Faculty
Dr. Ayman Aljarrah
Associate Professor
902-585-1632
E-mail
Dr Ayman Aljarrah
Credentials
- B.Sc. (Yarmouk University)
- M.Phil. (Yarmouk University)
- Ph.D. (University of Calgary)
Teaching Interests
- Teaching Mathematics in Elementary School 1
- Teaching Mathematics in Elementary School 2
Research Interests
- Dr. Ayman Aljarrah has consciously maintained two streams of interest––collectivity and creativity—in mathematics learning environments. In his research, he always concentrates on the interactions between all the agencies in the learning environment—the program of study, the people in the classroom, and the materials and tools—and how such interactions trigger and sustain teachable moments. Indeed, Dr. Aljarrah is interested in more than one aspect of mathematics education and teacher education (e.g., mathematical understanding, mathematical creativity, the process of teacher education, and processes of mathematical thinking).
Publications
- Aljarrah, A., & Towers, J. (2023) The emergence of collective mathematical creativity through students’ productive struggle. Canadian Journal of Science, Mathematics and Technology Education. https://doi.org/10.1007/s42330-023-00259-0.
- Aljarrah, A., & Preciado Babb, P. (2022). Shifting metaphors as a trigger for creativity: A review of students’ mathematical creative acts. In S. A. Chamberlin (Ed.), Proceedings of the 12th International Conference on Mathematical Creativity and Giftedness (MCG 12) (pp. 59-65). Alexis Park All Suite Resort and Conference Center, Las Vegas, NV, USA.
- Aljarrah, A., & Towers, J. (2021). Productive struggle leading to collective mathematical creativity. In D. Olanoff, K. Johnson, & S. M. Spitzer (Eds), Proceedings of the 43rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 43) (pp. 1172-1182). Philadelphia, Pennsylvania/ USA, during October 14-17.
- Putra, Z. H., Dahnilsyah, D., & Aljarrah, A. (2021). A praxeological analysis of pre-service elementary teacher-designed mathematics comics. Journal on Mathematics Education, 12 (3), pp. 563-580.
- Aljarrah, A. (2020), Describing collective creative acts in a mathematical problem-solving environment. The Journal of Mathematical Behavior, Volume 60.
- Aljarrah, A., & Towers, J. (2019). Discerning two creative Acts: Expanding possibilities and divergent thinking. In M. Nolte (Ed.), Proceedings of the 11th International Conference on Mathematical Creativity and Giftedness(MCG 11) (pp. 103-108). University of Hamburg, Hamburg, Germany.
- Towers, J., Aljarrah, A., & Martin, L. (2019). Exploring aspects of preservice teachers’ mathematical literacy through mathematics autobiographies. In S. Otten, A. G. Candela, Z. de Araujo, C. Haines, & C. Munter (Eds.), Proceedings of the 41st Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) (pp. 1304-1308). St. Louis, MO: University of Missouri.
Dr. M. Lynn Aylward
Professor
902-585-1751
E-mail
Linkedin Profile
Dr. M. Lynn Aylward
Credentials
- B.Sc. (Dalhousie)
- B.Ed. (Acadia)
- M.Ed. (University of Toronto)
- PhD (University of South Australia)
Teaching Interests
- EDUC 8023: Methodological Perspectives in Educational Research
- EDUC 5063: Foundations of Inclusive Education
- EDUC 4333: Equity and Inclusive Schooling
- EDUC 4263: Curriculum and Instruction for Diverse Learners
Research Interests
- Dr. Aylward is an activist researcher, teacher educator, and curriculum designer with expertise in intercultural teacher development, community schooling, and inclusive education. She has researched , taught and consulted across Canada (living and working in 4 provinces and 2 territories) as well as internationally through collaborative projects with colleagues in Chile, Malawi, Tanzania, China, Dominica, and Guyana. Capacity building and reciprocity form the cornerstone of her research and professional practice. Dr. Aylward’s current research and curriculum development projects are focused on accessible learning technologies, rural youth and resilience and an historic examination of Inclusive Education in Nova Scotia through the creation of a documentary film, Open Educational Resource (OER) and publicly accessible digital archive connected to the Charter of Rights and Freedoms case of Luke Elwood.
