEd), 30(MA), 64(Doctorate: includes PhD and EdD) 

Equity in the Workplace 

“When employers and government recognize that international work experience is an integral asset in the global 

environment of work in Canada, newcomers have more work-related options in their professional fields.” 

– Kiran Mirchandani 

The Team (left to right): Kiran Mirchandani (faculty), Jane Cullingworth (community partner), 

Hongxia Shan (student) 

The Funding: In 2008-09, Kiran Mirchandani held a SSHRC grant for the project Training 

in/vulnerability: Work-related learning of precarious workers. 

The Challenge: Providing newcomers and other vulnerable workers with employment skills to 

improve their working conditions while challenging employer racism and exclusion 

The Impact: Creating partnerships with community agencies, such as Skills for Change, that provide 

learning and training opportunities for immigrants 

Kiran Mirchandani and her research team, including graduate student Hongxia Shan, 

challenge barriers to equity in the workplace. They are motivated by problems of 

racism in the labour market and the systematic channeling of immigrants into marginalized 

roles. The work includes a re-imagination of how the labour market can 

be restructured to provide jobs with fair wages and improved working conditions. 

Community agencies, such as Skills for Change (where Jane Cullingworth, a former 

student of Kiran’s, is the Executive Director) have a significant role to play in 

this work. Skills for Change equips immigrants with knowledge about the labour 

market and with continuous learning to increase possibilities for employment. 

Collaborations between OISE and Skills for Change also provide opportunities 

for research into how second language speakers integrate into the workforce, 

as well as opportunities for OISE graduate students, including Hongxia, who 

wants to promote social equity for immigrants and vulnerable workers and to 

mentor new immigrants through workplace challenges. 

16 

Kiran Mirchandani is an Associate Professor in the Adult Education and Community Development program 

in the Department of Adult Education and Counselling Psychology. Hongxia Shan is a PhD student in the 

Adult Education and Community Development program, and Jane Cullingworth is a graduate of the Adult 

Education and Community Development program and the Executive Director of Skills for Change.

DEPARTMENT OF ADULT EDUCATION AND Counselling Psychology 

PROGRAM: COUNSELLING PSYCHOLOGY 


Body Image 

“Everything I’ve learned will help me to stimulate positive change, encourage others to question systems of 

oppression, and to motivate others to advocate for equity.” – Robyn Legge 

The Team (left to right): Niva Piran (faculty), Robyn Legge (student), 

Maria Antoniou (community partner/student) 

The Funding: In 2008-09, Niva Piran held a SSHRC grant for the project The body journey of girls: 

Stories of disruption and resilience delineate paths for constructive change. 

The Challenge: Disrupting the female obsession with beauty ideals 

The Impact: This project team uses public forums, workshops, and newsletters to reach out to parents, 

teachers, social workers, and other health care professionals to make school environments physically safer 

and more equitable across gender and other social factors. The work of the project also focuses on transforming 

the use of learned adverse social labels, including racial slurs or gender-related labels (such as 

slut, butch), in schools. Students whose schools participated in the research project have experienced 

an improvement in their self-image and body image. 

Niva Piran and her team are committed to understanding the social processes, particularly 

in schools, that use the body to reproduce societal structures of privilege. 

For example, the team works toward making school environments more equitable 

so that certain appearance characteristics are not idealized while others are devalued. 

The project reveals that when schools adhere to harassment policies and work towards 

social equity, students can create constructive peer and school norms. The project team 

also found that by increasing opportunities for girls of diverse backgrounds to engage in 

physical activities without exposing them to objectification or negative labels, positive 

connections to their bodies were enhanced.This is important to team members Robyn 

Legge, a student research assistant, and to Maria Antoniou, Chair of the Body Image 

Coalition of Peel and a PhD student. Their team commitment to the prevention of 

eating disorders and the promotion of positive body image demonstrates how schools 

can succeed in making changes and educating larger communities. 

Maria Antoniou is the Chair of the Body Image Coalition of Peel Region. She and Robyn Legge are PhD students 

in the Counselling Psychology program. Niva Piran is a Professor and Associate Chair in the Department of Adult 

Education and Counselling Psychology. 17


DEPARTMENT OF CURRICULUM, TEACHING AND LEARNING OVERVIEW 

Curriculum Studies and Teacher Development 

Master of Teaching 

Second Language Education 






About our Students: CTL students are practising teachers, principals, vice-principals, superintendents, nurses, social 

workers, community workers, and other professionals engaged in curriculum development and implementation. The CTL 

Student Association sponsors co-curricular activities on thesis writing and living an academic life. 

About our Faculty: The faculty in Curriculum, Teaching and Learning (CTL) are involved in three kinds of scholarship: 

knowledge generation, the development of new knowledge through original research; knowledge application, applying new 

knowledge gained from research to everyday practices of teaching and learning and curriculum development; and knowledge 

integration, exploring how everyday practice can inform research and how research can inform everyday practice. 

About our Staff: CTL staff support the Department’s graduate programs and OISE’s Initial Teacher Education programs 

by providing administrative and policy information to students and faculty. They also support the research work of 

both faculty and students as well as contribute to the governance work of the Department. 

What people say about our Department: In the last five years CTL has made tremendous progress in establishing 

stimulating graduate programming, developing a strong research culture within the Department, mentoring early 

and mid-career faculty, and providing leadership in OISE’s teacher education programs. 

Year in Review Message: CTL hired two new faculty members, Stephanie Springgay and Enrica Piccardo, in the 

areas of curriculum studies and French language pedagogy. A third search for a new faculty member in the area of 

multiliteracies will be underway in 2009-10. CTL faculty submitted 12 Social Science and Humanities Research Grant 

(SSHRC) proposals this year. Six proposals were funded and four proposals were recommended for funding. Five faculty 

members from the Centre for Science, Mathematics and Technology successfully submitted a letter of intent for a Community 

University Research Alliances (CURA) grant on environmental education. They will submit a full proposal in 2009-10. 


18 

Tara Goldstein is the Chair of the Department of Curriculum, Teaching and Learning.


PROGRAM: CURRICULUM STUDIES AND TEACHER DEVELOPMENT 


Foundations of Curriculum Studies 

“This experience has been invaluable preparation for entrance into academia because of the invitation to be a part of the 

dialogue in the creation of a course with the support of an incredible instructional team.” – Kristin Main 

“Teaching as a team means that students get to experience different approaches and ways of framing the 

material. The combination of large and small group teaching allowed for more students to benefit from 

the instructors’ background knowledge while also having a dedicated space in which their academic 

interests and learning needs were more directly addressed.” – Rubén A. Gaztambide-Fernández 

The Team (left to right): Kristin Main (student), Rubén A. Gaztambide-Fernández (faculty), 

Salima Bhimani (student), Kathy Bickmore (faculty) 

The Funding: In 2008-09, both Salima Bhimani and Kristin Main held an OISE Teaching Education 

Program Assistantship (TEPA). 

The Challenge: How to team-teach new and different ways of framing educational questions 

related to curriculum and teaching 

The Impact: This team has carried out a pilot project, inaugurating an intensive redesign of the 

core course, Foundations of Curriculum Studies. The pilot included developing a new mode of 

course delivery in which advanced doctoral student teaching assistants serve as integral members 

of the teaching team, helping to facilitate a variety of large group, small group, and section learning 

experiences. 

The course Foundations of Curriculum Studies engages professors and students in dialogue 

about challenging issues in education relating to curriculum and teaching. In 

2008-09, the team updated the range of theoretical perspectives presented in this 

required course. Beginning with the work of early twentieth-century thinkers, the 

course spans a range of philosophies and theoretical approaches – including progressivism, 

critical pedagogy, “scientific” curriculum, feminist and queer theory, multiculturalism 

and postcolonial theory – and focuses on how these ways of thinking inform 

theory, research, and practice in curriculum studies and teacher development. 

Rubén A. Gaztambide-Fernández is an Assistant Professor and Kathy Bickmore an Associate Professor in 

the Department of Curriculum, Teaching and Learning. Kathy is cross-appointed to the Department of Sociology 

and Equity Studies in Education, and serves as the Acting Director of the Comparative, International and 

Development Education Centre. Kristin Main and Salima Bhimani are PhD students in the Curriculum Studies 

and Teacher Development program. 

19


PROGRAM: MASTER OF TEACHING 

Teacher Induction 

“Research shows that teachers who study educational research and use theory in their classroom practice have greater 

comfort and confidence with teaching, which leads to higher student success.” – Douglas McDougall 

The Team (left to right): Robert D. Fantilli (student), Nammy Nadarajah (staff), Douglas McDougall (faculty) 

The Funding: This program receives Ministry of Education graduate program funding from OISE as well as additional 

funding for its professional program standing. 

The Challenge: Combining the theory of master’s-level courses with the practical experience and mentorship of a 

pre-service teacher education program 

The Impact: Students in the Master of Teaching (MT) program obtain a research-oriented master’s degree and an Ontario 

College of Teachers Teaching Certificate after two years of course work. While pursuing their studies, these students 

have in-school placements at the Primary/Junior or Junior/Intermediate levels and, in 2009-10, the Intermediate/ 

Senior level. 

Each year, the two-year Master of Teaching program takes in about sixty new teacher 

candidates who pursue educational research projects through internships at local schools. 

Robert D. Fantilli, a recent graduate, values being mentored regularly by professors like 

Douglas McDougall during his in-school research experience. OISE’s in-school placements 

are focused and longer in duration, setting them apart from other teacher education 

programs. This allows teacher candidates to build strong school connections 

through teaching practice and research. Robert, who is a grade 7/8 teacher at St. Clement 

Catholic School, uses current educational research and best practices to enrich 

and inform his teaching. As a doctoral student, Robert held a teaching assistantship, 

and taught courses to new teacher candidates. He works with Douglas, the program 

coordinator, through graduate and research assistantships, and Nammy Nadarajah, who 

recruits program participants, facilitates admissions to the program, organizes events, 

and supports administrative activities such as the accreditation of the new Intermediate/Senior 

MT teaching stream by the Ontario College of Teachers. 

20 

Robert D. Fantilli is an alumnus of the PhD program in the Curriculum Studies and Teacher Development program and 

a graduate of the Master of Teaching program. Douglas McDougall is the Coordinator of the Master of Teaching program and 

an Associate Professor in the Department of Curriculum, Teaching and Learning where Nammy Nadarajah is the Program 

Assistant and Liaison.


PROGRAM: SECOND LANGUAGE EDUCATION 


Teaching and Learning Second Languages 

“When I go back to Mexico I want to teach at the University of Oaxaca, which is in the most culturally and linguistically 

diverse state in Mexico, and continue collaborating with language and content teachers working in schools with 

indigenous children’s populations.” – Mario E. Lopez-Gopar 

The Team (left to right): Nina Spada (faculty), Mario E. Lopez-Gopar (student), Paula Markus (community partner) 

The Funding: In 2008-09, Nina Spada held an International Foundation for English Language Education (TIRF) 

grant for the project The isolation and integration of form-focused instruction: Views from ESL and EFL teachers 

and learners and a SSHRC grant for the project Isolated and integrated form-focused instruction: Effects on 

second language learning. 

