Articles by author: Tarryn Landman

  • Special Issue of Brock Education: A Journal of Educational Research and Practice

    The latest Special Issue of Brock Education: A Journal of Educational Research and Practice is now available.

    The special issue, “Aesthetic Interventions: Implications for Social Justice through Art and Performance,” was co-edited by two guest editors:

    • Barbara McNeil, Associate Professor, Language and Literacy Education, University of Regina
    • Spy Dénommé-Welch, Associate Professor, Faculty of Education, Brock University

    This special issue brings together a collection of diverse voices, critical perspectives, and topics, which examine notions of aesthetics, art interventions, and implications for social justice issues and education. The essays contained in this issue represent a rich interplay of theory, practice, and criticism, creating a form of cross-disciplinary response that invite new approaches to investigate aesthetic education.

    The guest editors were supported by Editor-in-Chief, Dolana Mogadime, and the Brock Education Journal’s technical team throughout the process of producing the special issue.  The Brock Education Journal’s technical team includes William Ankomah, Tim Ribaric, Peter Vietgen and James Windjack. Dénommé-Welch and McNeil would also like to thank the reviewers for contributing their time and expertise to the special issue.

    Brock Education Journal
    Vol 28, No 1 (2018)
    Table of Contents:
    https://journals.library.brocku.ca/brocked/index.php/home

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  • Symposium to explore youth visual and cultural identity

    Whether it’s Instagram, Snapchat or another popular platform, social media has the ability to impact the way teens see themselves and how they form their own identity.

    This concept, as well as others surrounding social media, beauty ideals and visual and cultural identities in adolescents, will be discussed at a research symposium taking place at Brock on Friday, Feb. 1.

    Impression Management: Constructions of Visual and Cultural Identities in North American Adolescents brings together researchers from several institutions and disciplines. Held from 10 a.m. to 2 p.m. at Pond Inlet, the event is open to all members of the Brock community.

    Two discussion panels will be held throughout the day, with speakers also giving brief presentations on their work around the theme of youth identity construction.

    “Identity is a key issue across disciplines because it is contested and difficult to navigate. Asserting identity raises issues of class, gender, sexuality, race, ethnicity, religion and politics,” says Faculty of Education Professor and event organizer Fiona Blaikie.

    Her recent research has focused on youth visual and cultural identity constructions and the need for these to be explored in art education.

    “Identity is a particularly problematic issue in high schools as adolescents begin to establish their sense of self,” says Blaikie. This process shapes youth as individuals and impacts the social ecosystem of schools.

    “Studies of high school identities reveal various manifestations of power and agency within subcultures, as well as bullying and exclusion,” explains Blaikie.

    The role of technology, celebrity culture and social media on identity construction will also be explored during the symposium.

    Many forms of identity construction as well as the impact of celebrity and pop culture influencers are realized via social media, including Instagram, Snapchat and blogs.

    Blaikie is currently leading a research project that focuses on visual and cultural identities and beauty ideals in adolescents, encompassing intersectionality and visual art self-creations and constructions through social media and art making.

    Symposium speakers include:

    • Olga Ivashkevich, Associate Professor, School of Art and Design at the University of South Carolina: Beyond “Bad” Bodies: Adjudicated Girls Perform Experimental Digital Narratives to Resist Criminalization
    • Dónal O’Donoghue, Professor, Faculty of Education at the University of British Columbia: Becoming Somebody in Boys’ Schools
    • Michelle Bae-Dimitriadis, Assistant Professor in the School of Visual Arts, Pennsylvania State University: Decolonial Body Politics: Asian Refugee Girls’ Webtune Anime as Anti-White Privilege
    • Jennifer Rowsell, Professor and Canada Research Chair in Multiliteracies in the Faculty of Education at Brock University: Feeling with Materials: Analyzing Young People’s Affect-Driven Maker Practices
    • Kevin Gosine, Associate Professor of Sociology at Brock University: Reconciling Divergent Worlds in the Lives of Marginalized Youth
    • Shauna Pomerantz, Associate Professor in the Department of Child and Youth Studies at Brock University: ‘It’s my Lifeblood’, or Why Do We Disparage What Girls Value Most in Their Construction of Self?
    • Fiona Blaikie, Professor, Art Education, Faculty of Education at Brock University: Embodied, Constructed and Performed Youth Identities in Relation to Global Celebrity Influencers, Popular Culture, Social Media and Intersectionality: Dreaming the Impossible Dream.