Publications
- Bruce, C. & Aylward, M. L. (2021). Disability and Self-Advocacy Experiences in University Learning Contexts. Scandinavian Journal of Disability Research, 23(1), pp. 14–26. DOI: https://doi.org/10.16993/sjdr.741
- Bruce, C. & Aylward, M. L. (June, 2021). Accommodating Disability at University. Disability Studies Quarterly 41(2). DOI: http://dx.doi.org/10.18061/dsq.v41i2.6973
- Aylward, M.L. (Writer, Co-Director, Producer) (2020). “The Case of Luke Elwood” (Motion picture for festival release). Frictive Pictures INC., Canada.
- Aylward, M.L. (2018) Book Review: Promising Practices in Indigenous Teacher Education., P. Whitinui, M. del Carmen Rodriguez de France & O. McIvor (Eds). ISBN 978-981-10-6399-2 Springer: Singapore. Teachers College Record ( December 6)
- Aylward, M.L. & Bruce, C. (2018). Being Somebody: Inclusive Postsecondary Education Programs within a Disabilities Studies framework. In M.J. Harkins and S. Singer (Eds.) Educators on Diversity, Social Justice and Schooling. Toronto: Canadian Scholars’ Press pp. 329-344
Dr. Birdie Bezanson
Associate Professor
902-585-1231
E-mail
Dr. Birdie Bezanson
Credentials
- BComm (St Mary’s University)
- BEd (University of Toronto)
- MEd (Acadia University)
- PhD (University of British Columbia)
Teaching Interests
- Seminar & Practicum (EDUC 5066)
- Counselling Pre-Practicum (EDUC 50F3)
- Trauma-informed Practices in Counselling (EDUS 5553)
- Principles of Assessment (EDUC 5303)
Research Interests
- Dr. Bezanson has worked primarily with youth in educational settings and in residential treatment facilities. Her clinical practice has focused on youth who have been affected by complex trauma and children and youth with learning challenges. Dr. Bezanson’s extensive travel and time spent living in other countries cultivated a deep curiosity in the methods and practices of non-western healers. While at UBC she developed an interdisciplinary program of research to study the systems of healing ascribed to by traditional healers in the Açores, Portugal and the implications of these practices for this immigrant group in North America. In her research she sought to develop culturally responsive interventions. Her interests are now centered on utilizing mindfulness as a universal intervention for children and youth in academic settings and as a clinical training tool for preparing preservice counsellors for developing a nurturing a deep therapeutic alliance with clients.
Publications
- Bezanson, B. (2018). Book Review of "Character Strengths Interventions: A Field Guide for Practitioners". Canadian Journal of Counselling and Psychotherapy / Revue canadienne de counseling et de psychothérapie, 52(3). Retrieved from https://cjc-rcc.ucalgary.ca/article/view/61237
- James, S., Harris, S., Foster, G., Clarke, J., Gadermann, A., Morrison, M., & Bezanson, B. J. (2013). Revisioning Clinical Psychology: Integrating Cultural Psychology into Clinical Research and Practice with Portuguese Immigrants. Frontiers in Psychology, 4, 164. http://doi.org/10.3389/fpsyg.2013.00164
- Bezanson, B. J., & James, S. (2009). Learning from Tradition: Healers in the Açorean (Azorean) Islands. Journal of Counselling and Spirituality, 28, 73-90.
- Bezanson, B. J., & James, S. (2007). Culture-General and Culture-Specific Approaches to Counselling: Complementary Stances, International Journal for the Advancement of Counselling, 29, 159-171.
- Bezanson, B. J, Foster, G., & James, S. (2005). Herbalistas, Curandeiros and Bruxas: Lessons from Traditional Systems of Healing. In R. Moodley & W. West (Eds.). Integrating traditional healing practices in counselling and psychotherapy. Thousand Oaks, CA: Sage.