The Challenge: Understanding how instruction contributes to second language learning 

The Impact: OISE researchers collaborate with teachers and school boards in research projects on the 

teaching and learning of second languages. This work provides second language students, adolescents, 

and adults with the skills to improve their mastery of English to succeed in school and in the workplace. 

Nina Spada, for example, leads workshops with second language (L2) teachers on research findings 

that include how to provide corrective feedback and when to draw learners’ attention to grammar. 

Professor Nina Spada explores how second language instruction contributes to learning. 

Her research has shown that in classrooms where the primary focus is on meaning and 

the communication of messages, more attention to grammar is required so that learners 

can develop both linguistic and communicative ability in their second language. Mario 

E. Lopez-Gopar, a PhD student in the Second Language Education program, explores the 

positive contribution of learners’ first language knowledge to their second language development. 

As a coordinator with the Toronto District School Board’s ESL/ELD program, Paula 

Markus provides continuing education to L2 teachers in her board. Each year she organizes the 

Celebrating Linguistic Diversity conference, an annual conference for L2 teachers sponsored 

by the Toronto District School Board and the Modern Language Centre at OISE. 

Mario E. Lopez-Gopar is a PhD student in the Second Language Education program in the Department of Curriculum, Teaching 

and Learning. Paula Markus is an ESL/ELD Program Coordinator with the Toronto District School Board. Nina Spada is a Professor 

in the Second Language Education program in the Department of Curriculum, Teaching and Learning. 

21


DEPARTMENT OF HUMAN DEVELOPMENT AND APPLIED PSYCHOLOGY OVERVIEW 

Child Study and Education 

Developmental Psychology and Education 

School and Clinical Child Psychology 






About our Students: Our students represent the next generation of researchers, scholars, and practitioners within the field of human development. 

Some aim to become early childhood educators, primary school teachers, and/or policy analysts. They are interested in increasing their 

knowledge of the science and practice of child development, special education, developmental psychology, and school and clinical child psychology. 

Some are engaged in collaborative inquiry and critical thinking about best practices for learners with special education needs. Others aim to become 

leading psychologists and researchers who work in school and mental health settings. 

About our Faculty: HDAP faculty members constitute the strongest concentration of developmental psychologists in a single department 

in Canada. The department benefits from their wide-ranging interests and active research programs. Our distinguished faculty provides 

opportunities for students to construct an overall perspective on developmental psychology and human development and their implications 

for practice with children in educational and other applied settings. They make significant contributions to research in the areas of child 

development and education. 

About our Staff: HDAP is fortunate to have a team of excellent support staff who work closely with faculty, students, and visiting 

researchers. Our staff is committed to providing quality student and faculty support services. 

What our students say about our Department: “It’s great to be studying with faculty who carry out cutting-edge research.” 

“HDAP has amazing faculty.” “The training you get prepares you for a life in research and academia.”“You have the flexibility to focus on your 

research right away.” “The program is amazing in that you get to carry out clinical training in the Counselling and Psychoeducational Clinic, 

as well as in school, hospital, and children’s mental health settings.” 

Year in review MESSAGE: This year we continued to look for ways to better understand the interface between child and adolescent 

development, the education of children and youth with various learning needs, the influence of families and the community, and the role of assessment. 

We strived to develop state-of-the-art curriculum and modes of delivery of professional training and mentoring to graduate students 

and to students in ITE, and to prepare our students to contribute to policy and the advancement of knowledge. Our research, knowledge 

mobilization, and policy work reached a broad array of consumers in a variety of contexts, nationally and internationally. 


22 

Esther Geva is the Chair of the Department of Human Development and Applied Psychology.

DEPARTMENT OF HUMAN DEVELOPMENT AND APPLIED PSYCHOLOGY 

PROGRAM: Master of Arts in Child Study and Education 

Social Networks in Health Care 

“The birth of a child is an important teachable moment – a time when people are particularly receptive to learning. In our program, community health care providers 

use this valuable opportunity to educate parents and caregivers on critical issues of infant care and safety.” – Erin D. Sheard 

The Team (left to right): Erin D. Sheard (community partner), Richard Volpe (faculty), Shelly Mehta (student) 

The Funding: Richard Volpe holds an Ontario Neurotraum Foundation (ONF)/Ministry of Health Grant for the project 

Inflicted infant head injury: A hospital and community-based evaluation of a shaken baby syndrome (SBS) prevention 

education program. 

The Challenge: Reducing incidence of inflicted infant head trauma (a violent and often lethal form of abuse) by 

creating lasting partnerships and social networks between communities and hospitals through the provision of a 

standardized, positive, infant care-taking health education program 

The Impact: Over the two years of program implementation, more than 7500 new parents in six communities across 

Ontario have received information on the dangers of violent infant shaking. While improving ways that new families and 

caregivers of young children receive support, we are working towards creating a culture of safety, and contributing to 

personal security through community partnerships. One finding from the program implementation is that when social 

networks between hospital sites and communities are denser, the prevention program information is more likely to 

be passed on to parents and used effectively to promote safe ways of managing issues such as anger related to 

persistent infant crying. 

Richard Volpe, Shelly Mehta, and Erin D. Sheard are part of a team of 35 people engaged 

in an evaluation of hospitals and community networks that have implemented a prevention 

program for inflicted infant head trauma. The prevention program is modeled on an 

evidence-informed best practice that reduced the incidence of inflicted infant head trauma in 

upstate New York by 42 percent. The program’s simple approach, in which nurses and health 

care providers deliver SBS prevention information to new parents in hospitals, and community 

and public health settings, has enriched the quality of relationships between health care 

professionals and patients/clients and increased public awareness of this preventable and devastating 

injury. The prevention program research in Ontario went further and looked at the 

increase in social networks and the social change between participating hospitals and communities. 

Understanding this process helped team members translate the program’s objectives 

into effective action. 

Shelly Mehta is an MA student in the Child Study and Education program in the Department of Human Development and Applied 

Psychology. Dr. Erin D. Sheard works at the Hospital for Sick Children in the Department of Psychology. Richard Volpe is a Professor 

at the Institute of Child Study and in the Department of Human Development and Applied Psychology. 

23


PROGRAM: DEVELOPMENTAL PSYCHOLOGY AND EDUCATION 


Ability Grouping and Literacy Development 

“When kindergarten students were grouped by levels of reading ability, their literacy skill development varied, depending most often on the amount of time given for 

instruction. Children of low ability suffered most in ability groups under conditions of low instruction time.” – Janette Pelletier 

The Team (left to right): Bing Yu (student), Guanglei Hong (faculty), Janette Pelletier (faculty), 

Yihua Hong (student) 

The Funding: Carl Corter (see page 11), Guanglei Hong, and Janette Pelletier received a SSHRC Research 

Grant (2006-09) for the project Effects of within-class homogenous ability grouping in early reading instruction. 

The Challenge: Using large-scale survey data to understand the impact of reading groups on children’s 

literacy development as a function of their prior reading ability levels 

The Impact: Since 2006, members of this team have conducted a study of 8,664 kindergarten students from 

665 schools in the United States. There is a clear indication of the importance of examining the joint effects of 

instructional time and grouping intensity in early literacy development for children at different ability levels. 

Professors Janette Pelletier and Guanglei Hong, together with co-investigator Carl Corter 

and graduate students Yihua Hong and Bing Yu, have examined the effects of instruction 

time and student grouping by level of ability on children’s early literacy development. This 

study contributes to a comprehensive understanding of the impact of ability grouping on 

early reading development, in particular, that teachers’ use of homogeneous reading groups 

in kindergarten results in no observable advantage. Specifically, the study showed that ability 

grouping resulted in no overall advantage for high-ability students, and medium-ability students 

benefited only when literacy instruction time was extended. Furthermore, high-intensity 

grouping produced a detrimental effect for low-ability students when instructional time was 

limited. The negative effect was observed even for high-ability children in the higher-level 

domains of word recognition and comprehension. There was no evidence to suggest that homogeneous 

grouping affected the general learning behaviours or internalizing problem behaviours 

of kindergartners at any ability level. 

24 

Janette Pelletier is an Associate Professor in the Department of Human Development and Applied Psychology and at the Institute of 

Child Study. Guanglei Hong is an Assistant Professor in the Department of Human Development and Applied Psychology. Yihua 

Hong is a PhD student in the Department of Curriculum, Teaching and Learning. Bing Yu is a PhD student in the Developmental 

Psychology and Education program in the Department of Human Development and Applied Psychology.

DEPARTMENT OF HUMAN DEVELOPMENT AND APPLIED PSYCHOLOGY 

PROGRAM: SCHOOL AND CHILD CLINICAL PSYCHOLOGY 

Enrolment by Degree: 18(MA), 51(PhD) 

Classroom Management 

“When teachers change their classroom management strategies from punitive to proactive, behaviour problems such as calling out, noncompliance to instructions, 

aggression, and teacher stress are reduced and student academic and social outcomes improve.” – Joseph M. Ducharme 

The Team (left to right): Joseph M. Ducharme (faculty), Olivia Ng (student), 

Rosalina DeSa-Maini (community partner/student) 

The Funding: The project, Proactive classroom management for students with behavioural difficulties, will be 

supported by human resources made available through the Toronto Catholic District School Board. This will 

include principals, teachers, and psychology staff. 

The Challenge: Helping teachers to develop effective classroom and behaviour management tools 

The Impact: The team works to teach teachers how to effectively manage classrooms and help students build tolerance to 

challenging classroom circumstances. This will build on previous studies that show how in-service training not only reduces 

teacher stress but also improves student academic and social outcomes, such as the ability to remain on-task for 

desk work and cooperative play during recess. 

Joseph M. Ducharme and his research team investigate the lack of effective classroom management 

strategies for handling students who present oppositional, disruptive, and sometimes aggressive behaviours. 

Together with Rosalina DeSa-Maini, a psychological consultant with the TCDSB, they 

problem solve around the behavioural issues that teachers face in their classrooms. Oliva Ng will be 

assisting with teacher training and data collection. According to Joseph, helping teachers learn more 

proactive, responsive, and supportive approaches to classroom management, such as prompt assistance 

to ensure student success in their academic activities and peer interactions and also warm, enthusiastic 

praise for desired student responses, creates a calmer classroom where students can thrive. In 

addition to helping teachers, this research team develops strategies to help students build tolerance 

for difficult classroom situations, such as demanding academic activities and teacher requests as 

well as challenging social situations. When children learn to tolerate such conditions, they no longer 

resort to problem behaviour, such as annoying other students or defying the teacher, to cope 

with such problem circumstances. 

