Ontario Institute for Studies in Education - University of Toronto

OISE 

Ontario Institute for Studies in Education 

University of Toronto 

2009-10 ANNUAL REPORT

dean’s message • • • • 

This has been a rewarding year for OISE, the last year 

of our 2003-2009 Stepping UP Academic Plan and my 

term as dean. It’s been a great seven years. Many of our 

achievements are highlighted in the pages of this report, 

but no such report can be comprehensive. Every 

member of our community will have different highlights 

– for sometimes the small, personal interactions matter 

most. 

That said, the past seven years have been guided 

and informed by the institutional priorities articulated 

in our Academic Plan. Our directions have been shaped 

by robust and enlightening internal conversations about 

how to respond to the provincial government’s changing 

policies and the University’s changing priorities. I have no 

doubt that the result is a more responsive and 

productive OISE, able to make a difference to the 

challenges that education faces around the world. 

OISE’s degree programs – both for teacher candidates 

and graduate students – were further refined in focus to 

deliver meaningful and purposeful programming to meet 

the changing needs of our increasingly diverse array of 

students within the context of our ever more global 

society. We have more students enrolled in targeted, 

cohort programs, more professional master’s students 

studying at OISE, and doctoral students who are 

supported at a higher financial level and in more 

appropriate ways. Our teacher education programs have 

enhanced connections with the University and expanded 

at the master’s level in order to recognize the increasing 

complexity and challenges of teaching in today’s world. 

Our research activity grew beyond our expectations. 

We have received many new grants for research 

infrastructure through the Canada Foundation for 

Innovation, for outstanding faculty through Canada 

Research Chairs, for research partnerships through 

Community University Research Alliances, and for 

research through Social Sciences and Humanities 

Research Council, Natural Sciences and Engineering 

Research Council and the government of Ontario. We 

have more members of the Royal Society and this past 

year, one of our faculty members received the most 

prestigious educational award - the Grawemeyer. 

We initiated a number of multidisciplinary, 

collaborative ventures within OISE, within the University, 

and within the professional community. Our Consortium 

with local school boards was revived, our research with 

the provincial government was increased, and we were 

one of the founding members of the International 

Alliance of Leading Education Institutes, a global 

think-tank that includes some of the best educational 

faculties, schools and institutes in the world. Across the 

University, the Concurrent Teacher Education Program 

connected us to undergraduate education programs in six 

different divisions. 

Our goal of infusing a commitment to equity and 

diversity throughout the Institute led to the appointment 

of a human rights and equity mentor, a website to serve 

as a portal of information and resources, and an OISEwide 

equity and diversity policy approved by Faculty 

Council. 

We could not fulfill our mandate without an 

infrastructure that supports our work. Seven years ago, 

our physical space was in deep need of repair. Since then, 

we have experienced many changes, including new 

classrooms with windows and advanced technology, 

elevators that are safe and efficient, accessible washrooms 

and classrooms, as well as more welcoming, attractive and 

safe spaces across our buildings. More work needs to be 

done, but we are in a much better state. 

It is thanks to the collaboration and commitment of 

faculty, staff, students, alumni and friends of OISE that we 

have been able to achieve these goals over the past seven 

years. I would like to extend my sincere gratitude to the 

OISE community for helping us to accomplish so many 

of the objectives we set forward in our Academic Plan. I 

can confidently say that there is no other group of people 

who are as dedicated to enhancing and advancing the 

study of education. 

We have also been fortunate to receive outstanding 

support from our friends. In 2008, William and 

Phyllis Waters generously donated $1 million toward 

urban education initiatives. I am also delighted to 

announce a transformative $5 million gift from 

Dr. Eric Jackman to our Institute of Child Study (ICS). 

01 

OISE Annual Report

This is the largest single gift to education in Canada. In 

his honour, we will rename ICS the “Dr. Eric Jackman 

Institute of Child Study at the University of Toronto.” 

We are extremely grateful for the generous support of our 

alumni and donors. With their gifts, we are able to realize 

more fully our potential as a world leader. 

When we first set out our ambitious goals in the 

Academic Plan, we did not foresee the global economic 

crisis. We could not have anticipated how the 

government’s priorities and leadership would shift, nor 

could we have predicted a changing climate within our 

own university’s leadership and practices. Change has 

been the norm. In this context, we have upheld our 

commitments to society, to one another, and to the 

Institute that we outlined seven years ago. Today, 

we should all be proud that our hard work and 

dedication has put OISE in an excellent position 

for the future. 

The past seven years have been a time of great 

progress and achievement for OISE faculty, staff, 

students, alumni and friends. As we look ahead, 

we will continue to build upon the foundation 

that we have created together. 

I know you will all join me in welcoming 

and supporting Professor Julia O’Sullivan as she 

becomes our new Dean and works to bring 

OISE to even greater levels of excellence. 

Jane Gaskell 

Dean 2003-2010 

OISE Annual Report 02

7 key priorities • • • • 

Stepping UP 2003-2009 Academic Plan 

In 2004, the OISE community approved the Stepping UP Academic Plan, which outlined seven 

key priorities for OISE. This is a compendium of the major accomplishments that have been 

{completed for each priority. 

1 

› 

› 

› 

› 

› 

› 

› 

Strengthen teacher education through a mix of 

programs that reflects the distinctiveness of OISE, 

through improved governance and through greater 

integration across the University. 

Launched the University of Toronto Concurrent 

Teacher Education Program. 

Added the Secondary stream to the Master of Teaching 

(MT) degree program. 

Expanded enrolment in master’s-level Initial Teacher 

Education (ITE) programs. 

Initiated the development of “The Learner Document” 

to improve the coordination and coherence of the 

consecutive Bachelor of Education/Diploma in 

Technological Education program. 

Revised the admissions process to the consecutive 

Bachelor of Education/Diploma in Technological 

Education, ensuring that candidates with a diversity of 

backgrounds are encouraged, and that consistency and 

efficiency are increased in reading and evaluating student 

profiles. 

Increased communication among all four pathways to 

teacher education, resulting in improved governance. 

Increased the research on our programs, and used it in the 

discussion of continuous improvement. 

2 

Strengthen graduate degrees through 

strategic enrolment planning, the 

differentiation of academic and 

professional graduate degrees, 

and improved procedures in relation to 

supervision and research preparation. 

› Infused strategic enrolment planning as 

part of annual planning discussions 

within both the Dean’s Advisory and 

Budget Advisory Committees (DAB 

and BAC). 

› Implemented the cohort model within 

several MEd and doctoral programs. 

Launched the flexible-time PhD option. 

› Produced strategic promotional 

materials to recruit top students. 

› Created the Task Force on Graduate 

Student Funding, which increased 

teaching opportunities for graduate 

students and enhanced their research 

experiences with faculty. 

› Expanded and enhanced the graduate 

student conference and graduate student 

experience. 

› 

› 

› 

› 

3 

Strengthen 

our research programs through mentoring junior faculty, improving the 

research infrastructure and demonstrating the value and impact of our scholarship. 

Increased research participation from 76% to 92% of 

faculty members. 

Hosted regular luncheons and held orientation 

sessions on grant writing with junior faculty. 

Increased support to researchers applying for major 

grants and awards. 

Redesigned research web pages to increase OISE’s 

profile and better organize support materials. 

› 

› 

› 

Established the annual Research Celebration to 

showcase OISE’s research program. 

Increased research funding from $6M to $8M with a 

much larger number of infrastructure and large grants 

in an uncertain economy with a reduced faculty 

complement. 

Hired 42 new faculty members with experience and 

educational backgrounds from top institutions 

around the globe, including: OISE, Stanford, Harvard 

and Toulouse - Le Mirail, France. 

03 

OISE Annual Report

› › 

4 

7 

5 

Strengthen areas such as Aboriginal 

studies, policy studies, special 

education, adult learning and teacher 

education through synergies across 

departments, the University and with 

the field. 

› Hired three faculty in Aboriginal 

studies and participated in 

university-wide collaborative 

program in Aboriginal health. 

› Hired one junior faculty member 

and a Canada Research Chair in 

policy studies, developed a 

collaborative program in policy 

studies in education and contributed 

to the University’s master’s program 

in public policy. 

› Hired a lecturer, a junior faculty 

member and a Canada Research 

Chair in special education and 

enhanced special education options 

in teacher education and graduate 

studies. 

› Established a collaborative program in 

workplace learning and social change. 

› Established the Centre for Urban 

Schooling with a mandate to increase 

and coordinate programming and 

research focused on students in 

underperforming and underserved 

schools. 

Ensure that attention to diversity, equity and outreach strengthens 

all our programs and research. 

Approved the divisional Policy on Equity and Diversity. 

› Expanded Associate Dean of Research and Graduate Studies’ 

portfolio to include stewardship of OISE’s commitment to equity. 

› Attracted U of T Academic Initiatives Fund money to support 

initiatives, including faculty hiring in disability studies. 

› Constructed a universal design, state-of-the-art classroom, 

automatic door openers and accessible washrooms. 

Created a position for an equity and human rights mentor. 

Established the Academic and Cultural Support Centre. 

Increased the diversity of our prospective teacher candidates. 

› Received the Wisniewski Award and recognition from Corporate 

Knights for our commitment to equity and social justice in 

teacher education. 

Generate additional revenue for our institutional priorities while ensuring efficiencies. 

Implemented a new budget model and established a Budget Advisory Committee to oversee revenue 

generation and expenses. 

Increased enrolment in graduate programs in response to provincial funding. 

Received provincial funding for expanded Master of Teaching programs. 

Welcomed $6M in generous philanthropic support. 

6 

› 

› 

› 

› 

› 

Create a sense of community that encourages 

collaboration and transparent governance. 

Created OISE-wide task forces and committees to facilitate 

collaborative decision-making on key issues. 

Changed Faculty Council to a representative assembly to 

ensure that all constituencies can contribute to academic 

policy decisions. 

Assumed greater responsibility for our own graduate 

governance, from School of Graduate Studies. 

Created OISE Guidelines for the Assessment of Teaching 

(OGAT), which include a divisional process and common 

form for course evaluations. 

Established strategic advisory boards for OISE and ICS. 


teacher education • • • • 

Initial Teacher Education (ITE) has been a central part of education at the 

University of Toronto since the degrees in pedagogy were created in 1894. 

OISE 

Over the past seven years, OISE has expanded the ITE 

Academic Plan 

program. We launched the University of Toronto Concurrent Teacher 

Education Program in partnership with strong programs at the 

2004-09 

University. We also established the Master of Teaching in secondary 

education, which is housed in the Department of Curricu- 

Key Priority: Strengthen teacher 

education through a mix of programs lum, Teaching and Learning at OISE. In addition to adding new 

pathways for students who wish to become teachers, enrolment 

that reflects the distinctiveness of OISE, 

has also increased in our existing teacher education graduate 

through improved governance and programs: Master of Arts in Child Study and Education, within 

through greater integration across OISE’s Department of Human Development and Applied 

Psychology; and Master of Teaching in the Department of 

Curriculum, Teaching and Learning. 

Today, OISE welcomes more than 2,100 teacher candidates to one of 

four innovative teacher education programs – all of which bring the 

research of our internationally acclaimed faculty into the classroom. 

the University. 