- Bezanson, B. J. (2004). The Application of Solution Focused Work in Employment Counseling. Journal of Employment Counseling, 41, 183-191.
Dr. Kelly Brenton
Assistant Professor
Clinical Coordinator, M.Ed. Counselling
902-585-1125
E-mail
Dr. Kelly Brenton
Credentials
- Doctor of Psychology, California Southern University
- M.Ed. Education Psychology, Memorial University of Newfoundland
- B.Ed. Bachelor of Education, Memorial University of Newfoundland
- B.Sc. Psychology, Memorial University of Newfoundland
Teaching Interests
- Seminar & Practicum (EDUC 5066)
- Counselling Pre-Practicum (EDUC 50F3)
- Clinical Mental Health Counselling (EDUC 50K3)
- Group Counselling: Theory and Practice (EDUC 5623)
- Principles of Assessment for Counselling (EDUC 50J3)
- Counselling Families (EDUC 5233)
Research Interests
- Dr. Brenton is a Registered Counselling Therapist and Certified Canadian Counsellor, with over 20 years of experience as a counsellor and educator. Her clinical experience includes specializations in school counselling, assessment, trauma, and integrative approaches to counselling for individuals, families, and couples. Her research focus is on professional counsellor identity development and counsellor wellness through the lived experiences of counselling practicioners and preservice counsellors. This research seeks to support resilience and wellness within the counselling profession and is integral in her practices as a counsellor educator.
Dr. Michael Corbett
Professor
902-585-1190
E-mail
Dr. Michael Corbett
Credentials
- BA, BEd, MA (Acadia)
- MEd (MSVU)
- PhD (UBC)
Teaching Interests
- Philosophical, Historical and Sociological Foundations of Education (undergraduate)
- Research Literacy (masters)
- Curriculum Foundations (masters)
- Foundations of Educational Inquiry (doctoral)
Biography
- Michael Corbett has worked in the School of Education at Acadia University since 2002. From 1983 to 2002, he worked as a public-school teacher, consultant and principal in Indigenous and rural communities in Manitoba and in Nova Scotia. His experience working in small schools in non-metropolitan places shaped his scholarly focus on the uneven development of modern education systems throughout the world, and particularly in the Canadian context.
- Corbett has studied of rural outmigration, youth educational decision-making, the politics of educational assessment, literacies in rural contexts, improvisation and the arts in education, the position of rural identities and experience in education, conceptions of space, place and mobilities, the viability of small rural schools, "wicked" policy problems and controversies in education, and the use of film and video as a literate medium in schools. He has published widely for academic audiences contributing more than 200 books, scholarly articles, reviews, book chapters, reports, conference presentations and invited addresses. Corbett has worked with rural communities and schools in Australia and Canada as well as doing international comparative work in Norway and Finland. From 2015-to the beginning of 2018 he served as Professor or Rural and Regional Education at the University of Tasmania where he also holds an adjunct professorship.
Publications
- Select articles and chapters: Corbett, M., & Ackerson, Z. (2019). Vocational education and training: Discourse, systems, and practices of VET in Rural Tasmania and Nova Scotia. Canadian Journal of Education/Revue Canadienne de l’éducation, 42(2), 464–491.
- Cuervo, H., Corbett, M. and White, S. (2019). Disrupting rural futures and teachers’ work: Problematising aspirations and belonging in young people’s lives. In Interdisciplinary Unsettling Space and Place. Pinto, S, Walker-Gibbs, B., Hannigan, S. and Charlton, E. (Eds). Singapore: Springer, 87-100.
- Corbett, M. and Horner F. (2019). I Never Had a Childhood: Narratives of Work and Play in Postwar Rural Atlantic Canada, In Mitchell, C. and Madrone, A. (Eds.), Our Rural Selves. Montreal and Kingston: McGill-Queens University Press, 80-97.