Rosalina DeSa-Maini is a Psychological Consultant with the Toronto Catholic District School Board and a PhD student in the School 

and Clinical Child Psychology program. Joseph M. Ducharme is an Associate Professor in the Department of Human Development and 

Applied Psychology. Olivia Ng is an MA student in the School and Clinical Child Psychology program. 25


INSTITUTE OF CHILD STUDY 

For more than 80 years the Institute of Child Study (ICS) has been advancing children’s education and well-being through its tripartite mission: 

graduate teacher education, research, and practice. Using a multidisciplinary model, ICS is building Canada’s leading hub for innovation, specifically 

by discovering how to optimize children’s development and learning. The Institute of Child Study’s Master of Arts (MA) program in Child Study 

and Education is a unique, two-year initial teacher education program, and graduates have enjoyed an impressive employment rate, a testimony to 

the rich environment in which they learn. 

At the Institute of Child Study we continue to build our profile and form strategic partnerships, putting research into practice with local school 

boards and international colleagues. In November, the Ontario Minister of Children and Youth Services, Hon. Deb Matthews, visited the Institute and 

acknowledged the pivotal role ICS researchers play in informing early learning initiatives for Ontario. For example, the Toronto First Duty project, one of 

the many research studies administered in the Institute’s Dr. R.G.N. Laidlaw Centre, provides a prototype for the implementation of initiatives outlined 

in Ontario’s Early Learning Report by Charles Pascal, and introduces full-day kindergarten learning across Ontario. The Institute’s Dr. Carl Corter, 

Atkinson Charitable Foundation Chair in Early Child Development and Education, led the evaluation for the Toronto First Duty project, which 

demonstrated the clear advantages of implementing an integrated, seamless model of educational, social, and health services at kindergarten sites. 

The Ontario Minister of Education, Hon. Kathleen Wynne, visited the Institute in the early spring, which resulted in an active and ongoing 

collaboration with the Ministry’s Literacy and Numeracy Secretariat. 

The ICS Laboratory School is a recognized leader in curriculum innovation. With an emphasis on its inquiry-based model and integration of subject 

areas, ICS is establishing leadership in environmental education. A two-year initiative includes the recent hiring of a new full-time environmental 

education specialist to create a resource for Ontario educators on the ICS model. The Institute wishes to acknowledge the generosity of The 

Norman and Marian Robertson Charitable Foundation and renowned artist/photographer Edward Burtynsky for a remarkable opportunity to 

integrate environmental education into children’s daily learning. 

26

DEPARTMENT OF HUMAN DEVELOPMENT AND APPLIED PSyCHOLOGy 

The Institute of Child Study presented the public 2008 Leighton G. McCarthy Memorial Panel Discussion at OISE auditorium on May 21st – Acting on a vision for 

universal child care: Integrating early childhood education and support services for families. The event was introduced by OISE Dean Jane Gaskell and moderated 

by CBC TV’s Evan Solomon, with opening remarks by Hon. Margaret Norrie McCain, who also served as a panelist along with Prof. Carl Corter, City Councillor Janet 

Davis, Hon. Ken Dryden (MP), author/writer Paul Tough, and Hon. Justin Trudeau (MP). The lively discussion was attended by 375 people. 

27


DEPARTMENT OF SOCIOLOGY AND EQUITY STUDIES IN EDUCATION OVERVIEW 

Sociology in Education 






About our Students: A diverse population of students and student interests remains an important strength. Our students include 

community and labour activists, educators, nurses, social workers, journalists, and cultural workers. With a focus on equity and social 

justice, our department recruits students from historically marginalized groups to pursue graduate degrees. Students participate actively 

in departmental decisions. 

About our Faculty: SESE faculty are widely regarded for prolific and critical scholarship on pressing social, cultural, and educational 

issues. Our strengths include anti-racist and feminist research, culture and communication, work and learning, Aboriginal and 

Indigenous studies, disability studies and Francophone studies. 

About our Staff: SESE staff actively support the Department’s graduate programs and OISE’s Initial Teacher Education programs 

by providing timely information and coordination for faculty and student research projects. Our staff participates actively in 

the department’s governance. 

What people say about our Department: The most recent external review of SESE (conducted in 2007 by Ladson- 

Billing, Stanley and Yates) described it as “a very special place,” with “too many strengths to mention.” Students find a lively 

community of debate and engaged scholarship, outstanding faculty, and dedicated staff. 

Year in Review Message: In 2008, SESE hired a new administrative staff person, Cindy Sinclair, as well as a new faculty 

member, Roland Sintos Coloma, in the area of Anti-Racist and Feminist Studies in Globalization, Immigration and Education. 

Four of five submitted applications to the Social Science and Humanities Research Council were funded. David Livingstone and 

Peter Sawchuk submitted an application for a $1 million Community University Research Alliances (CURA) grant, and their 

application for the project Anti-poverty Community Organizing and Learning was successful. 


28 

Kari Dehli is the Chair of the Department of Sociology and Equity Studies in Education.

DEPARTMENT OF SOCIOLOGY AND EQUITY STUDIES IN EDUCATION 

PROGRAM: SOCIOLOGY IN EDUCATION 

Anti-Racism 

“Our collaboration stresses the importance of work that examines racial inequality.” 

– Melanie Knight 

“Researching the processes and conditions that create and sustain racial injustices, nationally 

and globally, has helped me to better develop my own critical race scholarship.” 

– Carmela Murdocca 

The Team (left to right): Carmela Murdocca (alumna), Sherene H. Razack (faculty), 

Melanie Knight (alumna) 

The Funding: In 2008-09, Sherene H. Razack held SSHRC and Connaught Fund grants 

for the project Race and Violence Against Aboriginal Peoples. 

The Challenge: Understanding why so many educational strategies for change, such as 

culturally sensitivity training, fail when the issue is racial violence 

The Impact: Engaging Canadians to think actively about how racism and racial violence is 

enacted, performed, and constructed when we deny a common humanity between white and 

non-white people. Aboriginal communities in Canada provide one site of study for this work. 

Sherene H. Razack and her team examine the roots of violence directed against 

Aboriginal peoples in Canada. Melanie Knight applies her experience in the Department 

of Sociology and Equity Studies in Education to her teaching work and examines 

issues of racial and gender inequality. Carmela Murdocca also uses her program 

experience to enrich her teaching in the Department of Sociology at York University. 

In both cases, these former students collaborated with Sherene to look at the role that 

racism and colonialism play in the deaths of Aboriginal peoples while in police custody. 

They also consider legal processes and what impact these have on perpetuating racism. 

This research encourages Canadians to understand how racism and racial violence are 

built into the law and into everyday social interactions. As educators, they are working 

hard to create educational strategies that confront systematic inequality and violence 

against Aboriginal peoples. 

Sherene H. Razack is a Professor in the Department of Sociology and Equity Studies in Education. Melanie Knight and 

Carmela Murdocca are alumnae of the Sociology in Education PhD program. 

29


DEPARTMENT OF THEORY AND POLICY STUDIES IN EDUCATION OVERVIEW 

Educational Administration 

Higher Education 

History and Philosophy of Education 






About our Students: Students in Theory and Policy Studies come from a variety of backgrounds, including educational administration, higher 

education, policy analysis, community work, and health care. They have the flexibility of day, evening, online and summer courses, full-time as well 

as part-time enrolment. An energetic student association – Theory and Policy Studies Graduate Student Association (TPSGSA) – offers mentoring 

programs along with weekend seminars of interest to new and continuing students. 

About our Faculty: A highly diverse and talented group of academics make up the faculty contingent of the department. Their areas of 

research and teaching include social diversity, policy, health care issues, leadership development and humanities-based inquiry. Sessional 

and contract faculty complement the knowledge base of the tenure- and teaching-stream faculty. 

About our Staff: In addition to excellent administrative support on a daily basis, staff in TPS continue to lead and assist in the annual 

student orientation and informal gatherings for the department and to organize extracurricular learning opportunities for students. 

What people say about our Department: “I’ve learned things that have transformed my thinking.” “The department has strong 

community spirit. Open and easy access to academic professional advice from faculty and staff.” “I had a terrific advisor who knew the 

nature of my full-time work obligations and where I wanted to go career-wise. This was a tremendous help to me and, in the end, ensured 

that I completed my degree requirements.” “Professors are approachable – classmates are open and good to talk to – I’m so glad I could 

take courses outside my program and still get credit. I enjoyed the range of courses.” 

Year in Review Message: Over the past year the Department of Theory and Policy Studies has had many reasons to celebrate: we 

had a new faculty member, Tricia Seifert, come to the Higher Education program; a faculty member, Blair Mascall, was granted tenure; 

and another was promoted to Senior Lecturer. Of the awards received this year, Professor Ruth Hayhoe received a lifetime contribution 

award from the Higher Education Special Interest Group of the Comparative International Education Society. Professors Reva Joshee and 

John P. Portelli were awarded the AESA Critics Choice Book Awards, and several students were recognized with awards from prestigious 

bodies including SSHRC and OGS. 


30 

Reva Joshee is the Chair of the Department of Theory and Policy Studies in Education.

DEPARTMENT OF THEORY AND POLICY STUDIES IN EDUCATION 

PROGRAM: EDUCATIONAL ADMINISTRATION 


Peel Partnership 

“When you have a group of people from one school board taking on context-specific issues in a classroom setting and working together, not in isolation, they will affect 

change, and their students will benefit from these leaders who will learn to wrestle with the issues in a new, collective ways.” – Ann Lopez 

The Team (left to right): Ann Lopez (faculty), Marion Morgan (staff), John P. Portelli (faculty), Andrew Beecher (student) 

The Funding: Teaching and learning resources are provided by the Ontario Institute for Studies in Education and by members of the Peel District 

School Board who volunteer their time to give workshops and engage in other mutually beneficial classroom and research activities. 

The Challenge: To work with school leaders in the Peel District School Board to address issues of school 

leadership, diversity, and equity within the Peel context, and to make these ideas central to the experience of 

the new Peel Region cohort of Master of Education students 

The Impact: The Peel Region cohort is a new Master of Education cohort that allows graduate students, 

who are also teachers, technical staff, and administrators in the Peel District School Board, to come together 

to examine their professional roles and to consider the importance of engaging with issues of equity and 

social justice. 

Ann Lopez, a vice-principal seconded from Peel in 2008-09, taught the foundations 

course TPS 1040, Educational Administration I: Policy, Leadership and Change, and 

examined educational issues within the Peel context. As part of the course work, the 

cohort also considered how, as individuals, they could lead in new ways to address 

Peel-specific needs for policy change and improved teaching and learning. Program 

coordinator, John P. Portelli and Peel’s Scott Morash worked together to build the 

partnership, and they emphasized making OISE research more available to those 

working in the Peel field. As a graduate assistant, Andrew Beecher worked with John 

and long-time OISE staff member Marion Morgan to develop the administration 

of the cohort. They also assisted in the creation of a web-based knowledge forum 

where Peel cohort students and instructors can meet online to engage in discussion 

and post ideas while they continue to work within their Peel contexts and study 

at OISE. 

