Faculty
Dr. Ayman Aljarrah
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. Kelly Brenton
Assistant Professor
Clinical Coordinator, M.Ed. Counselling
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.
Natalie Dempsey
Assistant Professor
E-mail
246 Seminary House
Natalie Dempsey
Credentials
- BA (Hons) - Trent University
- B.Ed., Primary/Junior Studies - Trent University
- M.Ed., Developmental Psychology - University of Toronto
Teaching Interests
- Assessment for Teaching and Learning (EDUC 4433)
- Teaching Elementary School Social Studies (EDUC 4243)
- Principles and Practices 1 (EDUC 42D3)
Research Interests
- I am eager to delve into the exploration of developing assessment-capable learners and investigating influences on learning outcomes. In my work, I aspire to incorporate the principles of visible learning, self-regulation, and executive functioning, with a specific emphasis on comprehending their impact on student achievement and academic success. This carries over from my work as a recent elementary school teacher, working with students from Kindergarten through Grade 8.
- I am dedicated to contributing to the field of teacher education by examining effective instructional strategies and interventions that nurture the growth of assessment-capable pre-service teachers. I am inspired to make contributions to the field, advance our understanding of effective teaching, learning and assessment practices, and align with Acadia University's commitment to decolonization, equity, diversity, and inclusion.
Dr. Gregory MacKinnon
Professor
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. Martin Morrison
Associate Professor
902-585-1784
E-mail
Prof. Martin Morrison
Credentials
- BA, BEd, MEd, PhD
About Professor Morrison
Martin is a member of the African Nova Scotian communities of Danvers and Southville and is the proud father of six children and one grandchild. Martin is a two-time MSVU graduate who holds a Master of Education in Lifelong Learning with a focus on Africentricity and a Bachelor of Education. As a current PhD candidate at MSVU, Martin’s dissertation explores the themes and characteristics of teachers who have been identified as being culturally relevant and responsive to the needs of African Nova Scotian learners by representatives of the community. He is generally interested in research that focuses on examining culturally responsive and relevant and Africentric teaching practices through a critical lens in the interest of responding to the current school climate and student performance gaps experienced by racialized and marginalized learners. He is also the recipient of an Inter-University Research Network Grant to support his research. Martin has 20 years of experience in education. He has worked as a program support assistant; secondary classroom teacher; principal; Regional Coordinator of Race Relations, Cross Cultural Understanding, and Human Rights; Regional Coordinator of African Nova Scotian Education; African Nova Scotian Corporate Strategist; African Nova Scotian Regional Education Officer for the province. As an Assistant Professor at MSVU for the last two years, has more recently taught practicum and seminar classes to first year secondary students, along with the “Social and Cultural Contexts of Teaching and Learning” and “Schooling and Social Justice”. He has served on many boards and education committees in response to the systemic inequities experienced by members of the African Nova Scotian community, including the Black Educators Association, Delmore Buddy Daye Learning Institute, and local community education committees.
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. Ahlam Rahal
Assistant Professor
902-585-1751
E-mail
Dr. Ahlam Rahal
Credentials
- PhD, Educational Psychology (McGill University)
- MA, Educational Counselling (The Max Stern Academic College of Emek Yezreel)
- BA, Behavioral Science - Concentration: Psychology (The Max Stern Academic College of Emek Yezreel, Israel)
Professional Certifications
- School Counselling Professional Certificate
- Certificate in Fundamentals of Cognitive Behavioral Therapy
- Special Education Teacher
Teaching Interests
- School Counselling
- Counselling for Social Justice and Culturally Responsive Mental Health Services
- Ethics in counselling
- Research design
Biography
- Ahlam Rahal (She/her/elle) is a counselling therapist and school counsellor, licensed for Nova Scotia College of Counselling Therapists (NSCCT). Rahal is a researcher interested in critical multiculturalism and power dynamics and social justice in mental health and educational settings. In her professional background, Rahal has worked as a school counsellor with minorities and marginalized social groups in educational and mental health institutions, alongside her work with agencies and community centres to support vulnerable social groups. Rahal also worked as a part-time lecturer at McGill University, in the Department of Educational and Counselling Psychology from the year 2020 to 2023.
Research Interests
- Rahal’s scholarship is organized by three main axes of research: 1) critical theory and mental health, 2) health inequities in sociopolitical and economic contexts, and 3) diversity and inclusion in counselling and mental health. In particular, Rahal’s interdisciplinary research interests include exploring historical, systemic, cultural, and ecological factors that affect /shape individuals’ mental health, identity structure, and mental health services. Reflecting on her professional and personal journey, and relying on her research endeavours, Rahal believes that mental health professionals and educators are leaders and social justice advocates for diverse social groups. Rahal’s methodological expertise is interdisciplinary and mixed methods, with a special love for qualitative research and policy analysis.