- Recent books: Corbett, M. & Gereluk, D. (Eds.). (2020). Rural Teacher Education: Connecting Land and People. Toronto: Springer.
- Corbett, M. (2020). Learning to Leave: The Irony of Schooling in a Coastal Community (revised edition). West Virginia University Press.
- Kember, D. & Corbett, M. (Eds.). (2018). Structuring the Doctoral Thesis: A Voyage of Discovery. Singapore: Springer.
Dr. Janet Dyment
Director
902-585-1229
E-mail
Dr. Marie Edwards
Assistant Professor
902-585-1184
E-mail
Dr. Marie Edwards
Credentials
- Diploma of Teaching, University of South Australia
- B.Ed., University of South Australia
- B.Sp.Ed., Flinders University
- M.Ed. Educational Leadership, Vancouver Island University
Dr. Heather Hemming
Professor
Ph.D. Coordinator
902-585-1132
E-mail
Dr. Heather Hemming
902-585-1132
Credentials
- PhD ( Dalhousie)
- M.A. (University of Calgary)
- B.Ed (Acadia)
- B.A. (Acadia)
Teaching Interests
- Primarily in the areas of Literacy, Assessment, and Curriculum
- EDUC 5633 Curriculum Development,
- EDUC 5303 Principles of Assessment
- EDUC 4133 Teaching Elementary Language Arts I
- EDUC 4233 Teaching Elementary Language Arts II
- EDUC 4263 Curriculum Practices for Diverse Learners
- EDUC 4433 Assessment for Teaching and Learning
- EDUC 4203 Literacy Across the Curriculum
- Special Topics in Leadership
Research Interests
- Mobile Tools for Literacy Learning
Exploration of effective iPad/tablet integration in literacy curricula - Curriculum Development and Renewal
Teacher Education specialist on Project Implementation Team for the OECS/USAID Early Learners Programme (Focus on literacy and assessment). In addition, team member of a project team serving in the role of Curriculum Reform Specialist working alongside Guyanese educators and leaders in the Development of a Framework for Curriculum Revision Process for Curriculum Renewal for Guyana. - Leadership in Higher Education
Recent (2019) roles as Higher Education Specialist in The University of the West Indies Cave Hill Faculty of Science and Technology Renewal and an OECS project to Improve Teacher Training Programmes and Strengthen Teaching Practice in Dominica, Grenada, Saint Lucia and St. Vincent and the Grenadines.
Publications
- Hemming, H. (2015). Teachers, Stories About Assessment and Building Professional Communities in Online Collaborative Spaces. Proceedings of the 14th European Conference on e-Learning University of Hertfordshire Hatfield UK, (113).
- Hemming, H. (2013). Stories Teachers Tell: Complexities of Assessment for Learning. Proceedings of London International Conference on Education (LICE-2013)
- Hemming, H. & MacKinnon, D. (2012). Balancing accountability with school realities: Leadership in difficult times. Proceedings of Ireland International Conference on Education. (155-157).
- Hemming, H. & MacKinnon, G. (2010). Organizational change and distributed leadership: A case study of the Acadia advantage laptop initiative. Proceedings of the International Association of Science and Knowledge: Teaching & Learning Conference (pp 335-342).
Dr. Gregory MacKinnon
Professor
M.Ed Coordinator
902-585-1186
E-mail
202B Seminary house
Dr. Gregory MacKinnon
Credentials
- BSc-Hon.Chemistry (UNB), BEd-Science Education (Dalhousie)
- MEd-Science & Technology (UNB)
- PhD-BioOrganic Chemistry (Waterloo)
- Nova Scotia Certified Teacher TC8
Teaching Interests
- Elementary Science (BEd)
- Secondary Science (BEd)
- Research Design/Research Literacy (MEd)
- Research Projects (MEd)
- Instructional Design (MEd)
- Biotechnology (BEd)
- Computing & Multimedia (BEd)
- Pedagogical Approaches to ESL education (BEd)
Research Interests
- Dr. MacKinnon's research invokes mixed methods approaches in the following areas:
- Constructivist Science Curriculum
- Instructional Technologies in Teaching- Computers in the Classroom
- Pedagogical Leadership in Developing Countries
- International Teaching and Learning Studies- (primarily China and the Caribbean)
Publications
- MacKinnon, G. (2020). Technology Use by Teacher Interns in China: A Longitudinal Study. Ubiquitous Learning: An International Journal 13 (1): 45-53. doi:10.18848/1835-9795/CGP/v13i01/45-53.