Andrew Beecher is a PhD student in the Educational Administration program in the Department of Theory and Policy 

Studies. Ann Lopez is a Sessional Lecturer in the same program and an Instructor in the Initial Teacher Education 

program. Marion Morgan is an Academic Liaison Officer, and John P. Portelli is a Professor and Associate Chair in the 

Department of Theory and Policy Studies. 31


PROGRAM: HIGHER EDUCATION 


Health Professional Education 

“The development of programming in Health Professional Education creates opportunities for students from a wide-range of contexts 

and settings to think about and observe educational theory and practice in health care.” – Brian D. Hodges 

The Team (left to right): Linda Muzzin (faculty), Brian D. Hodges (community partner and alumnus), 

Nadia Prendergast (student) 

The Funding: Students in this program have often been able to do the research requirement for their degree with 

access to funding from agencies pertaining to health and education through their supervisors’ research grants. 

The Challenge: Expanding the professional knowledge about educational theory among health care workers 

(such as doctors, nurses, and occupational therapists) 

The Impact: In this Master of Education program, graduate students who also work in heath care, such as 

physicians, nurses, pharmacists, occupational therapists, physiotherapists and others, have new research and 

classroom opportunities to reconsider their professional experiences and use educational theory to understand their 

medical practices. 

Linda Muzzin explores connections between educational theory and professional practice, 

and contributes to effective teaching about a broad range of professions, including healthoriented 

professions. As part of her recent Master of Education degree, doctoral student 

Nadia Prendergast examined equity in the workplace experiences of internationally 

educated nurses working in Canada. Physician and doctoral program graduate Brian 

Hodges completed his dissertation at OISE: a socio-historic study of the assessment of 

competence in medical education. He serves as the University of Toronto’s Director of 

the Wilson Centre for Research in Health Professional Education, where he is liaison 

to OISE students and faculty, providing advice on career and academic decisions. Linda, 

who was Brian’s PhD supervisor, works with current students, alumni, and partners in 

the field to develop and ensure a robust relationship between theory and practice in the 

program. 

32 

Brian D. Hodges is an Associate Professor of Psychiatry in the Faculty of Medicine at the University of Toronto and a graduate 

in the Higher Education program at OISE. Linda Muzzin is an Associate Professor in the Higher Education program 

in the Department of Theory and Policy Studies. Nadia Prendergast completed her Master of Education degree in Higher 

Education, and is now a doctoral student in the program.

DEPARTMENT OF THEORY AND POLICY STUDIES IN EDUCATION 

PROGRAM: HISTORY AND PHILOSOPHY OF EDUCATION 


Social Media 

“I look at critical media literacy and how I can encourage students to become critical thinkers, passionate learners, and empowered producers of knowledge through 

social media.” – Li Koo 

The Team (left to right): Megan Boler (faculty), Etienne “Stephen” Turpin (student), Kelly Ladd (student), 

Li Koo (community partner/alumna) 

The Funding: Megan Boler holds a SSHRC grant for the project Rethinking media, democracy and citizenship: 

New media practices and online digital dissent after September 11. 

The Challenge: Understanding how social media (blogs, viral videos, web-based networks) redefine traditional 

journalism, mobilize networks of political dissent, and allow for the expression of diverse political views 

The Impact: Megan Boler’s project is one of the first systematic empirical studies of the motivations of 

online media “prosumers’” (producer-consumers) to engage in political digital dissent, and of how these 

practices redefine citizens’ relationships to the public sphere and create new modes of activism. 

Using an approach that included online surveys, interviews, and discourse analyses of blogs, 

websites, and videos, Professor Boler and her team investigate the motivations of producers 

of “digital dissent.” Digital dissent refers to the use of social media to publicly express 

perspectives, critiques, and eyewitness accounts that offer alternatives to traditional, 

corporate-owned media representations of global issues, such as the role of press in a 

democracy. Research questions include, How are digital media being used creatively to 

build communicative networks for political debate and social activism? and, To what 

extent is the frustration with mainstream media a motivation for online media production? 

Boler’s research reveals that digital dissent producers engage in social media 

to make themselves heard, to express frustration with current events or political issues, 

and to offer a corrective function to counter the media. Her findings suggest that a crisis 

of faith regarding media and politicians stimulates online political engagement, and that 

such engagement will require a redefinition of political citizenship. 

Megan Boler is an Associate Professor in the History and Philosophy program in the Department of Theory and Policy Studies. 

Kelly Ladd is an MA student in the Philosophy of Education program in the Department of Theory and Policy Studies. 

Li Koo is the Director of Culture Arts Media and Education Centre and completed her MEd in the Department of Curriculum, 

Teaching and Learning. Etienne “Stephen” Turpin is a PhD student in the Philosophy of Education program in 

the Department of Theory and Policy Studies. 

33


A MESSAGE ABOUT TEACHER EDUCATION 

Kathy Broad and Mark Evans 

OISE’s Initial Teacher Education Program includes four pathways to teacher certification: a one-year Consecutive Bachelor of Education/Diploma 

in Technological Education, a five-year University of Toronto Concurrent Teacher Education Program, a two-year Master of Arts in Child Study 

and Education, and a two-year Master of Teaching. In 2008-09, the Initial Teacher Education programs at OISE received the Wisniewski Award (see 

page 3), international recognition given for “singularly significant contributions to the theory and practice of teacher education,” the first program 

outside of the United States to be awarded the honour. 

This year important developments were undertaken in the various program pathways to continue to serve our communities purposefully and 

effectively. OISE’s involvement in the International Alliance – and the publication of their report, Transforming Teacher Education: Redefined Professionals 

for 21st Century Schools – reflected the strategic use of, and attention to, research to inform teaching and learning in the Initial 

Teacher Education program. 

The Master of Teaching program received accreditation from the Ontario College of Teachers to include the Senior Division, 

now providing a two-year graduate program that prepares teachers from kindergarten to grade 12. 

Professional inquiry with school partners to support effective teaching and learning continued to flourish with the publication 

of two new documents – School Improvement and Teacher Education: Collaboration for Change, and Partnerships for Professional 

Learning: Literacy and Numeracy Initiatives. In addition, two new partnership projects were initiated that focused attention on 

inclusive, culturally relevant curriculum and instruction. One is the Inclusive Schools Project with the Toronto District School 

Board, and the second project, Reaching every student through inclusive curriculum practices: Inquiry into practice, works with 

Toronto area regional school districts and the Council of Ontario Directors of Education. 

The William Waters’ Teacher-in-Residence in urban education was introduced – in collaboration with the Centre 

for Urban Schooling and the Department of Curriculum, Teaching and Learning – to support excellence in teaching 

and learning in urban contexts. 

The first students from the University of St. Michael’s College and Victoria University were welcomed into 

the University of Toronto Concurrent Teacher Education program. The Concurrent Program now includes all 

seven partners in this tri-campus teacher preparation program. 

34 

Overall, the Initial Teacher Education program at OISE continues to adapt, diversify, and engage with our 

communities as it responds to the challenges of educational change, from the local to the global. 

Kathy Broad is the Executive Director of Initial Teacher Education. Mark Evans is the Associate Dean – Teacher Education.


TEACHER EDUCATION OVERVIEW 

ITE Consecutive Program Complement, 2008-09 

Instructor Status 

FTE # of Instructors 

Tenure stream 11.25 35 

Tenure stream (x-listed only)* 0 11 

Lecturers 7 9 

Subtotal 18.25 55 

CLTA 2.5 1 

Seconded 18.5 19 

Contract 35.87 63 

Sole responsibility 4.71 18 


Religion 0 6 

TOTAL 79.83 162 

Tenure and Teaching-Stream Faculty 

Involved in ITE Consecutive Program 

FTE # of Instructors 

Total Complement Tenure 

and Teaching Stream 145.68 150 

ITE Consecutive 

Tenure stream 11.25 35 

Lecturers 7 9 


% of total complement 12.5 29.3 

Tenure stream (x-list) 0 11 

TOTAL ITE 18.25 55 

% of total complement 12.5 36.7 

*Tenure-stream faculty offering cross-listed courses for related studies only 

Bachelor of Education and Diploma in Technical Education 

Candidacy Count Summary, 2008-09 

Program Primary/Junior Junior/Intermediate Intermediate/Senior Tech. studies All 

Total applications 2089 1132 2264 151 5636 

Offers 

Not accepted 169 171 511 27 878 

Accepted 319 218 742 48 1327 

Total Offers 488 389 1253 75 2205 

Registrations (Nov. 1) 315 216 739 48 1318 

Offer rate (%) 23.4 34.4 55.3 49.7 39.1 

Yield rate (%) 64.5 55.5 59.0 64.0 59.8 

Source: RO Statistics web pages 

Applications/offers as of October 1, 2008; registrations – November Count 

Note: Registrar’s Annual Reports understate offers as the cut-off is May. This boosts the apparent yield rate. 

The above figures are based on total offers. 

35


PROGRAM: University of Toronto Concurrent Teacher Education 

Teaching Music Education 

“The Teacher Education program is a vital investment in the future of educators, and these teachers-in-training are 

wonderful role models for our students. I always have staff willing to dedicate their time as associate teachers, and the 

rich professional development that takes place on both sides makes for a very worthwhile endeavour.” 

– Cynthia Horvath 

The Team (left to right): Ernesto Rapoport (student), Cynthia Horvath (community partner), 

Bina John (professor, Faculty of Music) 

The Funding: The development of this program was funded by the University of Toronto. Resources are shared 

across seven faculties. The first class of students entered in 2007. 

The Challenge: Integrating the most current philosophical, psychological, and developmental issues 

relevant to the teaching and learning of music today, such as addressing different learning styles in a high 

school band class 

The Impact: Concurrent music education students are introduced to courses in child development, 

equity and diversity, communication, and conflict resolution early in their program, and therefore they are 

more effectively prepared for their teaching practicums in the fourth and fifth years. 

As a concurrent music education student, Ernesto Rapoport takes five years of music 

education at the same time as taking courses in education at OISE. This allows him to 

integrate music education courses in music theory and music history, as well as his own 

practical experience as a musician, into his teacher education. Part of the concurrent program 

includes an in-school placement in the fourth year. Cynthia Horvath, the Principal at 

Glenforest Secondary School in Mississauga, is one of the many principals who agree to host 

concurrent education students in her school. The school’s music program features 14 classes 

of more than 300 students in grades 9 to 12. These in-school placements allow students like 

Ernesto to use tools from his courses, such as Child and Adolescent Development in Music 

Education, and at the same time observe secondary students in the classroom. These classroom 

observation experiences also inform OISE students’ coursework. Bina John, who serves as the 

Concurrent Teacher Education Program Coordinator at the Faculty of Music, teaches the childhood 

development course as well as Psychological Foundations of Music Education. 