} 

“I chose to study at U of T because it is a leader in research, teaching and study in numerous 

fields. Where else would I find an amazing Faculty of Music and Education all in a city that is 

diverse and rich with arts and culture? 

As a Music Education Major, I have to take at least three beginner instrumental classes, such 

as violin, trumpet and flute. The purpose of these classes is not to learn to play the instruments, 

but to understand how they work and how to effectively teach them to a beginner class. It is a 

really great way to learn technique and pedagogy. 

In the future, I hope to take part in developing new curriculum for music in Ontario." 

~ Ernesto Rapoport is in his fourth year of the Concurrent Teacher Education Program, 

majoring in Music Education with a second teaching subject in French. 

Equity and Social Justice 

OISE’s longstanding commitment to equity and social justice was formalized 

in 2004-05 when Faculty Council approved a divisional Policy on Equity 

and Diversity. The Policy operates with two guiding principles: 

1. Who we are and what we do will reflect the diversity of the 

communities we serve. 

2. Everyone in our community and the communities we serve will 

be treated equitably. 

Our Initial Teacher Education program works to continually deepen 

and support understandings of equitable and inclusive teaching and 

learning practices in classrooms and schools. This work is in partnership 

with the William Waters Teacher-in-Residence in urban education, the 

Equity and Advocacy Group, and the Centre for Urban Schooling. 

05 

OISE Annual Report

Master of Teaching- 

Secondary Launched 

in 2009 

In 2009, OISE introduced the Master of 

Teaching-Secondary, adding to the already 

successful Master of Teaching-Elementary. 

The Master of Teaching (MT) is one of the 

four pathways prospective teachers can choose at 

OISE and combines a two-year master’s degree 

with teacher certification. Graduates have a 

unique background in theoretical knowledge and 

research skills. 

The program provides students with a strong 

conceptual grounding in human development, 

ethics, law, diversity, educational technology, 

curriculum, teaching, and learning. 

MT courses interweave theory and practice, 

which gives students a deep understanding of 

the teaching-learning process, while acquiring an 

extensive repertoire of teaching strategies. 

In the new MT-Secondary program, students 

focus on teaching grades seven to 12, with a 

specialty in two of the following curriculum 

areas: English, history, science, mathematics. 

As part of this academically rigorous 

graduate degree, teacher candidates must 

complete a research project. Recent topics have 

included: 

› A school and home partnership: Effective 

methods to support parental involvement 

with homework. 

› Rethinking education for refugee youth: 

How teachers in Toronto’s public schools 

understand and address the complex and 

diverse needs of war-affected refugee 

students. 

› Deconstructing student engagement in 

physical education: An investigation into 

coeducational and single sex health and 

physical education. 

› Bringing the outside in: Teaching junior/ 

intermediate geography through the lens of 

social justice. 

› Teachers in Ontario: Needs, interests, and 

perceptions of in-service professional 

development. 

› The moral dimensions of teaching: Teacher 

perceptions of their role as moral educators. 

› Teachers’ use of communication strategies to 

support teaching and learning of 

mathematics. 

OISE’s Commitment to 

Lifelong Learning 

OISE’s Continuing Education Unit provides a range of 

professional learning programs and services to local, national, 

and international educators and professionals that reflect our 

commitment to sharing new knowledge, theory, models and 

best practices in three ways: 

1. Customized Learning Modules including Additional 

Qualifications for Ontario Educators 

2. Leadership programs for K-12 and college and 

university administrators 

3. Services of design and delivery of professional 

learning 

Continuing Education has expanded and adapted to meet 

school reform directions around the world and at home in 

Ontario. Recently, we have offered extensive programs to 

professors, university presidents, administrators, and school 

leaders from China, Scotland, Pakistan, Chile, Italy, Australia, 

and Malaysia, among many others. 

We now offer specialized courses in urban education, 

assessment and evaluation, mentoring, instructional 

intelligence and leadership for the twenty-first century. In 

addition, a full range of programs for higher education faculty 

and administrators are underway. A large number of online 

courses are in place to provide global access to educators here 

and abroad. 

Continuing Education is committed to a wide range 

of job-embedded professional learning strategies including 

school and district based inquiry. We have led action research 

teams on topics related to gender and literacy and assessment 

and evaluation. 


Concurrent Teacher Education 

Launched in 2007 

In 2007, the first class of students enrolled in the University of Toronto 

Concurrent Teacher Education Program. This innovative program 

combines the study of education with six partner programs at the 

University of Toronto into a rigorous five-year course of study tailored 

to high school graduates who want to become teachers. 

Hands-on 

experience starts 

in first year 

and continues 

throughout the 

five years of the 

program. Small 

class sizes allow 

students to benefit 

from greater 

connections 

between theory 

and practice. The concurrent program field experiences well exceed 

current provincial requirements for teacher preparation. 

At OISE, we believe the concurrent program will improve teacher 

preparedness and further strengthen the field of education by more 

fully integrating academics and practical work – not to mention also 

enhancing the student experience. 

University of Toronto Concurrent Teacher Education Program: Overview 

OISE + Partner Program Degree Teaching Level(s) 

Faculty of Music BMus + BEd Intermediate/Senior 

Faculty of Physical Education and Health BPHE + BEd Intermediate/Senior 

U of T Mississauga HBA or HBSc + BEd Intermediate/Senior 

U of T Scarborough HBA or HBSc + BEd Primary/Junior/Intermediate/Senior 

Victoria College HBA or HBSc + BEd Primary/Junior 

St. Michael’s College HBA or HBSc + BEd Intermediate/Senior 

Four Pathways to Teacher Education 

Degree Teaching Level(s) Length of Program Length of Field Experience 

Bachelor of Education/ Elementary, Secondary 1 year 60+ days 

Diploma in Technological Education Technological 

University of Toronto Concurrent Elementary, Secondary 5 years 100 days 

Teacher Education Program 

Master of Arts in Child Study Elementary 2 years 106 days and 620+ hours 

and Education 

Master of Teaching Elementary, Secondary 2 years 115-125 days 

07 

OISE Annual Report

Graduating Global Teachers 

In today’s increasingly global society, providing a 

globally relevant education empowers our graduates 

to provide an equally relevant education in their 

own classrooms and to make lasting contributions 

around the world. 

OISE’s location, in the core of one of the 

world’s most culturally diverse cities, ideally 

positions us to support our internationally 

renowned scholarship. OISE researchers study and 

support educational systems around the world and 

our students learn from them and with them. 

OISE is also home to the Comparative, 

International and Development Education Centre 

(CIDEC), one of the world’s largest, most diverse, 

and dynamic programs in the field of comparative 

education. This Centre provides an outstanding base for 

teacher candidates to expand their learning and practice in 

global education. 

In the past seven years, we have become increasingly more 

innovative in infusing international perspectives into our ITE 

programs. In 2006, our BEd students were the first class in the world to learn 

from the book “Comparative and International Education: Issues for Teachers,” 

a textbook written by OISE experts. The text is now widely used in teacher training 

programs around the globe. 

Continuing Education Enrolment (headcount): 2004-05 to 2009-10 

Course Type Term 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 

Additional Qualifications (AQ) Spring/Summer 3866 4004 4525 4714 4421 5118 

Fall/winter 2395 2417 2235 1936 2301 2318 

Principals’ Qualification Program (PQP) Spring/Summer n/a n/a 46 59 43 63 

Fall/winter n/a n/a 95 102 119 143 

Totals 

AQ 6261 6421 6760 6650 6722 7436 

PQP 141 161 162 206 

All 6261 6421 6901 6811 6884 7642 

Instructors 345 315 327 402 


Initial Teacher Education Enrolment (headcount): 2003-04 to 2009-10 

2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 

Bachelor of Education/Diploma in Technological Education (Undergraduate Consecutive Program) 

Primary/Junior 352 349 358 347 242 319 309 

Junior/Intermediate 198 204 216 212 253 219 215 

Intermediate/Senior 647 650 632 621 636 738 696 

Technological Studies 44 70 87 95 95 48 68 

Non-degree/diploma 9 19 17 17 12 - - - - 

Subtotal 1250 1292 1310 1292 1238 1324 1288 

Graduate Programs 

Master of Teaching 62 63 61 65 83 95 118 

MA (Child Study) 93 89 79 75 83 87 88 

Subtotal 155 152 140 140 166 182 206 

Total 1405 1444 1450 1432 1404 1506 1494 

Faculty Complement (FTE*) for Initial Teacher Education: 2003-04 to 2009-10 

Instructor Type 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 

Tenure-stream 22 15.25 18.5 15.25 14.5 11.25 13.25 

Lecturers 1 6.5 6.17 9.67 8.8 9 8.33 

Seconded 36.33 24.53 25.17 21.29 19 18.5 20 

CLTA** 0 0 0 0.33 0.25 0.25 0.84 

Sessional 29.34 35.46 36.55 34.86 35.36 35.875 37.48 

Sole responsibility*** 0 0 0 1.35 3.72 4.7 5.08 

Total 88.67 81.74 86.39 82.75 81.63 79.58 84.98 

*FTE = Full-time equivalent 

**CLTA = Contractually Limited Term Appointment 

***Sole responsibility = graduate studies students hired to instruct 

09 

OISE Annual Report

• • • • graduate studies 

{ 

OISE is Canada’s preeminent centre for graduate studies in education. A pioneer in education, the 

University of Toronto was the only institution in Ontario to award a doctoral degree in education for 

nearly a century. 

Today, OISE is widely viewed as one of the world’s leading faculties for pursuing graduate studies 

and offers the most comprehensive range of programs in the country. We are committed to providing an 

unparalleled student experience within an environment that values excellence in research and practice. 

Each year, more than 3,500 people from around the world apply to study in one of our 12 

prestigious graduate programs. We admit nearly 800 students each year to pursue a MA, MEd, MT, EdD 

or PhD. 

Part-time Graduate Studies + 

Full-Time Job = The New 

Graduate Student Profile 

As more and more graduate students are looking for flexible 

arrangements to balance their full-time career with 

advancing their education, OISE is exploring options on 

how to create an equally nurturing environment for this cohort. 

Enter Professor Clare Brett whose passion for understanding the 

conditions for learning has resulted in a new series of opportunities for 

part-time graduate students. 

“Part-time graduate students often miss out on the opportunities and 

experiences of their full-time peers, which can lead to a feeling of 

disconnection,” says Clare. “They might not make the same connections 

with researchers and they may have more difficulty finding a supervisor.” 

After asking graduate students to identify challenges in balancing 

part-time studies with a full-time career and healthy personal life, Clare 

and a team of staff, faculty, and graduate students, began implementing 

programs and resources to help address their needs. 

Students now have opportunities to connect with 

one another during weekend learning retreats 

where they talk about comprehensive exams, 

ethics reviews, and how to find a supervisor. 

They can also attend workshops and training 

sessions, coordinated by Clare’s team, to help 

students familiarize themselves with student 

services available at OISE and throughout 

the University. 

This is but a few examples of efforts 

underway in the Department of 

Curriculum, Teaching and Learning to 

enhance the part-time graduate students’ 

experience at OISE. 