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Dr. Késa Munroe-Anderson
Associate Professor
902-585-1393
E-mail
Dr. Késa Munroe-Anderson
Credentials
- Doctor of Philosophy in Educational Studies, Mount Saint Vincent University
- M.Ed. Lifelong Learning, Mount Saint Vincent University
- M.A. English, Acadia University
- B.A. English, Acadia University
Teaching Interests
Primarily in the areas of Equity, Diversity, Inclusion, Racial Justice, Culturally Responsive Pedagogy, Decolonizing Education, Social Justice, the Social and Cultural Contexts of Schooling, Human Rights, Community Engagement, Community Development, Spirituality in Education, the Foundations and Philosophies of Education and Lifelong Learning, and Leadership in Education.
- EDUC 5063 - Foundations of Inclusive Education/ Inclusive Education and Social Justice
- EDUC 4333 - Equity and Inclusive Schoolin
- EDUC 5553 - Topics in Counseling: Culturally Responsive Mental Health
- EDUC 5933 - Equity and Leadership
- EDUC 5913 – Theoretical Perspectives on Leadership
Research Interests
Dr. Munroe-Anderson is a community-oriented, social justice educator and change agent who practices an Africentric, anti-racist, and Black feminist/Womanist approach to research, teaching, and leadership. Her research reflects her wealth of experience engaging African Nova Scotian (ANS) and other marginalized communities, leading in adult education, human rights education and advocacy, and promoting equity, diversity, and inclusion in post-secondary, non-profit, community based, and government organizations. Dr. Munroe-Anderson’s research centres the lived experiences of people of African descent in analysis of every aspect of their lives in education and wider society. Her past and current research explores the role of spirituality in the schooling of ANS adult and junior high school students, defining spirituality as central to the cultural identity of ANS people, as connected to ANS student wellbeing and achievement, and therefore crucial to formal education. Dr. Munroe-Anderson’s research champions decolonizing qualitative methods and methodologies like storytelling and arts informed practices which validate the knowledge production and worldviews of racialized and historically excluded populations. She is interested in research that recognizes the knowledges, voices, perspectives, and experiences of racialized peoples in a manner that is equitable and respectful of their humanity and dignity.