Moving forward, Rahal hopes to launch a program of research that bridges the gap between theory and practice in mental health for social justice and would integrate opportunities for student (graduate and undergraduate) training.
Publications
- Rahal, A. (2024). Sociocultural and sociopolitical elements of school counselling professional identity: A qualitative analysis of Palestinian school counselling identify. Internaltional Journal of the Advancement of Counselling, Https://doi.org/10.1007/s10447-024-09576-x
- Rahal, A. (2024). Culturally responsive and critically reflective school counselling professional identity. In School Counselling in Canada: A Complrehensive Guide (chapter 20).
- Rahal, A. (2021). Book Review: On the heels of ignorance. Psychiatry and the politics of not knowing. Journal of History in Human Sciences.
- Rahal, A. (2020). Neoliberalism and Palestinians’ health in Israel: A critical historical perspective. Mada-al Carmel for Applied Social Research
- Abu-Baker, K. & Rahal, A. (2020). Teachers’ attitudes towards sex education in Israel: A cultural perspective, Jamea’a, 23, (1), 1-41.
- Peleg, O. & Rahal, A. (2012). Physiological symptoms and differentiation of self: A cross- cultural examination. Journal of Intercultural Relations, 36, 719-727.
- Rahal, A. & Amara, H. (2012). Barriers in establishing day-care institutions in Palestinian towns in Israel. Injas center.
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
902-585-1898
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
Associate Professor
M.Ed. Coordinator
902-585-1132
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)
- Assessment for Teaching and Learning (EDUC 4433)
- Multiliteracies
- New Literacies and Digital technologies
Research Interests
- Dr. Deborah Toope’s ongoing research in literacies and digital technologies, inclusive literacy practices, teachers’ knowledge, teacher research, and action research, has enabled her to form school, district, and university partnerships. Working from a social justice perspective, her current collaborative action research centers on exploring culturally responsive literacy practices in a rural place context with both inservice and preservice teachers. She has supervised preservice teachers in a STEM education program as they designed and carried out action research inquiries focusing on mathematics, science, and technologies in K-6 classrooms. Dr. Toope has extensive experience working in the public school system as a classroom teacher, literacy specialist, principal, program specialist, senior education officer, and director of schools.
Publications
- Burke, A., Boisin, B. & Toope, D. (2023). 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. Steven Van Zoost
Credentials
- BComm (Mount Allison University)
- BA (Mount Allison University)
- BEd (Mount Allison University)
- MEd (Acadia University)
- PhD (University of South Australia)
Teaching Interests
- Assessment for Teaching and Learning (EDUC 4433)
Research Interests
Dr. Steven Van Zoost is interested in understanding students’ perspectives of their assessment experiences, particularly through the lenses of equity and identity. He is also interested in teachers’ insights into the challenges and opportunities that come with implementing assessment policies and practices. His research agenda has implications for the ways that teachers assess students, constitute identities in classrooms, and think about the concept of equity in assessment policies and practices. Dr. Van Zoost is a pracademic, using his research to inform teacher education, textbooks, curricula, and professional literature.
- student identities in assessment
- equity issues in assessment
- student-involved assessment
- assessment literacy
- assessment policy implications and advocacy
Selected Publications
- Clarke, C., Van Zoost, S., & Broders, J. (in press). A call for change in summative assessment: Students’ ideas during the COVID-19 pandemic. Journal of the Canadian Association for Curriculum Studies.
- Van Zoost, S., K. A. Shaikh, et al. (2015). Beyond Five Paragraphs: Advanced Essay Writing Skills. Whitby, ON: McGraw-Hill Ryerson.
- Van Zoost, S., C. Petrie, et al. (2013). From txt to talk: Communication skills for today and tomorrow. Whitby, ON: McGraw-Hill Ryerson.
- Van Zoost, S., & Reid, J. (2012). Assessment in iLit. In R. Landon, J. Robinson, and N. Walker Strength and Struggle: Perspectives from First Nations, Inuit and Metis Peoples in Canada, Teacher's Resource. Whitby, McGraw-Hill Ryerson: 7-14.
- Van Zoost, S. (2012). realfriends: A student social action project. Education Canada 52 (1): 25-27.
- Van Zoost, S. (2011). Changes and possibilities: A case study of Nova Scotia classroom assessment policies. Journal of Education Policy 26(1): 83-94. DOI: 10.1080/02680939.2010.498899
- Van Zoost, S. (2011). Impact on Engagement: Place-based Learning [a case study]. In K. Hume Tuned Out: Engaging the 21st Century Learner. Toronto: Pearson Canada: 151
- Van Zoost, S. (2011). Fostering social action and student leadership. Perspectives (4): 37-41.
- Van Zoost, S. (2010). The pedagogy of individual inquiry questions. In S. Van Zoost 21st Century Communities: A Youth Inquiry Project. Montreal, Learning for a Cause: 48-51.
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