OISE Academic Plan 2004-2009 

Key Priority: Strengthen graduate degrees through 

strategic enrolment planning, the differentiation of 

academic and professional graduate degrees, and 

improved procedures in relation to supervision and 

research preparation. 

Pictured (l to r): Professor Clare Brett, Associate Chair 

of Graduate Studies in the Department of Curriculum, 

Teaching and Learning and her team: 

Murat Oztok, doctoral student and graduate assistant; 

Anna Garrito-Cassar, flex-time PhD student; and 

Terry Louisy, part-time MA student and full-time staff 

member in the Department. Also pictured: 

Professor Linda Cameron, Chair of last year’s task force on 

flex-time students in CTL whose efforts were instrumental 

in the success of this program. 

OISE Annual Report 

10

Research Fellowship and 

Graduate Assistantship Package 

This year, OISE created a competitive funding package that will allow 

graduate students to develop critical professional skills by playing key roles 

in the externally funded projects of leading faculty researchers. The 

combined Research Fellowship and Graduate Assistantship (RF/GA) 

package enhances the student experience by creating meaningful 

opportunities for faculty to mentor the next generation of education 

researchers. 

Graduate Enrolment (headcount) by Degree Type: 2003-04 to 2009-10 

2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 

MEd 904 839 716 677 812 905 1135 

MA 292 239 218 227 268 238 216 

PhD 664 617 653 648 692 705 673 

EdD 233 216 132 95 93 86 82 

Total 2093 1911 1719 1647 1865 1934 2106 

Source: RO Statistics, November Counts 

Outstanding Thesis 

of the Year 

For the past eight years, OISE has awarded the 

Outstanding Thesis of the Year Award in 

recognition of research excellence by a 

graduating PhD student. 

This year’s recipient, Mario E. Lopez-Gopar, 

is also a professor at Universidad Autónoma 

“Benito Juárez” de Oaxaca in Mexico. His thesis 

was entitled “What makes children different 

is what makes them better: Teaching 

Mexican children ‘English’ to foster 

multilingual, multiliteracies, and 

intercultural practices.” 

Graduate Expansion 

Graduate studies at OISE has evolved 

and developed in the past decade to 

continually address the education needs 

of our rapidly changing global society, 

and in response to provincial 

opportunities. 

One such opportunity began in 

2005 with the provincial 

government’s graduate 

expansion initiative, which was 

motivated by the Rae Report 

and embraced by the 

University of Toronto. As a 

result, OISE increased 

enrolment within the 

professional graduate cohort 

(MT, MA-CSE, MEd), and 

introduced the flexible-time 

PhD (Flex-PhD) for 

professionals looking for 

part-time doctoral studies. 

In 2008-09, the provincial 

government announced the second 

phase of graduate expansion, which 

gave OISE the opportunity to focus on 

doctoral expansion. 

Overall, during the past seven years, 

OISE has developed a range of 

innovative and creative approaches to 

offering graduate programs in order 

to meet the needs of our students – 

particularly working professionals. 

The Dean’s Graduate Student 

Research Conference 

In 2004, in recognition of the Dean’s commitment to enhancing the graduate 

student experience by raising the profile of student research at OISE, the annual 

graduate student conference became “The Dean’s Graduate Student Research 

Conference.” 

This conference provides a unique opportunity for graduate students to present their 

research to peers and faculty advisors in a professional conference setting. Students play a 

leadership role in organizing this event, working directly with the Dean and our Student 

Services office. 

11 


Mario E. Lopez-Gopar

OISE’s Graduate 

Cohorts 

OISE has developed a number of innovative 

cohort initiatives in which existing 

master’s programs that focus on key 

contemporary issues in education are 

offered in a special format for working 

professionals. The following cohorts have 

been introduced in the past seven years 

MEd: 

› Leadership for Literacy in 

Elementary and Secondary 

Schools 

Urban Education 

Curriculum Change (online only) 

› Success, Diversity and Social 

Justice in the Development of 

Culturally Proficient Leadership 

Higher Education Leadership 

› Environmental Sustainability 

Educational Administration 

› 

EdD: 

Educational Administration 

› 

Flex-PhD: 

Community College Leadership 

› 

Muriel Fung Student 

Appreciation Award 

Social justice, building community, leadership, innovation, compassion. 

These are all words that describe this year’s recipients of the Muriel 

Fung Student Appreciation Award. 

The award was established in 2001 by the OISE Graduate Student 

Association to recognize graduate students who have made outstanding 

extracurricular contributions to OISE. The award’s namesake was a 

doctoral candidate in Sociology and Equity Studies as well as a Research 

Officer at OISE. 

Joseph Mulongo, Shelley Murphy and Gary Pluim are 2009-10 

recipients of this award. 

Pictured (l to r): Joseph Mulango, Shelley Murphy and Gary Pluim 

Photo by Armida Sawan 

JOSEPH MULONGO, PhD candidate 

Department of Theory and Policy Studies 

Joseph Mulongo was President of the Graduate Student Union and past 

President of OISE’s Graduate Student Association. He volunteered on 

a number of committees including the Electronic Thesis Committee, 

Professional Skills Development Committee and Career Centre Review 

Committee. In 2007, he received the University’s prized Arbor Award 

for his volunteer contributions to the 100th anniversary of OISE. 

› Early Learning OISE Annual Report 12 

Flexible-Time 

PhD 

Adopted by OISE in 2005-06, 

this PhD option is designed for 

practicing professionals who wish to 

pursue advanced study within a 

framework that is more flexible in terms 

of program design, delivery and 

time requirements. The 

Flex-PhD is offered in all 

five departments. 

SHELLEY MURPHY, PhD candidate 

Department of Curriculum Teaching and Learning 

Shelley Murphy says her leadership and volunteer contributions have 

profoundly enriched her graduate experience at OISE. For two years, 

she was a graduate student representative on the OISE Equity Standing 

Committee of Faculty Council, and more recently she became Vice- 

Chair of this group. She was also Vice-President of the Graduate 

Student Association at OISE, and chair of that group’s Accessibility 

Committee. 

GARY PLUIM, PhD candidate 

Department of Curriculum, Teaching and Learning 

Gary Pluim is one of the founders of the Comparative, International 

and Development Education Student Association, which is known at 

OISE as one of the most vital and vibrant student organizations. A few 

key activities of this group include: the social justice group; strategic 

planning forums; and annual coffee house. Gary also serves as a graduate 

student representative on the OISE Sustainability Advisory Committee.

esearch • • • • 

OISE is a leader in education research and innovation nationally and internationally and our scholars are 

research leaders in their fields. Our faculty’s contributions have shaped education systems and have further 

strengthened our knowledge economy. 

Our research achievements are recognized by the impact of our work in society and also through the 

numerous awards and honours we receive each year. OISE’s faculty members are recipients of some of the 

largest Social Sciences and Humanities Research Council grants in Canada, and our research excellence is 

recognized with nine Canada Research Chairs, an Ontario Research Chair and three endowed chairs. 

OISE’s preeminent community of scholars works collaboratively and interdisciplinarily in our research 

centres. These centres bring together students, faculty and staff to bridge policy and practice, foster 

knowledge mobilization and promote scholarship. 

We continually strive to support new and innovative research that challenges the norms and continues 

to educate the community at large. Our researchers ask questions and provide solutions that expand our 

reputation as an international leader in the research, teaching, and study of issues that matter in education. 

To support this excellence, OISE has recently created mentorship and professional development assistance 

to faculty. 

OISE 

Academic Plan 

2004-09 

Key Priority: Strengthen our research 

programs through mentoring junior 

faculty, improving the research 

infrastructure and demonstrating 

the value and impact of our 

scholarship. 

We also continue to explore innovative ways to support our researchers 

who develop educational products (e.g. web-based teaching and 

learning tools, curriculum material, research tools), by working 

closely with the U of T Innovation and Partnerships Office.} 

OISE’s Largest International Grant 

May Lead to Treatment for Autism 

Childhood is a crucial time of growth and possibility. Imagine not being able 

to distinguish between a human face and that of your family pet. Imagine 

seeing a world without gender, age, or race. Yet, nearly one million children in 

Canada and the United States may have difficulty with a simple task. 

Professor Kang Lee’s research, supported by a $1.84 million grant from the 

National Insitutes of Health, will investigate how typically developing infants and 

children recognize, perceive and categorize faces and their development over time. 

This work will lay an important foundation for the development of assessment and 

training methods to help children with facial processing deficits, as evidenced in 

children with autism. 

Research Centres and Institutes 2009-2010 

• Atkinson Centre for Society and Child Development 

• Centre de recherches en éducation franco-ontarienne (CREFO) 

• Centre for Arts-Informed Research (CAIR) 

• Centre for Integrative Anti-Racism Studies (CIARS) 

• Centre for Leadership and Diversity (CLD) 

• Centre for Media and Culture in Education (CMCE) 

• Centre for Science, Mathematics and Technology Education (SMT) 

• Centre for Teacher Education and Development (CTED) 

• Centre for the Study of Education and Work (CSEW) 

• Centre for the Study of Students in Postsecondary Education (CSS) 

• Centre for Diversity in Counselling and Psychotherapy (CDCP) 

• Comparative, International and Development Education Centre (CIDEC) 

• Centre for Urban Schooling (CUS) 

• Centre for Women's Studies in Education (CWSE) 

• Institute for Knowledge Innovation and Technology (IKIT) 

• Institute of Child Study (ICS) 

• International Centre for Educational Change (ICEC) 

• Modern Language Centre (MLC) 

• the Dr. R.G.N. Laidlaw Centre 

• Social Economy Centre (SEC) 

• Transformative Learning Centre (TLC) 

13 

OISE Annual Report

Research Funding by Source: 2003 to 2010 

2003 2004 2005 2006 2007 2008 2009 2010 

Three Councils $2,520,549 $3,658,537 $4,031,043 $4,563,259 $3,158,665 $2,855,052 $2,276,551 $3,044,455 

GRIP + $1,283,394 $1,038,309 $1,459,128 $1,368,935 $1,712,103 $2,422,644 $2,305,857 $1,772,307 

Government, Other $648,322 $567,659 $515,428 $827,103 $1,180,069 $1,239,838 $1,395,149 $1,234,571 

Corporate $205,169 $201,000 $76,225 $170,457 $70,277 $44,012 $9,486 $0 

Not-for-profit $1,531,516 $858,104 $914,360 $1,019,567 $1,339,041 $1,332,822 $2,006,934 $1,701,071 

Sponsor $6,188,950 $6,323,609 $6,996,184 $7,949,321 $7,460,155 $7,894,368 $7,993,977 $7,752,404 

NOTE: Research year is April 1 to March 31 

“Since arriving at OISE four years ago, I have been mentored 

by senior colleagues in multiple ways, from offering advice and 

comments on grant proposals to working through the many 

challenges of teaching at the graduate level. 

As a junior faculty, I have been very fortunate to get involved 

as an editor of Curriculum Inquiry, which is housed at OISE and 

is one of the premiere curriculum studies journals in the world. 

Dennis Thiessen has been a tireless mentor as Editor-in-Chief 

and he has gone out of his way to assist me in many aspects of 

my career. 

The opportunity to meet other junior colleagues through 

OISE-wide events and to share resources and 

experiences has been invaluable for strengthening my 

scholarship.” 