Publications
- Munroe-Anderson, K. (2018). “Dear Ugly Duckling”. In Lindsay Ruck (Eds.) (pp.)Understorey Magazine. Lunenburg, Issue 12: African Nova Scotian Women
- Baillie Abidi, C., Butterwick, S., Brigham, S., Munroe Anderson, K., Parris, S. & Clover, D. (2017). The Limits and Possibilities of Community-University Engagement. Symposium. The Canadian Association for the Study of Adult Education (CASAE) Conference, Ryerson University, Toronto, ON. May 28-30, 2017. (Conference proceedings) Available at: CASAE 2017 Proceedings.pdf?dl=0 (pages 382-386)
- Munroe-Anderson, K. (2015). Telling the Story of "Set Our Spirits Free". In The Canadian Association for the Study of Adult Education (CASAE) 2015 Symposium. (Conference proceedings) Available at: CASAE-2015 CONFERENCE PROCEEDINGS-FINAL.pdf (erta.ca) (pages 231-243)
- Brigham, S., Aladejebi, A., Munroe-Anderson,K., Firempong, K., & Kelly,J.(2015). Adult education and community engagement: African Canadians learning activism for social justice. Symposium. The Canadian Association for the Study of Adult Education (CASAE). Université de Montréal in Montréal, Québec 9 June - 11 June 2015. (Conference proceedings) Available at: CASAE-2015 CONFERENCE PROCEEDINGS-FINAL.pdf (erta.ca) (pages 409-416)
Dr. Allison Petrie
Assistant Professor
902-585-1767
E-mail
Dr. Allison Petrie
Credentials
- B.A., M.A., M.Ed., Ph.D. (Toronto)
Research Interests
- Special education issues
- Teacher education issues
- Attachment issues
Dr. Tanya Surette
Associate Professor
Coordinator, M.Ed. Counselling Program
902-585-1363
E-mail
Dr. Tanya Surette
Credentials
- BA (University of Lethbridge)
- MOC (Gonzaga University)
- Ph.D. (University of Calgary)
Teaching Interests
- Seminar & Practicum (EDUC 5066)
- Counselling Pre-Practicum (EDUC 50F3)
- Counselling Skills (EDUC 5133)
- Professional Seminar in Counselling (EDUC 529A)
Research Interests
- Dr. Surette is a Registered Psychologist and Certified Canadian Counsellor, with specializations in formal assessment, trauma, and creative approaches to counselling and supervision for individuals across the lifespan. Her research focus is on equity, social justice, and cultural responsiveness in counselling and education, as well as counsellor wellness and career longevity. Her research aims to investigate opportunities to interrupt systems of oppression and integrate theory and practice into efforts to reach vulnerable, underfunded, and marginalized populations. In addition, her research informs her work as a counsellor educator and integration of practices that support counsellor resilience and thriving in the helping profession. Her research program is grounded in a curiosity of experience as it is lived, through the narratives of those currently living it, and prioritizes lived experiences as the ultimate source of validation for knowledge.
Publications
- Surette, T. E. (In Press). When truths collide: Christian privilege undermines freedom of identity in Canadian public schools. Alberta Journal of Educational Research. 2021
- Surette, T. E. (In Press). Legend of the unicorn: The hidden curriculum of cisgenderism. In T. A. Fowler (Ed.). Countering the mythology of inclusion and wellness in schooling. DIO Press. 2021
- Surette, T. E., & Brenton, K. (2021). Reflection and readiness: Shared benefits of using an Oral Final Evaluation to assess counsellor competency. Teaching and Supervision in Counselling, 3(3), 1-14.
- Surette, T. E. (2019). Too scared to teach: Secondary students’ insights into educators silencing and stigmatization of gender and sexual diversity in Canadian public schools. Journal of Contemporary Issues in Education, 14(2), 1-12.
- Surette, T. E. (2019). Too scared to teach: Secondary students’ insights into educators silencing and stigmatization of gender and sexual diversity in Canadian public schools. Journal of Contemporary Issues in Education, 14(2), 1-12.
- Surette, T. (2019). Privileging heteronormativity in Alberta's comprehensive health and sanctioned religious curriculum: A critical discourse analysis. Alberta Journal of Educational Research, 65(2), 162-179.
- Shier, M. L., & Surette, T. E. (2018). Supporting social innovation in post-secondary counselling units: What works in student counselling. University and College Counselling, 6(4), 12-17.
- Surette, T. E., & Shier, M. L. (2017). A common factors approach to supporting university students experiencing psychological distress. Journal of College Student Psychotherapy, 31(2), 112-131.
Dr. Jennifer Tinkham
Associate Professor
Social Studies Education
902-585-1339
E-mail
Dr. Jennifer Tinkham
Credentials
- BA (UNB)
- BEd (Acadia)
- MEd (STFX)
- PhD (UAlberta)
Teaching Interests
- Elementary Social Studies (B.Ed)
- Secondary Social Studies (B.Ed)
- Sociological, Historical, Philosophical Foundations of Education (B.Ed)
- Qualitative Research (M.Ed)
- Curriculum Foundations (M.Ed)
Research Interests
- Dr. Tinkham is a former elementary teacher and has been working in Social Studies Teacher Education since 2006. Overall, Dr. Tinkham’s research program is rooted in social studies and Indigenous education. She is actively focused on making spaces for counter narratives in Canadian history, how to decolonize the field of social studies teaching and learning, how to inspire students to engage with and enjoy social studies and how to support teachers along this same journey.