36 

Bina John is the Concurrent Teacher Education Program Coordinator and Professor in the Faculty of Music at the University of Toronto. 

Ernesto Rapoport is an undergraduate student at the University of Toronto enrolled in the Concurrent Teacher Education program with music 

as his teachable subject. Cynthia Horvath is the Principal at Glenforest Secondary School within the Peel District School Board.


PROGRAM: Consecutive Bachelor of Education/Diploma in Technological Education 

Mathematics for World Issues 

“By applying mathematical principles such as data management, geometry, algebra, and number sense, students can learn to investigate real-world 

problems and propose solutions.” – Indigo Esmonde 

The Team (left to right): Indigo Esmonde (faculty), Natasha M. Valz (student), 

Jason Kandankery (community partner) 

The Funding: In 2008-09, Indigo Esmonde held a Connaught grant for her project Longitudinal study of 

collaboration in mathematics. Indigo is also the recent recipient of the KSTF Research Fellowship from the 

Knowles Science Teaching Foundation. 

The Challenge: Using principles found in mathematics to teach social justice and inclusion in schools 

The Impact: Helping elementary school teachers and students use mathematics as a tool for understanding 

and taking action on social problems, including poverty, environmental sustainability, and racism. For example, 

students learn to manage math data by graphing and analyzing local health statistics taken from the City of 

Toronto. These statistics are presented in a visual format using interactive maps that students explore. The 

interactive maps allow students to make comparisons of data such as household incomes and incidences 

of diabetes. 

Indigo Esmonde, Natasha M. Valz, and Jason Kandankery work to change the perception 

that math is boring and procedural, and unrelated to real life. The team works 

together to help teachers, teacher candidates, and children with the understanding 

that math can be used in the creation of social change. Jason, a grade 8 teacher at 

Ryerson Community Public School in Toronto and a host teacher to OISE teacher 

candidates, uses mathematics to teach his students to calculate the amount of water 

used in the school; he also connects this local issue to the global issue of the availability 

of clean drinking water. When the teaching of mathematics is connected to 

real-world situations, teacher candidates, such as Natasha, can more meaningfully 

connect local life situations with world issues for students. This is especially helpful 

for teaching world issues to diverse classrooms of children from various cultures and 

socio-economic backgrounds. 

Indigo Esmonde is an Assistant Professor in the Department of Curriculum, Teaching and Learning. Natasha M. Valz is 

a teacher candidate in the Consecutive Bachelor of Education program. Jason Kandankery is a grade 8 teacher at Ryerson 

Community Public School. 37


A MESSAGE ABOUT CONTINUING EDUCATION 

Barbara Bodkin 

In 2008-09, Continuing Education (CE) contributed significantly to OISE’s commitment to teacher education by offering 

a range of professional learning programs and services to local, national, and international educators and to professionals in 

related fields. By sharing new knowledge, theory, models, and best practices, the unit promotes excellence in teaching and 

education leadership through its programs, which include Additional Qualifications, Principals’ Qualification Program, 

and Customized Learning. 

The following pages illustrate CE projects and partnerships that feature professional learning. This year, educators from 

Beijing, Shanghai, and Foshan city, China, and the University of Lahore, Pakistan, travelled to OISE to study with faculty 

in our Elementary, Secondary, and Higher Education programs. Programming focused on the OISE approach 

to initial teacher education, curriculum development, and related quality assurance processes. Groups of higher 

education officials have learned University management in both theory and practice. 

More than 8,500 educators learn through CE programs, institutes, and symposia annually, and many return 

to connect with us in new ways. For example, in November 2008 we launched the Educational Leadership 

Network that links faculty in the Department of Theory and Policy Studies with past graduates of our 

Principals’ Qualification Program. Law Works, our Education Law Institute, celebrated its fourth year. 

As part of this initiative, we partner with the Toronto District School Board and Borden Ladner Gervais 

LLP to explore links between schools and the law. Safety and well-being in schools was the theme for 

2009. 

Since 1988, The Learning Consortium links OISE with several school districts through partnerships and 

activities that are of mutual benefit to students, educators, and our faculty. Every year, new projects allow 

us to work with teams from independent schools across Ontario to explore student assessment and evaluation 

practices. This year we linked to teams of educators working in additional Ontario independent schools through 

an 18-month program that used teacher inquiry as a model for learning student assessment practices. A symposium 

will explore other links and team projects in April 2010. 

Continuing Education will continue to attract international students using distance education, and, as a result, will 

support the impact of OISE’s research on policy and practice around the world. 

38 

Barbara Bodkin is the Director of Continuing Education.


PROGRAM: PRINCIPALS’ QUALIFICATION 

School Leadership 

“These lively classes make a powerful connection between what our research tells us about leadership as it is practised in schools and the lived 

experience of these teachers – never a dull moment!” – Blair Mascall 

The Team (left to right): Crissa Hill (student), Blair Mascall (faculty), Ellen Walters (faculty) 

The Funding: Participants fund their own studies in this program. OISE’s Continuing Education unit offers partial rebates if candidates take both 

parts of the program through OISE. 

The Challenge: Preparing Ontario’s teachers who become future school administrators to lead effective and successful schoolcommunities 

for the students and teachers 

The Impact: Several of OISE’s full-time faculty members visit Principals’ Qualification classes and teach current research, enabling 

program participants to have a direct connection to theoretical work while they explore leadership practices and strategies. 

Each year, close to two hundred practising teachers become qualified through this program to pursue their roles as 

school vice-principals or principals. 

Blair Mascall, one of several OISE professors who teach in the Principals’ Qualification Program, is 

actively engaged in research on school leadership, and he brings his current findings to the classroom 

experiences of teachers participating in the program. This theoretical component complements the core 

mission of the program: to provide teachers with the skills they need to be effective school leaders. 

The two-part program occurs over two years: teachers qualify as vice-principals in the first year and as 

principals in the second. The program, coordinated by Ellen Walters, focuses on how administrators 

can effectively work with teachers, develop learning communities, and build schools with a passion 

for teaching and learning. Graduates go on to leadership roles in school boards or the Ministry of 

Education. Crissa Hill, a teacher and recent program participant, has graduated with a better sense 

of how to build relationships and trust with school and board colleagues in the Peel Region and also 

an understanding of how to use this knowledge as a foundation for meaningful educational leadership 

and change. As a learning group, the Peel cohort enables students to link their learning to key 

elements in boards’ strategic plans and also to become better prepared to return to their schools and 

make meaningful connections in key areas such as student achievement. 

Blair Mascall is an Associate Professor in the Educational Administration program in the Department of Theory and Policy Studies. Ellen 

Walters is a Senior Specialist in Education in the Leadership Development Branch at the Ministry of Education in Ontario and runs OISE’s 

Principals’ Qualification Program. Crissa Hill is the Social Studies Department head at Glenforest Secondary School and a participant in 

the Peel Cohort of the PQP. 

39


THE LEARNING CONSORTIUM 

Collaborative Math Inquiry 

“Our partner boards are very serious about engaging their learners – both students and teachers. We work together to support teachers who are learning new instructional 

strategies. We hope to show a positive difference in the achievement of grade 9 applied mathematics students.” – Sue Ferguson 

The Team (left to right): Sue Ferguson (staff), Jim Hewitt (faculty), Sheila Flood (community partner) 

The Funding: Funding for Leaning Consortium initiatives is provided by the Ontario Institute for Studies in Education 

and by partner boards (Peel District School Board, York Region District School Board, Toronto District School Board, 

Toronto Catholic District School Board). 

The Challenge: Increasing student engagement and achievement in grade 9 applied mathematics through 

teacher collaboration 

The Impact: Current research into mathematics education proves the benefits of specific instructional strategies 

that engage students – especially students who struggle with mathematics. The Learning Consortium works with 

teachers from 12 schools in four partner Boards to implement evidence-based instructional strategies – such as 

the use of technology in their classrooms – that encourage students to talk about and understand mathematical 

concepts in new ways. 

The Learning Consortium is a partnership between OISE and four Greater Toronto boards 

of education, specifically the Toronto District School Board, the Toronto Catholic District 

School Board, Peel School Board, and York Region District School Board. The purpose 

of the Learning Consortium is to create a community of inquiry that is focused on improving 

student achievement through exemplary instruction and assessment practices, and 

enhanced leadership. As the Coordinator of the Learning Consortium, Sue Ferguson 

arranges the learning sessions for participants. For example, a series led by Douglas Mc- 

Dougall (see page 20) focused on collaborative mathematics inquiry. This work was supported 

by Jim Hewitt, who works with the Learning Consortium to develop an exclusive 

interactive wiki to assist teachers in their participation in the mathematics project; 

this includes encouraging shared communication among teacher-participants to enable 

collaboration, despite distances between teachers and schools. By participating in the 

project, Vice-principal Sheila Flood knows that teachers at her school are “motivated 

and informed about current mathematics instruction research.” 

40 

Sue Ferguson is the Coordinator of the Learning Consortium. Sheila Flood is a Vice-principal at Bishop Marrocco/Thomas 

Merton CSS and a participant in the Learning Consortium project. Jim Hewitt is an Associate Professor in the Department 

of Curriculum, Teaching and Learning and an active contributor to the Learning Consortium wiki.


CUSTOMIZED PROFESSIONAL DEVELOPMENT 

Assessment for Learning 

“Assessing what students already know helps the teacher tailor tasks to fit the students’ level of understanding so that the students are not 

wading through information they already know, don’t yet need, or is unrelated.” – Mark Will 

“At Havergal College, we want to investigate additional partnerships with organizations such as OISE so that we can provide top-level 

professional development to our teachers and to other teachers in Ontario.” – Christine Shain 

The Team (left to right): Lorna Earl (faculty/instructor), Mark Will (community partner), 

Christine Shain (community partner) 

The Funding: Individuals and organizations fund their own participation in the program. Schools, school boards, and 

organizations often subsidize or cover group costs of participation. 

The Challenge: Creating professional development for teachers and school administrators with a focus on student 

assessment 

The Impact: Through professional development programming and workshops, teachers in elementary and high schools 

form partnerships to learn how the communication of their expectations to their students both informs their method of 

assessing student achievement and also creates new opportunities for teacher-student collaboration. 

In 2009, OISE’s continuing education unit hosted an 18-month professional development 

program on learning assessment for teams from 12 independent schools in Ontario. According 

to Mark Will, a high school social science teacher, the program highlights the value of 

clearly communicating classroom and learning expectations, and how to narrow the field 

of focus for individual students as they progress. For Christine Shain, participating in 

these workshops as a private school Head, helps her to align her school’s strategic goals, 

including staff development plans, with best practices in student learning and assessment. 

Lorna Earl, a retired faculty member and a workshop instructor, leads workshops on 

Assessment for Learning and on the use of collaborative inquiry about teaching practices. 