~ Rubén A. Gaztambide-Fernández, Assistant Professor 

Department of Curriculum, Teaching and Learning 

Supporting our Community 

of Scholars 

Over the past seven years, OISE has increased the 

level of support that we provide to faculty who 

apply for major research grants and awards. For instance, 

faculty receive feedback and advice from established 

faculty and staff as they work to develop their proposal 

and also throughout the submission process. In addition, 

junior faculty receive an orientation to the grant proposal 

process. The Dean also began hosting luncheons to help 

junior faculty network with one another and learn from 

others’ experiences. 


Building upon our Success 

As a result of the increased support and guidance to our scholars, we successfully 

increased the rate of participation in research from 76% of our faculty to 92%. 

Over the past six years, OISE has secured more than $10.5 million in funding from Government 

Research Infrastructure Programs (GRIP+), such as Canada Foundation for Innovation, 

which supports research infrastructure. In fact, all but one application that we have submitted 

to GRIP+ have been successful. 

This has enabled us to acquire tools, equipment, data, and facilities, such as: 

› 

Neuroscience Lab in Human Development and Applied Psychology 

› Knowledge Innovation and Technology Lab 

› Multimedia Facility in Education Commons 

› Magnetoencephalography scanner at Sick Kids 

Mobilizing Educational Knowledge Lab 

Research Chairs 2009-10 

› 

Chair Position Faculty Name Department 

Canada Research Chair in Life Career Development Charles Chen Department of Adult Education 

and Counselling Psychology 

Canada Research Chair in Language Learning and Literacy Jim Cummins Department of Curriculum, 

Development in Multilingual Contexts 

Teaching and Learning 

William G. Davis Chair in Community College Leadership Peter Dietsche Department of Theory and Policy Studies 

Canada Research Chair in Theatre, Youth and Kathleen Gallagher Department of Curriculum, 

Research in Urban Schools 


Atkinson Charitable Foundation Chair Jennifer Jenkins Department of Human Development 

in Early Child Development and Education 

and Applied Psychology 

Ontario Research Chair in Postsecondary Glen Jones Department of Theory and Policy Studies 

Education Policy and Measurement 

Canada Research Chair in Leadership and Educational Change Ben Levin Department of Theory and Policy Studies 

Canada Research Chair in Lifelong Learning and Work David Livingstone Department of Sociology and 

Equity Studies in Education 

Canada Research Chair in Global Governance Karen Mundy Department of Adult Education 

and Comparative Educational Change 

and Counselling Psychology 

The President’s Chair in Education and Knowledge Technologies Marlene Scardamalia Department of Curriculum, 


Canada Research Chair in Family Katreena Scott Department of Human Development 

Violence Prevention and Treatment 


Canada Research Chair in Education and Technology Jim Slotta Department of Curriculum, 


Canada Research Chair in Special Education Rosemary Tannock Department of Human Development 

and Adaptive Technology 


15 

OISE Annual Report

• • • • multidisciplinary collaborative programs 

} 

Universities strive to be multidisciplinary, 

collaborative centres of excellence and 

OISE’s embrace of collaboration over the 

past seven years has allowed it to thrive in a 

number of areas. Since 2003, we have introduced 

new collaborative initiatives in adult 

learning, policy studies, special education, 

and urban education and developed existing 

areas such as Aboriginal studies and international 

education. 

For each of these initiatives, our faculty 

members engage in cross-department and 

cross-disciplinary collaboration within OISE 

and with partners across the University of 

Toronto campus. 

Canada 

Research Chair in 

Leadership and Educational Change 

In 2005, Ben Levin joined the OISE faculty as Canada Research Chair in 

Leadership and Educational Change. 

A well-known educational policy leader, Ben has worked as Deputy Minister for 

Education in Ontario and has held two Deputy Minister positions in Manitoba as well. He 

has considerable experience overseeing major system-wide education reforms in Canada 

and England. 

His research explores the following key areas: 

› advancing the role and use of research in shaping education policy and practice 

› building on recent experience in Ontario to improve understanding of 

large-scale improvements in education 

› learning more about how to alleviate the impacts of 

poverty and inequality in education 

Adult Learning 

Adult learning takes place in organizations, communities, 

workplaces and social movements; in local, national, and 

international contexts; and in the private, public and 

not-for-profit sectors. Researchers in this field investigate 

learning both as an individual phenomenon and as an 

organizational and social policy phenomenon. 

Collaborative Graduate Program in Workplace Learning 

and Social Change: MEd, MA, EdD, PhD 

In 2008, the collaborative graduate program in 

workplace learning and social change was introduced at 

the MEd, MA, EdD and PhD levels. Led by the interdepartmental 

Centre for the Study of Education and Work, 

faculty members are from the Departments of Adult 

Education and Counselling Psychology and Sociology and 

Equity Studies in Education. 

Students in this program explore work and learning 

trends in Canada and around the globe with a focus 

on social change. They situate workplace learning 

within broader social trends, such as 

globalization, neo-liberalism, and 

organizational restructuring. Students 

learn strategies that work to foster 

social change through greater 

equality of power, inclusivity, 

participatory decision-making, and 

economic democracy. 

Workplace Learning and Social 

Change graduates are well equipped 

for careers in adult training, health 

promotion, public sector management, 

organizational development, program 

evaluation and planning, international 

development, policy analysis, research and advocacy. 

Educational Policy 

Starting in September 2010, a new collaborative 

graduate degree in educational policy will leverage the 

well-known educational policy expertise of more than 30 

OISE faculty in each of our five departments. 

The program is geared to students who want to 

understand how policy design and implementation 

factors work, in order to improve educational processes. 

Graduate students can enrol in our MEd or MA in 

educational policy in September 2010. In September 

2011, students pursuing an EdD or PhD will have the 

opportunity to enrol in this program as well. 

OISE faculty involved in the collaborative program in 

educational policy have expertise in the following areas: 

adult education policy 

curriculum and teacher education policy 

early childhood policy 

K-12 policy 

higher education policy 

› policy addressing educational equity and 

social diversity 

second language education policy 

› 


Special Education 

Over the past seven years, we have augmented our academic and research expertise in special education. 

As a result, we now offer a number of new options within our Initial Teacher Education and graduate 

programs. In two programs, students can select a set of courses in special education and adaptive 

instruction that draw from both educational and psychological theory and research: 

Master of Arts in Child Study and Education with courses in Special Education 

Teacher candidates in the Child Study and Education program who are interested in special education 

complete an introductory course in special education and adaptive instruction and a six-week practicum 

placement in a special education setting. Teacher candidates are also encouraged to complete one or more 

additional graduate courses related to special 

education (e.g., Psychology and Education of 

Children and Adolescents with Learning 

Disabilities) during their two-year program. 

MEd in Developmental Psychology and 

Education with courses in Special Education 

Students explore evidence-based intervention 

approaches for learners with special 

education needs, and current policies and 

practices relating to working with learners 

with special education needs. In this program, 

students also learn about the cognitive, 

behavioural, social-emotional and learning 

needs of students with special education needs. 

Since 2003, the following faculty with 

expertise in special education and adaptive 

instruction have joined OISE: 

Rhonda Martinussen 

Assistant Professor, Department of Human 

Development and Applied Psychology 

Hazel McBride 

Senior Lecturer, Department of Human 

Development and Applied Psychology 

Rosemary Tannock 

Canada Research Chair in Special Education 

and Adaptive Technology, Professor of 

Psychiatry, and Senior Researcher at the 

Hospital for Sick Children in Toronto 

Research 

In 2009, our faculty’s expertise in adult learning was 

acknowledged with two $1 million, five-year investments 

from the Social Sciences and Humanities Research Council 

(SSHRC) Community-University Research Alliance (CURA). 

CURA grants are based on equal partnerships between 

organizations from the community and one or more 

postsecondary institutions and requires activities in research, 

education and training, and knowledge mobilization. 

Anti-Poverty Community Organizing and 

Learning Project Receives $1M CURA Grant 

This research project, led by Professor Peter Sawchuk, 

includes eight qualitative case studies of social movement 

learning in the areas of housing, health and nutrition, 

educational completion and quality employment activism 

in Toronto. 

Social Economy Centre Research Boosted 

with $1M CURA Grant 

This research alliance, led by Professor Jack Quarter, 

examines how the social economy contributes to our quality 

of life and addresses the needs of marginalized social groups. 

Outcomes of this work will inform educational policy and 

change how we value social economy organizations. 

Courses 

Psychology and Education of Children and Adolescents with Behaviour Disorders 

Psychology and Education of Children and Adolescents with Learning Disabilities 

Technology for Adaptive Instruction and Special Education 

Introduction to Special Education and Adaptive Instruction 

› Special Topics in Human Development and Applied Psychology 

(a past topic has included: Reading Disabilities and their Prevention/Intervention) 

17 

OISE Annual Report

Aboriginal Education 

This research area at OISE draws upon the diverse cultural and spiritual philosophies and practices of Aboriginal nations. 

Researchers examine a diverse range of issues, trends, perspectives, and models of Aboriginal education from local, national 

and international connections. Research is developed in collaboration with Aboriginal organizations, Elders, and the 

Indigenous Education Network. 

In the past five years, three faculty have been hired to 

build upon our expertise in Aboriginal education: Martin 

Cannon, Assistant Professor of Aboriginal and Indigenous 

Studies, Department of Sociology and Equity Studies in 

Education; Jean-Paul Restoule, Assistant Professor of 

Aboriginal Education, Department of Adult Education and 

Counselling Psychology; and Suzanne Stewart, Assistant 

Professor of Aboriginal Healing, Department of Adult 

Education and Counselling Psychology. 

A number of OISE faculty participate in the 

University-wide collaborative program in Aboriginal health, 

which provides graduate training in Aboriginal health research 

and practice while enhancing mutually beneficial relationships 

with Aboriginal communities and organizations. 

“My experience working with the IEN has been a 

phenomenal experience from both an academic and 

social justice perspective. I have been able to spend 

time learning from peers, faculty, as well as Elders and 

collaborate with a variety of people who disrupt the 

dominant discourse by honouring all forms of 

Indigenous knowledges as equally valid knowledges 

within academia.” 

~ Min Kaur, IEN Co-Chair 2009-10 

Indigenous Education 

Network Celebrates 

20 Years 

For the past 20 years, Eileen Antone, founder, 

Elder and former Indigenous Education 

Network (IEN) Faculty Chair, and IEN members 

have contributed to advancing the educational 

issues that matter for Aboriginal people and for 

all people. 

The Indigenous Education Network strives to: 

› support its members and others interested in 

Indigenous education at OISE 

› promote Indigenous education on campus 

and in the community 

› advance research on Indigenous issues in 

relation to education 

› support the development of Indigenous 

› 

curriculum at all levels of education 

collaborate with campus and community 

groups to strengthen initiatives related to its 

mission 

Pictured (l to r): Eileen Antone, Associate Professor of Adult 

Education and Counselling Psychology, IEN Founder, Elder, and 

former IEN Faculty Chair; Min Kaur, MEd Candidate in Adult 

Education and Community Development, IEN Co-Chair; 

Jean-Paul Restoule, Assistant Professor of Adult Education 

and Counselling Psychology, former IEN Faculty Chair, 

former IEN Student Co-Chair; Teresa Beaulieu, 

PhD Candidate in Counselling Psychology, 

IEN Co-Chair. 