    The discussions will be moderated by Dolana Mogadime, Associate Professor in Brock’s Faculty of Education. Mogadime’s scholarship resides in the arenas of ethnographic, auto-ethnographic and narrative inquiry. She focuses on social justice and intersectionality, particularly around issues of race, gender and class.

    Refreshments and lunch will be provided at the symposium. Members of local school boards have also been invited.

    Capacity for the event is limited and registration is required by Thursday, Jan. 24 for catering purposes. For more details on the day’s speakers and to register for the event, visit the Faculty of Education website.

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    Categories: Events, News

  • Education prof speaks at inaugural UCL research centre conference

    Louis Volante, Professor in the Department of Educational Studies, recently helped to celebrate the first ever annual conference for the Helen Hamlyn Centre for Pedagogy (HHCP), a University College London (UCL) research centre.

    Joining several world-class speakers, Volante was invited to give the opening keynote address at the conference.

    During his keynote, Volante explored the ways socioeconomic inequality and resiliency can impact the academic achievement of students from low socioeconomic status (SES) family backgrounds. Around the world, policymakers are wrestling with the challenge of closing achievement gaps between these students and their more affluent peers.

    “Improving the educational outcomes of all students, and particularly students from low SES backgrounds, can have lifelong impacts on student success and economic mobility from generation to generation,” says Volante.

    Volante’s recent research and forthcoming edited volume provides an analysis of ten nations, including England and Canada, designed to address socioeconomic disadvantages. He shared some of these at the conference.

    As well as giving the keynote address, Volante participated in a panel discussion with HHCP advisors, policymakers and fellow researchers on re-imagining early years and primary pedagogy.

    “It was an honour to be invited to speak at this conference,” said Volante. “UCL is ranked first for Education in the 2018 QS World University Rankings by Subject, so this was a unique opportunity to join leading international thinkers to discuss the ways we can put teachers and children in a position where they can succeed.”

    The conference, which was held at the British Library, aimed to bring together those with a shared passion for improving children’s educational experiences, whether at home or in the classroom.

    The HHCP was established in 2018 to build on the work of UCL’s Institute of Education (IOE) in the field of primary and early years education. The Centre’s aim is to equip children to reach their full potential by improving teaching and learning for children from birth to age 11, particularly those from disadvantaged backgrounds.

    Photo caption: Louis Volante participated in a panel discussion with Hayley Peacock, an advisory board member for the HHCP; Iram Siraj, Oxford University; Rosie Flewitt, Co-Director of HHCP; Thelma Walker, Member of Parliament for Colne Valley in the United Kingdom and an advisory board member for the HHCP; and Sonia Blandford, Visiting Professor of Education and Social Enterprise at UCL Institute of Education. Photo courtesy of Penny Hay.

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  • Education grad earns third Brock degree

    For Jennifer Brant, the dream of completing a PhD was simply not a reality.

    “As a masters student my supervisor and committee members talked about potential directions for my doctoral work well before I had even thought it was a possibility,” explains Brant.

    “To my surprise, it seemed that my ability to succeed in a doctoral program was no question for them. I am truly honoured that they planted those initial seeds and fostered the belief in my ability to pursue higher education.”

    On Oct. 12, she graduated from the PhD in Educational Studies program, marking the third degree she has completed at Brock.Read more

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  • Education grad sets sights on opening school in Namibia

    Growing up in Namibia’s rural Ohangwena region, Lydia Lungameni dreamed of becoming a teacher.

    But with racial divides preventing all children from having the same education, she also dreamed of change.

    Lungameni received her Master of Education during Brock’s Fall Convocation on Friday, Oct. 12. While she was filled with pride as she crossed the stage to mark her achievement, her focus had already shifted to her next goal: helping to decolonize Namibian education.

    Read more

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  • World Teachers’ Day 2018

    Oct. 5 is World Teacher’s Day and we want to celebrate the incredible teachers in our communities. Many of them are helping to shape the educators of the future by working with teacher candidates from Brock and other institutions.

    This year’s World Teachers’ Day theme is “The right to education means the right to a qualified teacher.”