From her point of view, “classroom assessment done with learning in mind has 

the potential to be the most powerful process teachers have to ensure that all students 

learn.” 

Lorna Earl is a retired Associate Professor from the Department of Theory and Policy Studies. Christine Shain is the Head of 

the Upper School at Havergal College and is currently working towards her PhD in Educational Administration at OISE’s 

Department of Theory and Policy Studies in Education. Mark Will is a teacher at St.Clement’s School, and also an alumnus 

of OISE’s BEd program. 

41


faculty Awards and Honours 

This list includes a sampling of major external Awards and Honours held by and/or awarded to OISE faculty in the 2008-09 academic year. 

SSHRC and other grants appear on the page that follows. 

Canadian Association of Studies in Women and 

Education Carol Crealock Award 

Tara Goldstein 

College of Early Childhood Education 

Janette Pelletier 

Comparative International Education Society (CIES) 

Higher Education Lifetime Contribution Award 

Ruth Hayhoe 

Egerton Ryerson Award for life-long commitment 

to education 

Charles Pascal 

Florence Denmark Distinguished Mentorship Award 

Niva Piran 

Jan Hawkins Award for Early Career Contributions 

Susan Yoon 

Knowles Science Teaching Foundation Award 

Indigo Esmonde 

TVO Best Lecturer Nominee 

Suzanne Stewart 

Njoki Wane 

William T. Grant Scholarship for Exceptional 

Early-Career Research 

Guanglei Hong 

Wisniewski Award In Recognition of Significant 

Contributions to the Theory and Practice of 


Initial Teacher Education, OISE 

42


SSHRC and other Grants 

This list includes a sampling of SSHRC and other large grants held by and/or awarded to our faculty in 2008-09. 

SSHRC Community-University Research AllianceS 

Program 

David Livingstone and Peter Sawchuk – Anti-poverty community organizing and learning 

SSHRC Standard Research Grants Awarded in 2009 

Kathy Bickmore – Peacebuilding dialogue in schools: Circle processes for restorative 

problem-solving and democratic learning 

Charles Chen – How retraining affects re-entry: Immigrants’ vocational well-being 

Michael Connelly – Cross-cultural narratives of schooling, Shanghai-Toronto Sister School 

Network 

Carl Corter – Redesigning early childhood services through integrated service hubs in 

schools: Outcomes and scaling-up of the Toronto First Duty model 

Kari Dehli – Contested subjects: Media education in policy, politics and practice 

George Dei – African proverbs, folktales and story forms: Lessons for education in 

pluralistic contexts 

Diane Farmer – Mobilités et transnationalisme: Histoires d’enfants et de jeunes dans la 

redéfinition de l’espace scolaire de langue française de l’Ontario 

Diane Gérin-Lajoie – Le rapport à l’identité chez le personnel enseignant dans les écoles 

anglophones au Québec 

Eunice Jang – Investigating elementary school students’ literacy skill profiles using 

cognitive diagnostic assessment 

Rhonda Martinussen – Promoting listening and reading comprehension in students with 

attention deficit hyperactivity 

Jack Quarter – The potential interchangeability of volunteers and paid labour: A critical, 

interdisciplinary analysis 

Ruth Sandwell – Heat, light and work in Canadian households 1900-1950: A social history 

of fossil fuels and electricity 

Marlene Scardamalia – Ways of contributing to dialogue in elementary school science and 

history 

Nina Spada – Interactions between type of L2 instruction, type of language feature and 

type of knowledge 

Tanya Titchkosky – The cultural production of disability as an excludable type in university 

life 

Alzheimer Society of Canada 

Arda Cole – The care café: Understanding caregiving and Alzheimer disease across 

Canada 

Canadian Institutes of Health Research Funding 

Lana Stermac – Reducing the risk of post-traumatic psychopathology in sexual assault 

survivors: The role of intrusive and deliberate rumination in emotional processing 

Elementary Teachers’ Federation of Ontario 

Shelley Stagg-Peterson – Teachers learning together – Phase II 

MINISTRY OF EDUCATION 

Jane Gaskell – Teacher preparation and success in Ontario 

Natural Sciences and Engineering Research Council 

of Canada 

Marc Lewis – Neural correlates of reactive and effortful control in young children 

United Nations Educational, Scientific and Cultural 

Organization 

Ruth Childs – Data analysis support for the literacy assessment monitoring programme 

(LAMP) field test 

43


OISE Teaching Awards AND STAFF EXCELLENCE AWARD 

This list includes a sampling of awards held by our faculty and staff in 2008-09. 

Award for Distinguished Contributions to Teaching 

This award was created to recognize any instructor who has made a specific contribution to teaching 

excellence at OISE, including special initiatives or projects. 

Clare Kosnik 

Award for Excellence in Continuing Education 

This award recognizes the important role that continuing education plays in OISE’s outreach to 

educational communities, and to recognize the excellent teaching within this unit. 

Mark Melnyk 

Award for Excellence in Initial teacher Education 

This award was created to recognize the important role initial teacher education plays in OISE’s 

mandate, and the value placed on excellent teaching. 

Janet Markus 

David E. Hunt Award for Excellence in Graduate Teaching 

This award was created as a tribute to Professor David E. Hunt on the occasion of his 

retirement from OISE, to honor his 50 years in university teaching, and in recognition of his 

enormous contributions to graduate teaching. The David E. Hunt Award recognizes 

outstanding contributions to teaching and learning at the graduate level at OISE. 

Janette Pelletier 

THE Staff Excellence Award 

This award was created to acknowledge and celebrate excellent work by OISE administrative, 

technical and research staff, and is designed to recognize employees who have demonstrated 

outstanding service and made significant contributions to the OISE community. 

Susan R. Hall 

44 

Clare Kosnik is an Associate Professor in the Department of Curriculum, Teaching and Learning. Mark Melnyk is 

an Instructor in the Additional Qualifications program. Janet Markus is a Seconded Instructor in the Department of 

Curriculum, Teaching and Learning. Janette Pelletier is an Associate Professor in the Department of Human 

Development and Applied Psychology and at the Institute of Child Study. Susan R. Hall is the Graduate Program 

and Admissions Coordinator in the Department of Adult Education and Counselling Psychology.


45


ITE STUDENT Awards 

The Award: OISE Award for Outstanding Contribution to the Life of the Faculty 

The Winner: Monica Marie Whalen 

“I really enjoyed both my primary and junior practicum placements. I can’t wait to engage my future students in fun learning activities: 

Being able to help young people progress and make gains is an incredibly rewarding experience.” – Monica Whalen 

The Impact: As a student in the Inner City Cohort of the Consecutive Teacher Education program in 2008-09, Monica Whalen held 

teaching placements at Oakridge Junior Public School and Duke of Connaught Junior and Senior Public School. Making the most 

of her year at OISE, Monica participated in OISE’s student life as the Event Coordinator of OISE’s Student Teacher Union, creating 

social, educational, and athletic events for all of OISE’s teacher candidates. In this role, Monica planned events such as the startof-year 

Meet’N’Greet and the end-of-year formal that took students outside of their teacher education classes to bond as peers and 

colleagues. Monica’s OISE experience also gave her the opportunity to speak with other students and faculty, both within her cohort 

and from other OISE teacher education streams, to hear about their experiences and share teaching stories and resources. 

ITE student Awards 

This list includes a sampling of awards held by our Teacher Education students in 2008-09. 

46 

Alexander Pringle Seggie Award 

Joel Wallace Wass 

Alexander Pringle Seggie Memorial 

Award in Business 

Stacey Keller 

Arnolds Balins AWARD 

Charlene Joyce Felix 

Bertha and Howard Robertson Entrance 

Scholarship 

Raven Breas Naumann 

Ameila Diana Samoilescu 

Borthwick-Duckworth Scholarship 

Asma Wadee 

Don Galbraith Preservice Teacher Award 

of Excellence 

Anne-Isabelle Gravel 

Thao Hoang 

Daniel Kenneth John Roffey 

Don Wright Scholarship FUND 

Craig Ashton 

Daniel Gooch 

Dr. and Mrs. R.L. Peterson Memorial 

Entrance Scholarship 

Alisa Acosta 

Pamela Kristin Lee-Shanok 

David McNally 

Elementary Teachers’ Federation of 

Ontario Faculty of Education AWARD 

Vanessa Wade


Intermediate/Senior Award of Honour 

Tiziana Fernanda DeLuca 

James W. Fair Award in Elementary 

EDUCATION 

Hilary Christine Harper Cooke 

James F. Johnson Masonic Award 

Daniel Gooch 

Jean Stirling Award Scholarship 

Lisanne Marie Doré 

Jeffrey Drdul Memorial AWARD 

Katherine Turner Daigle 

Paul Stephen Matthews 

Jeffrey Drdul Ontario Student 

Opportunity Trust Fund Memorial Award 

in Special Education 

Lesley Davis 

Samantha Jadduroy 

Sarah Jeanne Vance 

John J. Del Grande Scholarship 

Elham Jmemari 

Junior/Intermediate Award of HONOUR 

Corrie Graham 

Kathy Bickmore Peacemaking Education 

Award 

Annu Bhatia 

Gareth A. Manning 

Erin Peters 

M. Penelope Carter Award 

Carolyn Charters 

Mark A.R.M. Crowe Memorial AWARD 

Kristina Minnella 

OISE Award for Outstanding 

Contribution to the Life of the Faculty 

Monica Marie Whalen 

OISE Commendation Award 

Anne Barbier 

Jan-Marie Divok 

Anne-Isabelle Gravel 

Sarah Hutchison 

Alex Keleher 

Jacqueline Anne Margaret Levitt 

Erin McCarthy 

Sarah Lauren Parrish 

Marion Paxton 

Daniel Kenneth John Roffey 

Claire Emma Gammon Szatmari 

David J. Wilson 

OISE Robert Morrice Crowe Award 

Martin Van de Ven 

Ontario English Catholic Teachers’ 

Association Award of Excellence 

Paola Ofelia Antonia Ferrante 

Ontario Secondary School 

Teachers’ Federation H.W. Bryan Memorial 

Award of Honour 

Susan Carol Godin 

P.A. Petrie Huron County SCHOLARSHIP 

Viorica Mariana Gavriliu 

Primary/Junior Award of HONOUR 

Danielle Prevedel 

Professor Arthur Louden Memorial 

Scholarship in Science 

Meaghan Sonya Jankowski 

Erin A. McCloskey 

Pamela Kristin Lee-Shanok 

David Joseph Paul McNally 

Paige To 

R.D. Phillips Award 

Patricia Anne Slavinski 

R.J. McMaster AWARD 

Jill Perttula 

Roseann Runte Award Scholarship 

Jessica Poon Woo 

University of Toronto Vari Scholarship 

Nanci Doreen Henderson 

Grace Marie Hutton 

Lauren Adele Kirshner 

Catherine Reinblatt Wachter 

47


Graduate Student Awards 

This list includes a sampling of awards held by our graduate students in 2008-09. For a full list, visit the OISE website. 