CUS: Centre for Urban Schooling 

In 2005, the Centre for Urban Schooling (CUS) was established to improve the 

quality of teaching and learning experiences available to children and youth living in 

underserved urban communities. 

Housed with the Department of 

Curriculum, Teaching and Learning, the 

Centre was created with funding from the 

University’s Academic Initiatives Fund. The 

Centre’s activities have since been enhanced 

by the generous donation of William and 

Phyllis Waters. 

The impact of this Centre is realized 

through collaborative research, academic 

programs, and professional development 

opportunities that connect OISE with 

schools and communities. Researchers 

explore poverty, inner city development, 

anti-racist education, inclusive schooling, 

Aboriginal education, second language 

learning, and other topics facing urban 

schooling. 

Since its inception, the Centre has been 

involved in a number of research projects 

at the school, community, and government 

levels with a view to developing a Canadian 

research base on urban education. Over the past year, research projects have grown 

to include collaborative work with urban education researchers and practitioners 

around the world. 

OISE students can learn from urban education experts at U of T in the following 

ways: 

• MEd Urban Education cohort 

• BEd Cohort – Inner City Option (Elementary) 

• BEd Cohort – Inner City Education (Secondary) 

Canada Research Chair in Global 

Governance and Comparative 

Education 

In 2002, Professor Karen Mundy joined OISE from Stanford University as 

Canada Research Chair in Global Governance and Comparative Education. 

A world leader in the field of comparative education and international 

development, Karen is also Co-Director of the Comparative, International 

and Development Education Centre at OISE. 

Karen’s collaborative research determines how international organizations 

influence domestic educational policy. This work will help policy makers to 

establish more effective educational policies in today’s increasingly global 

society. Karen is cross-appointed to the Munk School of Global Affairs where 

she supports OISE’s involvement in the Munk doctoral collaborative program, 

Dynamics of Global Change. 

CIDEC: Comparative, International 

and Development Education Centre 

Comparative and international education has been a part of OISE for 

more than 50 years, but a number of advances in both research and 

academic programming have occurred within the past few years as a 

more global education becomes increasingly important in today's 

society. 

CIDEC brings together more than two dozen OISE faculty, from 

various academic departments, with international research interests, and 

extensive relations with governmental and non-governmental 

organizations working on issues of international development 

education, global citizenship education and comparative policy analysis. 

Recent research in the Centre has been supported by the International 

Development Research Centre, the Open Society Institute, the 

Canadian International Development Agency, United Nations 

Educational, Scientific and Cultural Organization, and the International 

Institute for Educational Planning. 

19 


Karen Mundy

• • • • partnerships 

The OISE community relies 

heavily upon partnerships within the local 

community, the province, the country, and globally - whether 

to collaborate within the multi-faceted field of education, or to bring our 

research into practice. As such, in the past seven years we have continued to 

build upon existing relationships and have forged new ones. 

In addition to our more formal partnerships and collaborations within our field, 

we have been beneficiaries of levels of philanthropy that are unprecedented 

in Canada. We are particularly thankful to our generous alumni 

and friends whose contributions have enabled us 

to elevate our aspirations. 

Ontario Association of Deans 

of Education 

OISE’s commitment to working with other faculties and schools 

of education in Ontario’s publicly assisted universities is formalized 

in our membership in the Ontario Association of Deans of Education. 

Partnering with Local 

School Boards: The 

Learning Consortium 

The Learning Consortium is a partnership 

between OISE and Greater Toronto Area 

school boards. This group serves as a 

community of inquiry that seeks to improve 

student achievement through exemplary 

instruction and assessment practices and also by 

enhancing teacher and leadership capacity. 

In the past few years, the Learning Consortium 

has undertaken the joint initiatives to address the 

following areas: 

early childhood education 

secondary school teaching and learning 

english language learners 

› grade 9 applied math 

This group works in consultation with the Ontario government, the Ontario College of Teachers, and teacher federations to: 

› develop research on education 

advance lifelong learning 

promote informed public discourse regarding education policy 

› improve teacher education programs › 

Building Partnerships with Top Education Faculties: 

International Alliance of Leading Education Institutes 

In 2007, OISE and seven other institutions founded the International Alliance of Leading Education Institutes. Since its 

founding, the group has expanded to include 10 leading institutions in teacher education or educational research and serves 

as a think-tank for approaching key policy issues in a global context. 

Together, this group seeks to: 

› enhance the quality of education in their home countries 

› 

provide leadership for educational development around the globe, especially regarding teacher education 

provide advice and counsel in developing positions for critical issues in education that impact education policy and 

practice and raise the public profile of education 

In 2011, OISE will host the Alliance’s annual meeting and conference, which brings together Alliance deans and 

directors and the world’s leading experts in education. 

Members of the International Alliance of Leading Education Institutes: 

Australia: University of Melbourne 

Brazil: University of São Paulo 

Canada: University of Toronto 

China: Beijing Normal University 

Denmark: University of Aarhus 

South Korea: Seoul National University 

Singapore: National Institute of Education 

South Africa: University of Cape Town 

UK: Institute of Education, University of London 

USA: University of Wisconsin-Madison 


Largest Gift Ever Made in Canada to 

Early Development and Childhood Education 

$5M donation to OISE’s Institute of Child Study 

In recognition of the gift from Dr. Eric Jackman, the University of Toronto has renamed 

the 85-year-old Institute of Child Study (ICS) the Dr. Eric Jackman Institute of Child 

Study at the University of Toronto. ICS is in the department of Human Development and 

Applied Psychology at OISE. 

As a community leader Dr. Jackman has combined a passion for the arts and education 

with a tireless professional dedication to psychology, and he currently serves as President 

for the Psychology Foundation of Canada. Dr. Jackman is an award-winning clinical 

psychologist and among his honours are the CMHA C.M. Hincks National Award for 

Mental Health, Canada’s 125th Anniversary Commemorative Medal, Her Majesty’s 

Golden Jubilee Medal and the Order of Ontario. 

Founded in 1925-26, the Institute and its Lab School have exerted a profound 

influence on early education. ICS research led directly to the adoption of the Ontario Day 

Nurseries Act in 1942. Almost 70 years later, the Institute continues to lead the way. 

Ontario’s recently announced Full-Day Early Learning Kindergarten program was 

modeled in large part on Institute findings and recommendations. 

Dr. Jackman’s lead gift to the $12 million ICS Building Campaign launches the public phase of the Campaign, and will 

provide the Dr. Eric Jackman Institute of Child Study with an expanded facility, centrally located, allowing the Institute to 

host the education community, colleagues in related disciplines, and Toronto families for best-practice teaching and family 

programming. These programs will be undertaken in partnership with governments, public school boards and professional 

and community agencies. 

Since its establishment at the University of Toronto, the Institute has continued its tripartite mission, which, in addition 

to innovative classroom practice, integrates the Laidlaw Research Centre and a two-year Master of Arts program in Child 

Study and Education, including Ontario teacher certification. The Dr. Eric Jackman Institute of Child Study is one of the 

few places in the world to combine advanced research, renowned graduate teacher training and a demonstration model of 

practical elementary schooling, all under one roof. 

Dr. Eric Jackman, an alumnus of the Institute's children's school (1930s) served as Honorary Lieutenant Colonel of the Toronto Scottish Regiment (Queen Elizabeth the Queen 

Mother's Own) and following the 2009 Remembrance Day Service at U of T, the Dr. Eric Jackman Institute of Child Study Lab School's Grade 5/6 students met Hon. Lt. Cl. Jackman. 

Historic Timeline of the Institute of Child Study 

1925 –26 

Institute of Child Study and its 

St. George’s School established 

at the University of Toronto. 

1944 

Professional graduate teacher 

training program established at 

ICS (Diploma program). 

1991 

The Laidlaw Foundation donates 

$1 million endowment to 

establish the Dr. R.G.N. Laidlaw 

Centre at ICS in support of child 

development and education 

research. 

1997 

Master of Arts (MA) Program in 

Child Study and Education at 

ICS replaces Diploma program. 

2010 

Institute of Child Study renamed 

Dr. Eric Jackman Institute of 

Child Study, and celebration of 

85th Anniversary at U of T 

continues through 2011. 

21 

OISE Annual Report

OISE Experts Around the Globe 

OISE faculty consult for and undertake research in conjunction with 

government and community agencies around the world. They sit on expert 

panels and advisory bodies to governments and NGOs. They shape the 

direction of their fields by heading or serving on the boards of academic and 

professional associations and organizations. They work on projects with school 

boards and districts both in Canada and abroad. And, they draft provincial 

curriculum documents, course profiles, and teacher resources for elementary and 

secondary education. 

Here is a sampling of some of the major projects and reports our faculty have 

led in recent years: 

Local Initiatives and Reports 

The following selected research initiatives and reports were undertaken in 

collaboration with or commissioned by local school boards: 

› Inquiry into Practice: Reaching Every Student Through 

Inclusive Curriculum Practices 

Beginning Teacher Project 

› 

Inclusive Schools Project 

The Role of Community Outreach in the Toronto District 

School Board Model Schools: A Multi-Case Research Study 

Major Provincial Initiatives and Reports 


collaboration with or commissioned by the Ministry of Education, Ministry of 

Training, Colleges and Universities, the Literacy and Numeracy Secretariat, or 

other provincial organizations: 

Induction, Mentoring and Renewal 

Ontario Faculties of Education Annual Conference 

Arts Research Brief: The Benefits of Arts Education 

› What Works? Research into Practice: The Educational Implications of 

Attention Deficit Hyperactivity Disorder 

Evaluating and Assessing Parental Involvement: Critical Analysis 

With our Best Future in Mind: Implementing Early Learning in Ontario 

Teacher Preparation and Success in Ontario Research Project 

› Teacher Working Conditions Matter: Improving Learning Outcomes 

Public Attitudes Towards Education in Ontario: The 17th OISE Survey 

› 

Major National Initiatives and Reports 


collaboration with or commissioned by the Canadian Education Association, 

National Strategy for Early Literacy Initiative, Canadian Language and Literacy 

Research Network, or other national organizations: 

› Reducing Class Size: What do we Know? 

Children for Whom English /French is Not Their First 

› 

› 

› 

Language 

The Role of Parents, Families and Caregivers in Young 

Children’s Literacy Development: A Review of Programs 

and Research 

Large-Scale Efforts to Improve Literacy 

Note: The above lists of major initiatives and reports are not comprehensive. 

This is a sample of recent or ongoing research. 

William Waters 

Support for 


In 2008, William and Phyllis Waters 

generously donated $1 million to 

OISE’s initiatives in urban education. 

This gift supports 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 several 

$30,000 awards to teachers who 

enrol in a full-time master’s 

program at OISE and who are 

interested in social justice and school 

success for students from economically 

disadvantaged neighbourhoods 

in underperforming schools. 

“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.” said 

William and Phyllis Waters. 

