We are thrilled to welcome Dr. Alayne Armstrong to the Faculty of Education. Dr. Armstrong completed her PhD in 2013 from the Department of Curriculum and Pedagogy at the University of British Columbia, where she was a SSHRC Doctoral Scholar. Her Masters and Bachelors of Education were also obtained from UBC. Dr. Armstrong has additional degrees from the University of Manitoba and the Queen’s University along wtih 18 years of teaching experience in the K-12 public school system and extensive experience in post-secondary teacher education. Dr. Armstrong has disseminated her research in mathematics education through journal publications, book chapters, and at national and international conferences. Her doctoral dissertation described the discourse of small groups of grade 8 students and used the concept of authority to posit these groups being the ‘authors’ of their own mathematical storylines as they participated in mathematical tasks. More recently, Dr. Armstrong is researching how learning disabled students have been able to independently adapt in mathematics contexts through the use of technology. The research advocates moving beyond a traditional approach to technology use which privileges abstract and formalized thinking. Her work will undoubtedly make important contributions to the Mathematics Education subject area and the Faculty as a whole.
Her appointment begins July 1, and we look forward to welcoming her to the Faculty, the University, the city and the province.
We are thrilled to welcome Dr. Jesse Bazzul to the Faculty of Education. Dr. Bazzul received his PhD from the University of Toronto in 2013 where he also served as the Elementary Practicum Coordinator. He has authored or co-authored 10 peer reviewed articles, four book chapters, and has presented his research nationally and internationally at peer reviewed conferences. Dr. Bazzul brings extensive experience in K-12 classroom teaching in addition to work in post-secondary teacher education contexts. Dr. Bazzul is currently on faculty at the University of Massachusetts Dartmouth, in the Department of STEM Education & Teacher Development. Broadly, his work in science and environmental education employs a critical theoretical lens, and makes important connections between citizenship, and science. He attempts to disrupt normative discourses in science education that work to sustain dominant knowledge systems and prevent sustainable practices. Dr. Bazzul currently has a book contract with Springer for the book The Subject of Ethics and the Twenty-First Century Biology Education and has a co-authored book under review titled Critical Voices in Science Education Research: Narratives of New Scholars. We look forward to the important contributions Dr. Bazzul will make to the Science / Environmental subject area in the Faculty of Education and to faculty scholarship in critical / anti-oppressive education.
His appointment begins July 1, and we look forward to welcoming Jesse to the Faculty, the University, the city and the province.
Ms. Pamela Osmond-Johnson will be joining the Faculty of Education July 1, 2015. She will be defending her dissertation in Educational Administration at the Ontario Institute for Studies in Education (OISE) on June 10! Her doctoral dissertation is a comparative case study that explores discourses of teacher professionalism amongst union-active teachers in Ontario and Alberta. Her work provides a new lens through which to further explore activist teaching identities, teacher leadership, and teacher engagement in educational policy. She will be a strong addition to the current faculty scholarship in leadership.
Pamela is the recipient of a SSHRC Doctoral Fellowship, a University of Toronto Excellence Award, an Ontario Graduate Scholarship and numerous other grants and awards. She has authored or co-authored several peer reviewed articles, book chapters, research reports, and has presented her research nationally and internationally at peer reviewed conferences.
Pamela brings extensive experience in K-12 classroom teaching and school based administration to this position, in addition to her university teaching in teacher education contexts at OISE and at Memorial University in Newfoundland. Outside of her doctoral research, she has been a co-investigator on an Alberta Teachers’ Association Member Engagement Study, and has participated in numerous other research studies in teacher education and educational administration.
Ms. Christine Massing will be joining us July 1, 2015 to take up her tenure-track position.
Christine is nearing completion of her dissertation in Early Childhood Education in the Department of Elementary Education at the University of Alberta. Her doctoral dissertation is an ethnographic study of the experiences of immigrant and refugee women enrolled in an early childhood education program. Her work explores how these women experience the discontinuity between the authoritative discourse of early childhood education, bolstered by Western developmental theories and normative practise, and their personal and cultural beliefs, values, and knowledge. Christine’s research will make important contributions to the current faculty scholarship in early childhood education.
Christine is the recipient of the Joseph-Armand Bombardier Canada Graduate Scholarship (SSHRC), an Izaak Walton Killam Memorial Scholarship, a President’s Doctoral Prize of Distinction and numerous other grants and awards during her graduate work. She has authored or co-authored numerous peer reviewed articles and book chapters, and has presented her research nationally and internationally.
Christine brings extensive experience in K-12 classroom teaching locally and internationally to this position, in addition to her university teaching in early childhood education at the University of Alberta and Grant MacEwan University in Edmonton. Further, she has been a curriculum developer for NorQuest College and Grant MacEwan University in their early learning and child care programs. She has participated in several research studies and been the Project Coordinator for an international SSHRC study on early childhood teacher education in Canada, Colombia and Namibia.