48 

Aboriginal Scholarship for 

OISE Students 

Priscilla Lezard 

Alexander Graham Bell 

Canada Graduate 

Scholarship (CGS) 

ZhongXu Liu 

Anne Millar Graduate 

Student Fellowship 

Andrea Black 

Joan Ngu 

Blatz Recognition Awards 

Susan Anderson 

Jenna Follows 

Amanda Parker 

Adam Wilton 

Canadian Association for 


Dissertation Award (CATE) 

Ekta Kalia 

Canadian Institute of Health 

Research Doctoral Research 

Award 

Lauren Batho 

Canadian Institute of Health 

Research Master’s Research 

Award 

Shalaine Payne 

Child Study Bursary 

Andrea Cousineau 

Heidi Hensel 

Shelly Mehta 

Connaught Scholarship 

Elizabeth Paloma Villegas 

CASL/Schering-Plough Canada 

Fellowship 

Orlee Guttman 

Cicely Watson Ontario 

Graduate Scholarship 

Jian Liu 

Doctoral Canada Graduate 

Scholarship 

Catherine Aubrecht 

Ruth Anne Beatty 

Barbara Bell 

Tonya Callaghan 

Christopher Chapman 

Margaret Clarke 

Nathalie Conn 

Iara Regina Da Costa 

Lisa Couperthwaite 

Anthony Folino 

Kristen Frampton 

Kelly Gallagher-MacKay 

Krista Gass 

Lindsay Kerr 

Angela MacDonald 

Bronwen Magrath 

Justin Mattina 

Dana Shafman 

Jennifer Theule 

Jijian Voronka 

Ethel Elizabeth (Mackenzie) 

Anderson Graduate Award 

Rachel Larabee 

Gordon Cressy Student 

Leadership Award 

Kimberly Patricia Bezaire 

Kriss-Ann Cousley 

Shelly Mehta 

Alexandra Sorin 

Adam Wilton 

Governor General’s Award 

for Excellence in Teaching 

Canadian History 

Nancy Hamer Strahl 

Governor General’s Gold 

Medal Award 

Laura Pinto 

Hetty C. Chu Memorial 

Fellowship 

Clarisa Markel 

ICS Practice Teaching Award 

Stephanie Collins 

Florence Wong 

ICS Research Award 

Madison Aitken 

Nathalie Rothschild 

Indigenous Health Research 

Development Program 


Renee Linklater 

James Fair Bursaries 

Meagan Snyder 

Joy Penner Award 

Meagan Snyder 

Keith A. McLeod Bursary 

Gail Prasad 

Hae-Sun Moon 

Leighton McCarthy Memorial 

Scholarship Fund 

Shelly Mehta 

Adam Wilton 

Margaret I. Hambly Memorial 

Scholarship 

Rouf Kazi 

Kenneth McNeilly 

Margaret Kidd Award 

Donna Bartkiw 

Emily Lavoie 

Shelly Mehta 

Teresa Peacock 

MARISA SORBARA Ontario 


Eliot (Ellie) Clin 

Marlene Biggs Memorial 

Award 

Dawn Penner 

Erin Peters 

Master’s Canada Graduate 

Scholarship 

Madison Aitken 

Teresa Beaulieu 

Megan Brunet 

Candace Brunette 

Allyson Clarke 


Sera De Rubeis 

Ilana Goodman 

Kaylan Horner 

Manuel Larrabure 

Kwai Li 

Nina Mafrici 

Ashley Major 

Arlene Vandersloot 

Margarita Viner 

Michel Laferriere Best 

Doctoral Thesis Award from 

the Canadian Society for 

International Education 

Peter Elson 

Muriel Fung Award 

Kaylan Horner 

Kirk Perris 

Burcu Yaman Ntelioglou 

Natural Sciences and 

Engineering Research 

Council of Canada 

Scholarship 

Thien-Kim Nguyen 

Valerie San Juan 

Ontario Graduate 

Scholarship 

Danielle Aginsky 

Helen Anderson 

Gizelle Anzures 

Tomoko Arimura 

Theanna Bischoff 

Bettina Helth Boyle 

Amberley Buxton 

Jacqueline Cahill 

Kate Cairns 

Saad Chahine 

Punita Chandok 

Gulzar Raisa Charania 

Ivy Chiu Loke 

Christian Chun 

Dana Colarusso 

James Corcoran 

Sharma Dossa 

Patricia Douglas 

Beverly Ellenbogen 

Daniel Fekete 

Rebecca Fiztgerald 

Brooke Fletcher 

Emily Gregor 

Laura Hegge 

Iryna Ivanova 

Victoria Kannen 

Ranya Khan 

Ibtissem Knouzi 

Allison Kurahashi 

Katie Lam 

Soosan Latham 

Jia Luo 

Jan Patrice MacDougall 

Maria Martiminiakis 

Holly McGinn 

Amanada McKerracher 

Francine Menashy 

Olivia Ng 

Olga Oulanova 

Jessica Pereira 

Gary Pluim 

Gail Prasad 

Karen Heather Ross 

Nashwa Salem 

Hongxia Shan 

Carly Shecter 

Karen Sihra 

Jennifer Skinner-Winslow 

Carla Stasko 

Saray Switzer 

Tanya Teall 

Nhung Truong 

Jing Zhang 

Kanxian Zhao 

OISE Commendation Award 

Andrea Michelle Regina 

OISE Outstanding Thesis of 

the Year Award 

Julie Comay 

Restracomp Award (Hospital 

for Sick Children) 

Kelly Nash 

Robert Seth Kingsley 

Entrance Award 


Michael Eisen 

Cate Gulyas 

Sarah Grober 

Tineka Levy 

Caitlyn Varenne 

Robert Seth Kingsley 

Graduate Student 

Fellowships 

Meagan Snyder 

Erica Webb 

Royal College Fellowship of 

Studies in Medical Education 

Catherine Walsh 

SaEED QUAZI Ontario 


Bryan Gopaul 

Science and Technology 

Scholarship 

Mario E. Lopez-Gopar 

SICPA Foundation 

Scholarship 

David Gachoud 

SSHRC Doctoral Fellowship 

Allison Burgess 

Leah Burns 

Dina Buttu 

Constance Cheung 

Kelley Drummond 

Angela Evans 

Sheila Gruner 

Sarah Harper 

Maureen Jean 

Heidi Kiefer 

Geoffrey Lawrence 

Christine McKenzie 

Mireille McLaughlin 

Nadeem Memon 

Angele Palmer 

Almina Pardhan 

Ana Laura Pauchulo 

Vanessa Peters 

Gloria Ramirez Gomez 

Kristin Smith 

Barry Trentham 

Stephen Turpin 

Toronto Graduate 

Scholarship in Women’s 

Studies 

Willa (Lichun) Liu 

University of Toronto 

President’s Award for 

Outstanding Native Student 

John Martin Doran 


Women’s Association, Alan 

and Carolyn Coman 

Scholarship 

Sachiko Nagasawa 

Vanier Canada Graduate 

Scholarship 

Katie Lam 

WILLIAM WATERS SCHOLARSHIP 

IN URBAN EDUCATION 

Carol Fan 

Women’s Executive Network 

for Canada’s Most Powerful 

Women Top 100 Award 

Rumeet Toor


EDUCATION COMMONS LIBRARY 

Digital Scholarship Excellence 

“This is an exciting time of change for the library: the ways we connect and communicate are evolving. We look for new opportunities 

that allow us to support and collaborate with our students and faculty.” – Julie Hannaford 

The TEAM (left to right): Kamlesh Sharma (staff), Sean Coutts (student), Julie Hannaford (staff) 

The Funding: The Education Commons Library, like other U of T libraries, has an annual acquisitions and 

operations budget. 

The Challenge: Improving open access to free online scholarly publications, such as electronic journal 

articles and books 

The Impact: In 2008-09, the library enhanced the range of it’s openly available content by supporting 

the use of open access digital resources such as T-Space, the University’s digital archive. OISE faculty can 

contribute content to T-Space and can search T-Space for academic sources. T-Space has priority ranking 

within Google, which ensures that uploaded content is available worldwide. OISE students’ theses and 

dissertations will also go into T-Space, improving exposure to international audiences. 

The Education Commons Library supports faculty and students in the way they 

access information, and how they can share and use it. As Director of Information 

Resources and Services, Julie Hannaford acquires online resources and makes 

electronic journal databases available to make it easier for faculty, students, and staff 

to find sources such as journals, theses, websites, and books for their research. This 

is important for the vast number of faculty and students who consult sources from 

home and for those taking distance education courses. The Education Commons 

Library also provides workshops, customized consultations, and online courses, such 

as The Virtual Library, that help Sean Coutts and other students to maximize their capacity 

as a digital scholars. For in-person, in-library support, students and faculty meet 

Kamlesh Sharma, the first point of contact in the library. As Head of Circulation for 32 

years, Kamlesh has had extensive experience in helping students look for and evaluate 

resources; and over the years she has seen consistent change in the way research is accessed 

and supported at OISE. 

Sean Coutts is a PhD student in the Educational Administration program in the Department of Theory and Policy 

Studies in Education. Julie Hannaford is OISE’s Director of Information Resources and Services. Kamlesh Sharma has 

been OISE’s Circulation Supervisor for 32 years and employed by OISE for 37. 49


OPERATIONS AND SERVICES 

Sustainability Excellence 

“As a world leader in education, OISE needs to exemplify the integration of sustainable practices in the way we 

teach, how we operate, and how we maintain our physical environment. In addition, we need to find creative 

ways of incorporating sustainability and its principles into the curriculum. As Chair of the Sustainability 

Advisory Committee, I have been proud of the energy and commitment of the students, 

faculty, and staff on our committee. In our first year we were able to launch several 

exciting projects and sponsor a few interesting educational events, contributing to 

our goal of promoting a culture of sustainability at OISE.” 

– Joe Weinberg, Chief Administrative Officer 

“The Committee’s impact is just beginning to show in the form of waste and 

energy reduction and in educational change.” – Lori May 

The Team (left to right): Elizabeth Broccoli (staff), Gary Pluim (student), 

Lori May (staff), Jane Forbes (faculty) 

The Challenge: Infusing OISE with sustainability practices 

The Impact: Reducing the environmental footprint at OISE 

Finding affordable and feasible environmental solutions in a large and 

old building is challenging. With the advice and support of OISE’s 

Sustainability Advisory Committee (SAC), OISE was successful in 

competing for funding that will allow for the installation of motion/occupancy 

sensor-controlled lighting in classrooms and 

common areas throughout OISE. This is just one of the ways 

in which the administrative staff provides leadership in finding 

ways to reduce waste and energy consumption, and to infuse 

sustainable practices into everything we do. 