The William Waters Teacher- 

In-Residence in Urban Education 

provides a secondment for a teacher 

in elementary or secondary school 

to teach in OISE’s prestigious Initial 

Teacher Education program. 

The William Waters Symposium 

on Urban Education brings together 

an international expert with 

local teachers, faculty and students 

to extend the understanding of how 

teachers work effectively with 

students in inner city schools 


infrastructure & people • • • • 

Bricks and Mortar 

A leading educational institution must also be supported by an equivalent calibre of physical space. In the past seven years, we 

have made tremendous strides to improve our aging infrastructure and more is needed to fully realize our potential to provide 

an outstanding student experience as well as to support the needs of our scholarly community. 

OISE is housed within the following buildings on the St. George campus: 

› OISE Building (252 Bloor Street West) 

Third largest building on campus 

› Institute of Child Study (45 Walmer Road and 56 Spadina Road) 

58 Spadina Road was acquired in 2008 for future expansion 

› University of Toronto Schools Building (371 Bloor Street West) 

Houses Initial Teacher Education classes in science, 

computer science, physical education 

Institute of Child Study 

45 Walmer Road 

Acquired: 1953 

Improvements: 

Improved playground 

› Renovated ground floor and conference room 

Completed exterior painting 

› 

Walmer Rd 

Spadina Rd 

252 Bloor Street West 

Built: 1970 

OISE Building 

Improvements: 

› 

› Parking Levels 

56 Spadina Road 

Acquired: 2000 

› Ground Floor 

Improvement: 

› Created Jackman Art Studio 

St. George St 

Bloor Street W. 

Bedford Rd 

› 

› 

› 

Throughout the building: 

• Replaced chiller and boiler 

• Modernized main and auxiliary elevators 

• Replaced lighting to energy-efficient T8 type 

• Added motion-sensor lighting controls to 

more than 40 rooms 

• Major refurbishment of parking structure 

• Improved lighting 

• Created additional accessible spaces 

• New carpet, new furniture, presentation stage, 

new barrier-free washroom in the Education Commons 

• Replaced carpet and installed new stadium seating 

in auditorium 

• Expanded and modernized food services kiosk 

• Replaced security desk 

• Created new seating areas in the lobby 

• Renovated washrooms and added barrier-free 

washroom 

• Installed digital display screens 

5th Floor 

• Reconfigured floor to create ten new classrooms with 

flexible furniture and provisions for A/V 

• Created two new lounge spaces 

8th Floor 

• Reconfigured floor to create four new classrooms 

and meeting room with flexible furniture and 

provisions for A/V 

12th Floor 

• Created specialized conferencing facility for 

research 

• Renovated Dean’s Office suite and created new 

meeting rooms 

• Reconfigured floor to create four new classrooms and 

meeting room with flexible furniture and provisions 

for A/V 

23 

OISE Annual Report

Governance 

Our governance structure works through the OISE Faculty Council. The decisions of Faculty Council are consistent 

with the policies of the University’s Governing Council. Together with the Dean, Faculty Council is responsible for 

OISE’s overall policy and direction. 

In 2006, Faculty Council became a representative body with separate standing committees for teacher education, 

graduate education and six other areas. To complement the smaller, representative structure, Faculty Council hosts 

annual Town Hall meetings to provide a forum for the entire OISE community to participate in the direction of the 

institute. 

Seven standing committees report to Faculty Council for final approval of policies. 

Committees include: 

• Executive Committee 

• Graduate Education Committee 

• Initial Teacher Education Committee 

• Appeals Committee 

• Research Committee 

• Equity Committee 

• By-Laws, Nominations and Elections Committee 

In 2006, OISE’s Graduate Education Committee welcomed the opportunity to take on greater responsibility for 

academic policy recommendations affecting graduate education at OISE. Before then, decisions regarding graduate 

admissions, program development and governance had been made centrally by the University’s School of Graduate 

Studies. Since 2006, OISE has approved 25 new graduate courses and made major changes to five of our graduate 

programs. 

Teaching Task Force 

OISE’s Teaching Task Force formed in 2006 in the context of the University’s strong 

emphasis both on enhancing the student experience and on supporting and celebrating 

teaching. This group examined how OISE could better: 

enhance support for helping faculty members with their teaching 

› bring OISE’s 1999 Guidelines for the Assessment of Teaching at OISE into line 

› 

with U of T guidelines and current best practices 

acknowledge excellent teaching 

increase opportunities for graduate students to learn to teach at the 

University level 

Faculty Council approved the final report of the Teaching Task Force in 

2008, and as a result, the Office of Teaching Support at OISE (OTSO) was 

created to serve as a resource for both faculty and graduate students who are 

engaged in teaching. 

In addition to OTSO, the Task Force recommended the following: 

› the adoption of the revised OISE Guidelines for the Assessment of 

Teaching (OGAT), which include course evaluations with common core 

items, provisions for the sharing of data, and clearer criteria for 

competence and excellence in teaching 

› changes to OISE’s internal teaching award nomination forms to better 

match the University’s awards process and allow for a more 

coordinated approach to developing nominations for internal and 

external awards 

Both of these recommendations were successfully implemented. The final 

report of this group also informed a number of discussions about graduate 

student teaching, which led to an increase of graduate student teachers in 

2009-10. 

Njoki Wane, Director of the Office of Teaching Support at OISE 


Advisory Boards 

Dean’s Advisory Board, 2009-10 

In 2006, the Dean’s Advisory Board was established to provide advice to the Dean. Members have met twice a year since 

this time to provide input and discussion on a variety of issues. Prior to 2006, an advisory board to guide the merger of 

OISE with U of T was mandated as part of the merger agreement and reported to the U of T Governing Council with 

representatives from various provincial bodies. 

We would like to express our sincere gratitude to the members of OISE’s Dean’s Advisory Board for their 

commitment and dedication in helping to advance OISE’s key priorities: 

Name 

Gerry Connelly 

Philip M. Dewan 

Joan M. Green 

Frank Kelly 

Penny Milton 

Ken Norrie 

Anne Sado 

Raymond Théberge 

Carolyn Tuohy 

Michael Valpy 

Title 

Co-Director, Sustainability and Education Academy, York University; 

Co-Chair, Minister’s Working Group on Elementary Curriculum 

Principal, Counsel Public Affairs Inc. 

President, Joan M. Green and Associates; Co-Chair, Ontario Education Research Panel; 

Director, Learning through Literacy 

Executive Director, Council of Ontario Directors of Education 

Chief Executive Officer, Canadian Education Association 

Vice-President, Research, Higher Education Quality Council of Ontario 

President, George Brown College of Applied Arts and Technology 

Assistant Deputy Minister, French Language, Aboriginal Learning and Research Division, 

Ministry of Education and Ministry of Training, Colleges and Universities 

Professor Emeritus, Department of Political Science and Senior Fellow, 

School of Public Policy and Governance, University of Toronto 

The Globe and Mail 

Institute of Child Study Laboratory School Advisory Board, 2009-10 

In 2008, an advisory board for the Institute of Child Study Laboratory School was created to provide advice to 

the Dean on policy directions. This board, comprised of senior administrators from OISE, ICS and the Lab School, ICS 

parents, alumni, and graduate students, meets three times each year to advise the Dean. 

Name 

Kemi Adeodu 

Anne Marie Chudleigh 

Ariella Damelin 

Mark Evans 

Cary Greenberg 

Title 

Student member 

Parent member; OISE’s Elementary Practice Teaching Coordinator; 

Elementary Teacher Education program instructor 

Alumni parent member 

Associate Dean, Teacher Education 

Alumni parent member 

Kang Lee ICS Director 2005-2010 

Elizabeth Morley 

Aviva Zukerman Schure 

Mary Lou Vernon 

ICS Lab School Principal 

Parent member 

External member 

25 OISE Annual Report

Academic Staff (FTE*) by Rank: 2003-04 to 2009-10 

All Departments 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 

Assistant Professor 23.51 19.51 24.76 27.25 25.25 25.00 24.00 

Associate Professor 58.00 60.00 59.00 55.51 55.51 50.00 49.50 

Full Professor 61.50 56.50 54.45 52.70 54.00 54.60 54.20 

Lecturer 0 5 5 5 6 6 3 

Senior lecturer 4.60 5.50 5.00 7.83 7.83 7.83 10.83 

Total 147.61 146.51 148.21 148.29 148.59 143.43 141.53 

*FTE = Full-time equivalent 

Finances 

During a time of cutbacks and financial challenges around the globe, OISE has worked hard to develop realistic student 

enrolment scenarios and attempted to balance projected revenues and expenses. Since 2007, this work was facilitated 

through the creation of a Budget Advisory Committee (BAC). The BAC was utilized as a sounding board to help ensure 

alignment of academic and fiscal priorities and to advise the Dean on strategies associated with enrolment, graduate student 

funding, advancement, and expense policies in order to meet academic and financial commitments. This committee is 

comprised of academic administrators, faculty, graduate students, and staff. The BAC’s discussions have informed strategic 

enrolment planning, led to the creation of the Task Force on Graduate Student Funding, and encouraged differentiated 

staffing and multi-year course planning as methods to maintain the quality of our programs with limited resources. 

More recently, all departments and administrative units participated in two budget review exercises. Our budget 

challenges could not have been addressed without the contributions, creative thinking and sacrifices of many members of 

the OISE community. 

Operating Budget Breakdown: 2004-05 to 2009-10 (in million $) 

Revenue 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 

Grant 36.1 36.8 37.3 40.5 39.5 40.8 

Fees 10 9.5 10.2 17.5 19.1 20.3 

Other 1.8 2.8 3.5 24.6 26.9 26.7 

Total 47.9 49.1 51 82.6 85.5 87.8 

Expenses 

Compensation 36.2 36.9 37.2 40.6 41.5 42.7 

Student Assistance 9.3 8.3 8.9 13.7 15.1 14.6 

University Shared Expenses 0 0 0 22.5 24.1 24.1 

Other 2.4 3.9 4.9 5.8 4.8 6.4 

Total 47.9 49.1 51 82.6 85.5 87.8 


26

Leadership Renewal and Change 

Thanking our Outgoing Academic Administrative Leaders 

It is with great appreciation and sincere thanks that we wish to recognize the following leaders whose contributions have 

helped to advance OISE’s reputation around the globe: 

Jane Gaskell, Dean 

2003-2010 

Lana Stermac, Acting 

Associate Dean 

Research and Graduate 

Studies 2009-2010 

Marilyn Laiken, Chair 

Department of Adult 

Education and Counselling 

Psychology 2006-2010 

Tara Goldstein, Chair 

Department of Curriculum, 


2008-2010 

Kari Delhi, Chair 

Department of 

Sociology and Equity 

Studies in Education 

2007-2010 

Reva Joshee, Chair 

Department of Theory and 

Policy Studies 

2007-2010 

Kang Lee, Director 

Institute of Child Study 

2005-2010 

Introducing OISE’s Newest Academic Administrative Leaders 

On July 1, 2010, the following faculty joined OISE’s academic administrative leadership team: 

Julia O’Sullivan, Dean 2010-2015 

Julia is one of Canada’s leading experts in the teaching and learning of reading. 

Her research has attracted $7 million in external funding and has led to the publication of more 

than 100 scholarly and professional papers and presentations. 