- In 2019, Dr. Tinkham along with several history education co-applicants across Canada were awarded a SSHRC Partnership Grant, valued at $2.5 million from SSHRC and totalling $8,625,498.00 with partnership contributions. The key question that motivates this research project is, What approaches to teaching and learning history contribute to the development of critically and historically minded, engaged citizens? This project is divided into two phases. The first phase focuses on mapping the terrain of History Education in Canada and will run from 2019 until 2023. The second phase of this research is focused on Knowledge Creation and Research and will being in 2023 and finish in 2026. This research has three main thematic areas: 1) historical thinking, 2) Indigenous knowledge and 3) Civic Engagement.
- In addition to the SSHRC research, Dr. Tinkham is collaborating with colleagues in Alberta and Nova Scotia around incorporating Indigenous content and perspectives into teaching. The purpose of this study is to determine ways in which teacher education programs and professional development bodies are best able to support decolonization work in K-12 classrooms by encouraging pre-service teachers to share what they perceive, to be the challenges and opportunities associated with infusing Indigenous content into the curriculum.
Publications
- Orr, J., Robinson, D., Lunney Borden, L. & Tinkham, J. (2017). “There is a difference”: Mi’kmaw students’ perceptions and experiences in a public and band operated school. Journal of American Indian Education, 56 (1).
- Tinkham, J. (2017). The Reconceptualization of Canadian History Curricula in Nova Scotia Schools in Epstein, T. & Peck, C. (Eds.) Teaching and learning difficult histories in international contexts: A critical sociocultural approach. Routledge. )
- Tinkham, J. (2017). That’s not My History! Reflections from Mi’kmaw students on the role of their teachers in decolonizing social studies education in Nova Scotia in Marie Battiste (Ed.) Mi’kmaw Humanities. Cape Breton University Press.
- Tinkham, J. (2014). We’re small enough to close but big enough to divide. The democratic complexities of the Nova Scotia school review process. Alberta Journal of Educational Research, 60 (4). [Backdated issue, accepted September, 2015, published November, 2015]
- Corbett, M. & Tinkham, J. (2014). Small schools in a big world: Thinking about a wicked problem. Alberta Journal of Educational Research, 60 (4). [Backdated issue, accepted September, 2015, published November, 2015]
Dr. Deborah Toope
Assistant Professor
902-585-1898
E-mail
Dr. Deborah Toope
Credentials
- BEd (Memorial University)
- BSpEd (Memorial University)
- MEd (Memorial University)
- PhD (University of South Australia)
Teaching Interests
- Elementary Language Arts (EDUC 4133 & EDUC 4233)
- Research Design in Education (EDUC 5513)
- Curriculum Studies (EDUC 5633, EDUC 5663, & EDUC 5643)
- Leadership Studies (EDUC 5243)
- Multiliteracies
- New Literacies and Digital technologies
- Assessment for Learning
Research Interests
- Dr. Deborah Toope has worked extensively in the public school system as a classroom teacher, special education teacher, literacy specialist, principal, program specialist, senior education officer, and director of schools. She has a background in literacies and language arts, curriculum and instruction, inclusive practices, technologies for learning, assessment for learning, leadership, and collaborative action research. Working from a social justice perspective, her research in the areas of literacies and digital technologies, inclusive practices, teachers’ knowledge, and teacher research as professional development, enabled her to form school, district, and university partnerships. Most recently, she worked with preservice teachers in a STEM education program as they designed and carried out teacher research inquiries with a focus on mathematics, science, and/or technologies. Her current research is focused on literacies and teachers’ and preservice teachers' perspectives and experiences with learning through action research.