50 

Elizabeth Broccoli is OISE’s Manager of Operations and Services. Jane Forbes is 

an Instructor in the Initial Teacher Education program for Science and Technology 

Education. Lori A. May is the Communications Coordinator for the Department of 

Theory and Policy Studies in Education. Gary Pluim is a PhD student in the Curriculum 

Studies and Teacher Development program in the Department of Curriculum, 

Teaching and Learning.


the award: the WILLIAM WATERS scHolarshipS and THE WILLIAM WATERS 

TEACHER-in-residence IN URBAN EDUCATION 

“We applaud and support the initiatives launched by OISE to strengthen the roles teachers can play in educating, in the broadest sense, students as 

citizens in those locations of greatest need.” – William and Phyllis Waters 

“I believe that without educators who have embraced the idea that all students can learn and achieve at high standards, many of 

my peer teachers, including me, would not have had the opportunity to become agents of change in our society.” 

– Karen Murray, recipient, The William Waters Teacher-In-Residence in Urban Education 

I am excited about the prospect of delving into literacy and numeracy deficiencies which are significant contributing factors in 

the lack of success of at-risk students.” – Carol Fan, recipient, the William Waters Scholarship in Urban Education 

THE BENEFACTORS: In fall 2008, William (pictured here) and Phyllis Waters generously pledged a $1 million gift for urban education 

at the Ontario Institute for Studies in Education. This gift will support the William Waters Scholarships in Urban Education, the 

William Waters Teacher-In-Residence in Urban Education, and the William Waters Symposium on Urban Education. The scholarships 

consist of two $30,000 awards for experienced teachers who want to enrol in a full-time master’s program at OISE and have 

an interest in social justice and school success for students from economically disadvantaged neighbourhoods attending 

underperforming schools. The William Waters Teacher-In-Residence in Urban Education provides a teacher with a 

two-year secondment to teach in OISE’s Initial Teacher Education program. The recipient will focus on teaching and 

learning in classrooms, and schools in urban contexts. The William Waters Symposium on Urban Education is held 

annually and brings together an international expert with local teachers, faculty, and the William Waters scholarship 

students to extend our understanding of how teachers work effectively with students in inner city schools. 

THE RECIPIENTS (left to right): Karen Murray, Carol Fan 

THE IMPACT: As the first recipient of the William Waters Scholarship in Urban Education, Carol Fan will take a 

leave of absence from her teaching position at the City Adult Learning Centre in the Toronto District School Board. 

This coming year she will begin her MEd in the Curriculum Studies and Teacher Development program. Carol 

will also be invited to join the Centre for Urban Schooling and participate in the wide variety of activities related 

to research, professional development, advocacy, and teacher education promoted by the Centre throughout the 

year. As the inaugural recipient of the William Waters Teacher-In-Residence in Urban Education, Karen Murray 

leaves her position as Student Achievement Officer in the Literacy and Numeracy Secretariat in the Ontario Ministry 

of Education. She will work at OISE with teacher candidates, making space for students to bring their “lived experiences 

into the classroom environment and the curriculum.” She will also become immersed in a wide variety of Initial 

Teacher Education and Centre for Urban Schooling activities related to professional development, initial teacher education, 

and field initiatives during her appointment. Next year’s William Waters Symposium on Urban Education, organized by 

the Centre for Urban Schooling, will continue to inspire discussion and debate on important issues of research and practice 

in urban education. 

51


THE AWARD: THE UNIVERSITY OF TORONTO Vari SCHOLARSHIP 

“Education has always been central of our philanthropic activities. Good education and discipline are the key to 

success. We are proud of the growing numbers of the Variscop. The scholarship for the group of 120 young, bright 

students will ensure that they have the knowledge and pedagogical skills they need to become exceptional teachers 

under the highly professional and wonderful guidance of Victoria University and OISE. It is our hope that our 

Variscop graduates will have the same kind of influence on present and future students that our teachers had on 

us.” – The Honourable George W. and Dr. Helen Vari 

THE BENEFACTORS (pictured here): In 1996, the Honourable George and Helen Vari created an endowment fund to 

support exceptional students who want to pursue careers in secondary school teaching and, in the process, improve 

the quality of education in Ontario. The Scholarship is the largest scholarship offered to students entering 

the Ontario Institute for Studies in Education. Annually, it provides four to five students in the Intermediate/Senior 

stream of the Bachelor of Education program with $10,000 each. 

THE RECIPIENTS (left to right, opposite page): Lauren Kirshner, Catherine Wachter, 

Grace Hutton, Nanci Henderson 

THE IMPACT: Future teachers and Vari Scholarship winners Nanci Henderson, Grace Hutton, 

Lauren Kirshner, and Catherine Wachter devote their energies to becoming inspiring 

and passionate educators. In 2008-09, these four exceptional students received financial 

assistance through the provision of these scholarships. This allows each of them to focus 

on their teacher education without making employment income a competing priority. For 

Nanci, the scholarship means that she can continue to provide free tutoring to students who 

need extra help, but who cannot afford to pay for it. Lauren immerses herself in the unique 

learning opportunity she receives from knowledgeable and compassionate professors and 

the study of cutting-edge literature on pedagogy. Catherine’s focus is on her passion for learning 

and teaching drama and history. The scholarship will allow her to cultivate her passion so 

that she can lead future generations of students who have the same interests. Thanks to the 

scholarship she received, Grace decided not to take on a part-time job and instead volunteers 

with a choir. This will enhance her future work in secondary school music programs. 

52


“The Vari award allows me to pursue my studies 

with total commitment. I gained one year 

of freedom to devote myself intellectually, 

professionally, and creatively to the study and 

practice of education.” – Lauren Kirshner 

“As a result of receiving the Vari award, I have 

the opportunity to really focus on my schooling 

and put all my effort into discovering my 

teaching identity.” – Catherine Wachter 

“Receiving the Vari award has 

allowed me to attend OISE, 

to get to know teachers in 

the TDSB, and to make 

connections in the 

educational world in 

Toronto.” 

– Grace Hutton 

“My OISE experience 

has allowed me 

to hone my skills, but 

the Vari scholarship has 

allowed me to continue 

supporting individuals in my 

community.” 

– Nanci Henderson 

Nanci Henderson, Grace Hutton, Lauren Kirshner 

and Catherine Wachter are students in the 

Intermediate/Senior stream of the Consecutive 

BEd program. 

53


ALUMNUS: AINSWORTH MORGAN 

Bachelor of Education (2000), Master of Education (2009) 

“I’m a product of the inner city school, and it’s a privilege to give back to the school and community that supported me.” 

– Ainsworth Morgan 

The OISE Experience: Ainsworth Morgan’s OISE experience began in 1999 as a teacher candidate in the Junior/Intermediate stream 

of the Bachelor of Education program. In 2006-09, Ainsworth returned to OISE to pursue a Master of Education in Curriculum Studies and 

Teacher Development in the Department of Curriculum Studies, Teaching and Learning. In addition to his studies, Ainsworth serves as 

profile reader for his undergraduate program: reading applications of prospective teacher candidates and advising on the selection 

process. 

The Career: Following Ainsworth’s convocation from the BEd program, he accepted a teaching position for grades 

7 and 8 at Nelson Mandela Park School, an elementary school in Regent Park in Toronto. After six years of teaching, 

he decided to return to OISE on a part-time basis to pursue higher education and to look for new ways to 

integrate equity and social justice into his classroom. At the same time, Ainsworth was seconded to The 

Pathways to Education, a Toronto-based charitable organization created to reduce poverty and improve 

education in the at-risk school communities. In the Regent Park area of Toronto where Ainsworth 

taught, the program focuses on working with at-risk youth and their families by offering tutoring 

services, career mentoring, and financial aid. 

The Impact: Being a role model as well as a teacher is an important part of Ainsworth’s contribution 

to the Regent Park community. Having lived in Regent Park for all of his elementary and high 

school years, returning to Regent Park and giving back holds special meaning for him. When he 

does go back, Ainsworth draws not only on his experience as a teacher but also on his experiences 

as a former football player for the Toronto Argonauts, where teamwork and communitybuilding 

are important priorities. He speaks regularly to students about why they may want to 

consider careers in teaching and how to succeed in their education. 

54 

Ainsworth Morgan is a former Toronto Argonauts team member who graduated from OISE with a BEd in 2000. He 

has taught at Nelson Mandela Park School and expects to graduate this year with an MEd in Curriculum Studies and 

Teacher Development from the Department of Curriculum, Teaching and Learning.


ACKNOWLEDGEMENTS 

2008-09 

Published: 

Ontario Institute for Studies in Education 


252 Bloor Street West 

Toronto, ON M5S 1V6 

(416) 978-1110 

www.oise.utoronto.ca 

Senior Writer and Managing Editor: 

Jennifer Sipos-Smith 

Writer/ResearcherS: 

Hilary Edelstein 

Kathryn Robson 

associate editor and Proofreader: 

Carolyn Jongeward 

Design AND Creative Direction: 

Brent Logan 

Photography/permissions: 

Lisa Sakulensky 

Mary MacDonell 

The Institute of Child Study 

Printer: 

Metagraphic Network Inc. 

CONTACTS: 

Mailing Address: 

Ontario Institute for Studies in Education 

252 Bloor Street West 

Toronto, ON M5S 1V6 CANADA 

University of Toronto Switchboard: 416-978-2011 

OISE Office of the Dean: 416-978-1110 

Fax: 416-926-4725 

Initial Teacher Education Admissions Information: 

416-978-1848 

http://www.oise.utoronto.ca/admissions/index.html 

Graduate Admissions AND Registration: 

416-978-3384 

http://www.oise.utoronto.ca/oise/Prospective_Students/index.html 

Continuing Education: 

416-978-2088 

http://conted.oise.utoronto.ca/Home.html 

With contributions from: 

Barbara Bodkin, Margaret Brennan, Kathy Broad, Christine Davidson, Kari Dehli, Mark Evans, Robin Farb, Jane Gaskell, Esther Geva, 

Tara Goldstein, Doug Hart, Ina Hupponen, Glen A. Jones, Reva Joshee, Normand Labrie, Marilyn Laiken, Kang Lee, Mary MacDonell, 

Denise Makovac-Badali, Wendy Mauzeroll, Ruth Milne, David Montemurro, Elizabeth Morley, Wing Ng, Lana Stermac, Leslie Stewart-Rose, 

Dennis Thiessen, Eileen Thomas, Joe Weinberg 

55

OISE 


OISE is an international leader in the research, teaching, and study of issues that matter in education. For more than a century, our 

institution has truly transformed education in Ontario through the teaching of teachers, research, graduate studies, and through 

our leadership in educational policy and its impact on practice around the world. Our commitment is to ensure the extraordinary 

synergy between theory and practice continues to grow.

annual report 2008-09 - Ontario Institute for Studies in Education ...

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