An advocate for children, a developmental psychologist and licensed teacher, she has worked 

actively with schools, community groups and governments for more than 20 years contributing to 

educational policy and services for young children. 

She was a member of the Government of Ontario’s Expert Panel on Early Reading in 2002, 

served as a literacy specialist with Ontario's Turnaround Schools program and Advisor to the 

Martin Aboriginal Education Initiative. 

She was previously the Dean of the Faculty of Education at the University of 

Western Ontario, where she led the Faculty’s development and implementation of a 

comprehensive strategic plan. From 1999 to 2007, she was Dean of Education at 

Lakehead University, where she established the first Department of Aboriginal 

Education in a Canadian Faculty of Education. 

27 

OISE Annual Report

Normand Labrie, Associate Dean Research and Graduate Studies 2010-2015 

Normand begins a second term as Associate Dean of Research and Graduate Studies, after a 

one-year sabbatical teaching in India. He joined OISE in 1991 in the Department of 

Curriculum, Teaching and Learning and has held a number of leadership positions including 

Head of OISE’s Centre for Franco-Ontarian Studies. His research focuses on linguistic 

pluralism from the perspective of sociolinguistics, discourse analysis, minority studies, and 

language politics. Normand’s first term as Associate Dean began in 2004. 

Jeanne Watson, Chair Department of Adult Education and Counselling Psychology 2010-2013 

Jeanne has been a faculty member at OISE since 1995. She has served in a number of 

leadership roles at OISE and has been actively engaged in committees both at the institutional 

and department levels. Her research in the area of psychotherapy process and outcome has 

received two SHHRC grants and an award from the International Society for Psychotherapy 

Research. Jeanne is an internationally recognized expert in the area of person centered and 

experiential psychotherapy including emotion focused therapy. She is also an active clinical 

psychologist. 

Douglas McDougall, Chair Department of Curriculum, Teaching and Learning 2010-2015 

Doug joined OISE in 1997 and has held a number of administrative leadership roles since 

that time. He is noted for excellence and innovation in teaching at both the graduate and 

undergraduate levels and his passion for teaching is reflected in his research interests. His 

research focuses on teachers’ improvement in elementary school mathematics and the use 

of technology in middle school math classrooms. 

Rinaldo Walcott, Chair Department of Sociology and Equity Studies in Education 2010-2015 

Rinaldo joined OISE in 2002 and has held a Canada Research Chair in Social Justice and 

Cultural Studies from 2002-07. In the past, he has served as Acting Director of OISE’s Centre 

for Media and Culture in Education. His scholarship is multidisciplinary and reflects a critical 

approach to race, gender, and sexuality. 

Eric Bredo, Chair Department of Theory and Policy Studies 2010-2015 

Eric joins OISE from the University of Virginia, having also taught at Stanford University, the 

University of Illinois and Virginia Tech. His work focuses on the practical consequences of 

differing conceptions of educational, psychological and sociological issues. This focus derives 

from his interest in philosophical pragmatists, such as Peirce, James, Dewey and Mead, as well 

as his concern about the dysfunctional ways in which educational issues are often framed. He 

is also interested in the application of evolutionary ideas to a variety of fields relating to 

education. 

Janette Pelletier, Director Institute of Child Study 2010-2013 

Janette joined OISE in 1999 and has served as Program Chair of the Institute’s MA in Child 

Study and Education as well as for the program in Developmental Psychology and Education 

in the department of Human Development and Applied Psychology. Her research spans a wide 

array of child development and educational policy. Janette is an award-winning teacher and has 

been recognized for outstanding graduate student supervision. She is also the Research 

Director of the Laidlaw Centre at ICS. 


Honouring Retiring Faculty 

In the past seven years, 45 members of our academic 

faculty have retired. 

Please join us in extending our very best wishes to 

the following members of our academic faculty who 

retired in 2009-10: 

Marilyn Laiken 

Department of Adult 

Education and Counselling 

Psychology 

Ken Leithwood 

Department of Theory and 

Policy Studies 

David Livingstone 




Roger Simon 




Welcoming New Faculty 

Over the course of the past seven years, we have made 43 new 

faculty appointments. We are pleased to welcome our newest 

faculty member who joined OISE in July 2010: 

Rob Simon, Assistant Professor Department of Curriculum, 


Rob joins OISE from the University of 

Pennsylvania, where he coordinated the 

master’s program in secondary education 

and was a post doctoral fellow. He 

earned his PhD from the University 

of Pennsylvania, MA in Secondary 

Education from San Francisco State 

University, Master’s of Theological 

Studies from Harvard, and BA from 

Hampshire College. 

In 2009, he was awarded the 

Ralph C. Preston Award for 

scholarship and teaching 

contributing to social 

justice and educational 

equity for his 

dissertation, “We 

are all becoming 

teacher/theorists: 

Collaborative 

inquiry into the 

intellectual, relational, 

and political 

work of learning 

to teach.” His 

research explores 

literacy education, 

urban 

pre-service 

teacher education, 

practitioner 

research, 

and multiliteracy 

practices of 

students in and out 

of school. 

Dennis Thiessen 

Department of Curriculum, 


29 

OISE Annual Report

• • • • awards & honours 

OISE Professor Receives 

Education’s Nobel Prize: 

The Grawemeyer Award 

Why do smart people make bad decisions? 

OISE Professor Keith Stanovich’s research shows that tests, such as 

the IQ test, are incomplete measures of good thinking since they fail to 

take into account the rational skills that we use to exercise good 

judgment in our daily lives – skills such as planning, evaluating and 

weighing risks. 

It was this research, which was published in 2009 in his book, 

“What Intelligence Tests Miss: The Psychology 

of Rational Thought,” for which Keith received 

the Grawemeyer Award – the world’s top 

education award. 

His work has the potential to change how 

intelligence is viewed and assessed, in addition 

to how learning and teaching goals are 

structured in schools. 

Keith is recognized by his peers as one of the 

most influential cognitive psychologists in the 

world and was selected for this prestigious award 

from among 34 worldwide nominations. 

Quick Facts about Keith Stanovich 

› Youngest member elected to the 

Reading Hall of Fame. 

› Only two-time winner of the Albert J. 

Harris Award from the International 

Reading Association, for influential 

articles on reading. 

› One of 50 most cited researchers in his 

field, according to Development Review 

journal. 

› One of his articles has been cited more 

than 1,000 times. 

› One of 25 most productive educational 

psychologists, according to Contemporary 

Educational Psychology journal. 

› Author of six books and more than 200 

articles on the psychology of reading, 

reasoning and cognitive science. 

› His textbook “How to Think Straight 

About Psychology, “is used by more than 

300 higher education institutions and is 

now in its ninth edition. 

OISE faculty, students, alumni and staff are recognized for their research, teaching, leadership, and contributions in 

influencing and advancing the field of education. Prestigious awards and honours are a measure of our excellence in 

research, teaching, and service to the profession and serve as an indication of excellence. 

The following list includes a summary of major awards received by the OISE community in the past academic year. 

If we have missed a major award, please contact us: dean.oise@utoronto.ca. 

INTERNATIONAL 

Award Awarding Organization Name of Recipient Area Affiliation 

Academic Activist Award Council of Agencies Serving South Asians Kiran Mirchandani Department of Adult Education and Faculty 

Counselling Psychology 

Arbuthnot Award International Reading Association Shelley Stagg-Peterson Department of Curriculum, Faculty 


Distinguished Historian Award Conference on the History of Elizabeth Smyth Department of Curriculum, Faculty 

Women Religious 


Fellow American Educational Research Association Michael Fullan Department of Theory and Policy Studies Faculty 

Fellow American Educational Research Association David Olson Department of Human Development Faculty 


Fellow Association for Psychological Science Kang Lee Department of Human Development Faculty 


Grawemeyer Award in Education University of Louisville Keith Stanovich Department of Human Development Faculty 


Honorary Degree University of Copenhagen Alister Cumming Department of Curriculum, Faculty 


Honorary Fellow Comparative and International Ruth Hayhoe Department of Theory and Policy Studies Faculty 

Education Society 

Research Fellowship Knowles Science Teaching Foundation Indigo Esmonde Department of Curriculum, Faculty 


Wisniewski Award Society of Professors of Education OISE OISE NA 


NATIONAL 


Carol Crealock Award Canadian Association for the Study of Tara Goldstein Department of Curriculum, Faculty 

Women and Education 


Certificate of Achievement Prime Minister's Teaching Excellence Award Mark Melnyk Continuing Education Instructor Faculty 

G.E. Clerk Award Canadian Catholic Historical Association Elizabeth Smyth Department of Curriculum, Faculty 


Gold Medal Canada Summer Games, 400m Kate Ruediger Initial Teacher Education, BEd 2009 Alumni 

Governor General's Gold Medal Governor General of Canada Laura Pinto Initial Teacher Education Faculty 

Harry Jerome Award - Leadership Black Business and Professional Association Saron Ghebresellassi Department of Sociology and Alumni 

Equity Studies in Education, MEd 2009 

Jeanne Mance Award Canadian Nurses Association Gail Donner Department of Adult Education Alumni 

and Counselling Psychology, PhD 1986 

R. W. B. Jackson Award for Outstanding Canadian Educational Researchers’ Ruth Childs Department of Human Development Faculty 

English-language Article Association and Applied Psychology 

PROVINCIAL 


Best Health and Safety Documentary Ontario Workers Health and Safety Centre Dorothy Goldin Rosenberg, Department of Adult Education and Alumni 

at the Canadian Labour International Executive Producer of the Counselling Psychology, PhD 1999 

Film Festival 

film "Toxic Trespass" 

Odyssey Award University of Windsor Alumni Association Laura Pinto Initial Teacher Education Faculty 

Outstanding Contribution to the Ontario Ontario Co-operative Association Jack Quarter Department of Adult Education and Faculty 

Co-operative Association Award 

Counselling Psychology 

University of Toronto 


Arbor Award University of Toronto Ed Thompson Department of Sociology and Alumni 

Equity Studies in Education, PhD 1979, 

MEd 1973 

Arbor Award University of Toronto Gerry Connelly Dean's Advisory Board Friend 

Status of Women Office Award University of Toronto Status of Women Office Paula Bourne Centre for Women’s Studies in Education Faculty 

Stepping UP Group Award University of Toronto Patrick O'Donnell Continuing Education Staff 

Frank Andricciola 

Sophia Cottrell 

Nick Sardelis 

Janice Spencer 

Regina Hui 

Sandy Hadley 

Karen Palma 

Hema Prabhu 

Julia Pan 

Stepping UP Individual Award University of Toronto Bessie Giannikos Department of Curriculum, Staff 