Publications
- Burke, A., Boisin, B. & Toope, D. (In press). Collaborative pedagogies: Seeking and finding Truth within Indigenous children’s literature through multiliteracies. In D. Hirshberg, M. Beaton, G. Maxwell, T. Turunen, T. & J. Peltokorpi (Eds), Education, Equity and Inclusion: Teaching and Learning for a Sustainable North. Springer publishing.
- Toope, D. & Hammett, R. F. (2014). Digital technologies in the classroom. Pearson Canada.
- Gardner, M., & Toope, D. (2011). A social justice perspective on strengths-based approaches: Exploring educators’ perspectives and practices. Canadian Journal of Education, 34(3), 86–102.
- Toope, D. & Hammett, R. F. (2011). Digital technologies and new literacies: Transforming teachers’ pedagogies. In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2605-2609). https://www.learntechlib.org/primary/p/38225/.
- Hammett, R. & Toope, D. (2011). Students Taking Charge of their Learning in Digital Environments. In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2457-2462). https://www.learntechlib.org/primary/p/38204/.
- Hammett, R. F. & Toope, D. (2010). New literacies and digital technologies: Exploring possibilities within the context of English Language Arts curriculum. In M. C. Courtland & T. Gambell (Eds.), Young adolescents meet literature: Intersections for learning, 2nd ed. (pp. 305-331). Pacific Educational Press.
Dr. Brenda Trofanenko
Associate Professor
902-585-1381
E-mail
Dr. Brenda Trofanenko
Credentials
- BA (Alberta)
- BEd (Alberta)
- MA (Alberta)
- PhD (British Columbia)
Research Interests
- History Education
- Historical Consciousness
- Museum Studies
- Qualitative Research
- Digital Humanities
- Community Informatics
Publications
- Trofanenko, B. (2017). “We Tell Stories to Live”: The Limits of Oral History as a Pedagogical Encounter. In K. Llewellyn & N. Ng Fook (Eds.), History and Education: Theories, Dilemmas, and Practices. Palgrave.
- Segall, A. & Trofanenko, B. (2016). The Victoria and Albert Museum: A subversive, playful pedagogy in action. In D. Clover (Ed.) Adult education and museums: Social and cultural animation for change. Rotterdam: Sense Publishing.
- Trofanenko, B. (2016). Public pedagogy in a museum: CMIP21, for example. In V. Gosselin & P. Livingstone (Eds.), Museums and Historical Consciousness. Vancouver, BC: University of British Columbia Press.
- Trofanenko, B. (2016). History, heritage, and education: Notes on passing as an insider at a heritage education conference. In M. Glever & C. van Boxtel (Eds.) Tangible Pasts: Questioning heritage education. Berghahn Books: New York/Oxford.
- Trofanenko, B. (2015). On the museum as a practiced place: Or, reconsidering museums and history education. In R. Sandwell & A. von Heyking (Eds.), Becoming a History Teaching in Canada: Sustaining Practices in Historical Thinking and Knowing. Toronto, ON: University of Toronto Press.
Staff Members
Brenda Harris
Graduate Education Course Coordinator
902-585-1466
E-mail
Brenda Harris
Credentials
Everett MacPherson
B.Ed. Program Manager
Practicum Coordinator
902-585-1711
E-mail
Everett MacPherson
Credentials
- BA/B.Ed. (Universite Ste-Anne)
- M.Ed. (Acadia) M.Ed. (MSVU)
Teaching Interests
- Principles and Practices
Melanie MacEachern
Administrative Assistant
902-585-1395
E-mail
Melanie MacEachern
Credentials
- Ongoing Software and Cybersecurity Training (Acadia)
- Diploma in Business Computer Operator (NSCC, Kingstec Campus)
- Diploma in Stenography (NSCC, Kingstec Campus)
Linna Martin
Administrative Assistant
902-585-1759
E-mail
Linna Martin