OISE 


Award for Excellence in OISE Daniel Marozzo Continuing Education Faculty 

Continuing Education 

Award for Excellence in OISE Beverly Caswell Initial Teacher Education Faculty 

Initial Teacher Education 

David E. Hunt Award for Excellence OISE Dale Willows Department of Human Development Faculty 

in Graduate Teaching 


Dr. Claire Alleyne Staff Award OISE Margaret Brennan Student Services Staff 

OISE Distinguished Contributions OISE Kathy Bickmore Department of Curriculum, Faculty 

to Teaching 


31 

OISE Annual Report

Initial Teacher Education Awards 2009-10 

Alexander Pringle Seggie Award 

Paul Stephen Mardus 

Alexander Pringle Seggie Memorial Award 

in Business 

Angela Maclennan 

Arnolds Balins Award 

Torie Boynton 

Bertha and Howard Robertson Entrance Award 

Kimberley Kondo 

Borthwick-Duckworth Scholarship 

Wesley Galt 

Don Galbraith Preservice Teacher Award 

of Excellence 

Craig Dwyer 

Elli Anette Kipper 

Neil Ramjewan 

Don Wright Scholarship Fund 

Jaclyn Lauren Cepler 

David Espeut 

Christopher Ng 

William Stewart Snodgrass 

Dr. and Mrs. R. L. Peterson Memorial 

Entrance Award 

Fatima Ashraf 

Naheed Mirebrahimi 

Rebecca Elizabeth Tee 

Elementary Teachers’ Federation of Ontario 

Faculty of Education Award 

Audrey Lea MacDonald 

Institute of Child Study Laboratory School 

Dr. David Suzuki Fellowship Award 

Amir Lewin 

Intermediate/Senior Award of Honour 

Vittorio Iafrate 

James F. Johnson Masonic Award from 

University Lodge 496 Award 

Ryan Archie Topp 

James W. Fair Award in Elementary Education 

Heikki Markus Jaason 

Rachel Phyllice Weinstock 

Jean Stirling Award Scholarship 

Georgia Parousis 

Jeffrey Drdul Memorial Award 

in Special Education 

Kaitlin Coutts 

Michael Robert Davidson 

Mahsa Ershadi 

Soteira Aurora Hortop 

Nathalie Stechysin 

Lisa Anne Weir 

John J. Del Grande Scholarship 

Enkelejda Lapardhaja 

Junior/Intermediate Award of Honour 

Stefan Douglas Cepin 

Kathy Bickmore Peacemaking Education 

Award 

Sharise Lee-Ann Alonto 

Robin Liu Hopson 

M. Penelope Carter Award 

Dargine Rajeswaran 

Mark A. R. M. Crowe Memorial Award 

Nadeen Zahra El-Kassem 

Miyumi Sasaki Education Fund 

Adrian Roberts 

Huma Umar 

OISE Commendation Award 

Ian Daniel Da Silva 

Thi Thanh Dinh 

Jason Craig Dwyer 

Mahsa Ershadi 

Matthew Jenkins 

Ana-Marija Skiljevic 

OISE Robert Morrice Crowe Award 

Asa Shiota 

Ontario English Catholic Teachers’ 

Association Award of Excellence 

Mario Portoraro 

Ontario Secondary School Teachers’ 

Federation H.W. Bryan Memorial Award 

of Honour 

Stephanie Nunes 

Outstanding Contribution to the Life of the 

Faculty 

Robin Hopson 

External Awards 

P.A. Petrie Huron County 

Scholarship 

Lauren Matheson 

Primary/Junior Award of Honour 

Arwyn Elizabeth Carpenter 

Professor Arthur Louden Memorial 

Scholarship in Science Award 

Christie Elizabeth DesRoches 

Julie Hoang 

Kirsten Lise-Lotte Hubbard-Muir 

Aaron Munir Khalid 

June Cheuk Wa Lee 

Lisa Shiiqian Wang 

R. Darrell Phillips Award 

Shanna Kathleen Manning 

R. J. McMaster Award 

Nataly Shaheen 

Roseann Runte Award Scholarship 

Stacey C. Tsourounis 

University of Toronto Vari Scholarship 

Sylvia Daikos 

Amit Morris 

Megan Marjorie Snow 

Azadeh Shirzadi 

Nicole Marie Anthony 


GRADUATE STUDENT AWARDS 

Aga Khan Foundation 

Scholarship 

Khursandi Azizsho 

Anne Millar Scholarship 

Katie Sue Bruce 

Andrea Black 

Canada Graduate Scholarship 

Catherine Aubrecht 

Christopher Chapman 

Allyson Clarke 

Margaret Clarke 

Nathalie Conn 

Iara Costa 

Valerie Damasco 

Carol D'Arcangelis 

Anthony Folino 

Kristen Frampton 

Krista Gass 

Ilana Goodman 

Luo Jia 

Angela MacDonald 

Nina Mafrici 

Bronwen Magrath 

Justin Mattina 

Dana Shafman 

Sheila Stewart 

Jennifer Theule 

Jijian Voronka 

Canada's Most Powerful Women: 

Top 100 Awards 

Melania Chwyl 

Canadian Institutes of Health 

Research (CIHR) 


Doctoral Research Award 

Lauren Batho 

Rachel Gropper 

Kelly Nash 

Canadian Society for the Study 

of Higher Education George Geis 

Thesis Award 

Lydia Boyko 

Chancellor's Award of Excellence 

- Emerging Leader 

Pamela Gravestock 

Cressy Award 

William Deacon 

Kirk Perris 

Paul Banahene 

Andrea Cousineau 

Ethel Elizabeth Anderson 

Graduate Award in Adult 

Learning 

Maya Chacaby 

Hetty Chu Memorial Fellowship 

Michelle Castaneda 

Keith A. McLeod Award 

Anne McGuire 

Keith A. McLeod Bursary 

Melissa Fong 

Kara Patricia Janigan 

Elizabeth Collins Kalnin 

Leighton McCarthy Memorial 

Scholarship 

Ellie Clin 

Erica Webb 

Master’s Canada Graduate 

Scholarship 

Artem Babayants 

Andrea Black 

Terra Dafoe 

Linah Hashimi 

Vanessa Hyland 

Tamara Kornacki 

Tineka Levy 

Victoria Lishak 

Clarisa Markel 

Angela Massey-Garrison 

Allison Musson 

Angela Nardozi 

Olivia Ng 

Marianne Pelletier 

Lori Polito 

Hayley Price 

Aline Rodrigues 

Victoria Timmermanis 

Scott Verhoeve 

Antigone Vitopolous 

Leeanne Whitely 

Marleen Biggs Memorial Award 

Angele Melanie Candace Close 

Muriel and Danny Fung Award 

Joseph Mulongo 

Shelley Murphy 

Gary Pluim Jr. 

Natural Sciences and 

Engineering Research Council 

Graduate Scholarship 

Zhong Xu Liu 

Thien-Kim Nguyen 

Natural Sciences and 

Engineering Research Council 


Gizelle Anzures 

Kathryn Hum 

OISE Commendation Award 

Eliza Chandler 

Somani Liana Ferley 

Anne E. McGuire 

Margaret Shaw 

Laura Thrasher 

Ricky Raju Varghese 

Ontario Graduate Scholarship 

Paul Banahene Adjei 

Catherine Ahrens 

Jennifer Ajandi 

Emily Antze 

Stephanie Jane Margaret Arnot 

Teresa Beaulieu 

Lindsay Bell Grubb 

Theanna Frances Bischoff 

Jennifer Bonnell 

Dillon Browne 

Megan Brunet 

Allison Burgess 

Amberley Buxton 

Tonya Callaghan 

Saad Chahine 

Eliza Chandler 

Christian Wai Chun 

Eliot Clin 

James Corcoran 

Krista Craven 

Cyril James John Cromwell Simmonds 

Malcolm Cunningham 

Todd Cunningham 

Alvi Dandal 

Shama Dossa 

Sameena Eidoo 

Hoda Farahmandpour 

Mark Federman 

Daniel Fekete 

Brooke Fletcher 

Kelly Gallagher-McKay 

➔ 

Pictured (l to r): Graduate Student Award Winners 

Ashley Major Ontario Graduate Scholarship, 

Angela MacDonald Canada Graduate Scholarship, 

Victoria Kannen Social Sciences and Humanities Research 

Council (SSHRC) Graduate Scholarship, 

William Deacon Cressy Award, 

Gillian R. Haydicky Ontario Graduate Scholarship. 

33 

OISE Annual Report

Mira Raj Gambhir 

Lia Gladstone 

Fatima Zahra Habib Mohammed Baqir 

Gillian R. Haydicky 

Juliet Hess 

Kara Patricia Janigan 

Zeenat Janmohamed 

Monika Janus 

Kamara Ayanna Jeffrey 

Lindsay Kerr 

Salaha Khan 

Agnes Kieltyka-Gajewski 

Jian Liu 

Mario E. López-Gopar 

Michelle Lui 

Ashley Mackie 

Ashley Major 

Krystle Karine Martin 

Kimine Mayuzumi 

Sarah McCormich 

Michael Gerard Mcgarry 

Anne E. McGuire 

Francine Menashy 

Rod Missaghian 

Jane Mizevich 

Bonnie Mok 

David Moulton 

Devi Dee Mucina 

Christina Parker 

Shalaine Payne 

Kirk Perris 

Anna Pisecny 

➔ 

Kendra Pitt 

Gary Pluim 

Gail Prasad 

Zahra Firoz Rasul 

Sadaf Shallwani 

Carly Shecter 

Devita Singh 

Jennifer Anastasia Skinner-Winslow 

Geoffrey B. Soloway 

Diane Marie J. Teplyo 

Rose Ann Torres 

Stephen Turpin 

Marie Vander Kloet 

Glenn White 

Sheila Jane Wilmot 

Mukaddes Burcu Yaman Ntelioglou 

Bing Yu 

Kangxian Zhao 

Ontario Mental Health 

Foundation Award 

Kimine Saliba 

OISE Outstanding Thesis of 

the Year 

Mario E. López-Gopar 

OISE Scholarship for Aboriginal 

Students 

Randy Sandy Daniel Blair 

Pitawanakwat 

Provincial Centre of Excellence 

for Child and Youth 

Mental Health at CHEO 


Rossana Bisceglia 

Robert Seth Kingsley Graduate 

Student Fellowship 

Emily Gordon 

Stephanie Hanson 

Ivon Liu 

Erica Webb 

SICPA Foundation Scholarship 

David Gachoud 

Social Sciences and Humanities 

Research Council (SSHRC) 


Melody Kelly Ashworth 

Anne Elizabeth Bird 

Rossana Bisceglia 

Dina Buttu 

Jacqueline Cahill 

Kate Cairns 

Sheila Gruner 

Carly Guberman 

Sarah Harper 

Victoria Kannen 

➔ 

Heidi Kiefer 

Katherine Madjidi 

Holly McGinn 

Angele Palmer 

Isaac Stien 

Tanya Teall 

Barry Trentham 

Marcia Vickar 

Alice Cho Yee Wong 

TATP Teaching Excellence Award 

Cassandra Lord 

TVO Best Lecturer Nominee 

Sharon McCleave 

University of Toronto Women's 

Association - Alan and Carolyn 

Coman Scholarship 

Helen Marie Anderson 

Wexner Graduate Fellowship 

Rafael Cashman 

Wilfred Rusk Wees Fellowship 

Kenneth McNeilly 

William Waters Scholarship in 


Carol Fan 


252 Bloor Street West 

Toronto, Ontario, M5S 1V6 

Canada 

www.oise.utoronto.ca 

Principal Photographer, Lisa Sakulensky

Ontario Institute for Studies in Education - University of Toronto

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