    The theme was chosen in honour of the 70th anniversary of the Universal Declaration of Human Rights (1948), which recognized education as a fundamental right. Without trained and qualified teachers, this right cannot be fulfilled.

    Around the world, children and youth have limited access to their right to education because of a shortage of teachers. According to the United Nations Educational, Scientific and Cultural Organization (UNESCO) Institute of Statistics, the world needs to recruit nearly 69 million new teachers to achieve the 2030 Sustainable Development Goal of universal primary and secondary education. For girls, children with exceptionalities, children living in poverty, children in remote areas, or refugee and migrant children this “teacher gap” is even wider. Right now, more than 265 million children out of school worldwide. Of those, 22% are of primary school age.

    The first World Teachers’ Day was held in 1994. It commemorates the signing of the 1966 Recommendations Concerning the Status of Teachers by the UNESCO and International Labour Organization’s (ILO). This Recommendation sets benchmarks for the rights and responsibilities of teachers. It also sets standards for the initial preparation and further education, recruitment, employment of teachers as well as teaching and learning conditions. World Teachers’ Day is co-convened in partnership with UNICEF, UNDP, the ILO, and Education International.

    We know a great teacher can make all the difference. If you want to recognize an incredible teacher making an impact here in Canada, consider nominating them for the Prime Minister’s Awards for Teaching Excellence or the Prime Minister’s Awards for Teaching Excellence in STEM. The nomination period for the 2019 awards is now open.

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  • Highlighted SSHRC research

    In honour of SSHRC’s 40th anniversary, we wanted to share some of the our faculty research that has been supported by SSHRC, helping us to expand understandings of learning and teaching around the world.

    Digital Pedagogy Institute Conference

    brocku.ca/dpi2018

    SSHRC Connections Grant

    The 2015 Digital Pedagogy Institute was support by a SSHRC Connections grant. A partnership between Brock University, the University of Guelph, the University of Toronto Scarborough, and the University of Waterloo, the annual two day conference includes keynote addresses, presentations, workshops, and digital tool training that focus on the innovative use of digital technologies to enhance and transform undergraduate and graduate teaching.

    The grant helped grow the Digital Pedagogy Institute conference into an annual event. The 2017 and 2018 Digital Pedagogy Institute conferences were held at Brock University. In 2019, the conference will move to the University of Waterloo, furthering strengthening the Ontario universities partnership.

    “Supporting Literacy Coaches as they Facilitate Teachers’ Professional Learning”

    Project website

    SSHRC Insight Grant
    Tiffany Gallagher (Principal Investigator) and Arlene Grierson ( Co-Investigator)
    $129,141 | April 2016 – July 2021

    This study is beginning year three of five years of data collection. The central research question is: how do coaches support educators in the implementation of responsive literacy programs that foster student learning? This study will extend existing understandings by: (a) investigating conceptualizations, functions, and outcomes of coaching; and (b) documenting the experiences of coaches and the educators they coach, as coaches collaboratively construct understandings of the differentiated processes of teacher change and explore how to use these insights to optimize coaching.

    Impact and Publications: Five conference presentations at Council for Exceptional Children (CEC), Canadian Society for the Study of Education (CSSE), and Literacy Research Association (LRA).

    Publication: Gallagher, T.L. & Grierson, A. (2018). Research Report for Ontario Ministry of Education, Curriculum & Assessment Policy Branch. Supporting Coaches as they Facilitate Teachers’ Professional Learning. St. Catharines, Ontario: Brock University, Faculty of Education.

    “The Development of Inclusive Educational Practices for Beginning Teachers”

    Project website

    SSHRC Insight Grant
    $448,800 | April 2015 – April 2020

    Jacqui Specht (Principal Investigator)
    Co-Investigators: Sheila Bennett, Tiffany Gallagher, Lynn Aylward, Kimberly Maich, Tim Loreman, Roberta Thomson, Sharon Penney, Tara Flanagan, Nancy Hutchinson, John Freeman, Elizabeth Nowicki, Kim Calder Stegeman, Angela AuCoin, Mireille LeBlanc, Jennifer Katz, Wanda Lyons, Donna McGhie-Richmond, A. Marshall, Steve Sider, Jamie Metsala, Scott Thompson, Jessica Whitley, Gabrielle Young

    This study is beginning year four of five years of data collection. The aim of this study is to provide a Canada-wide perspective on the self-efficacy and beliefs about teaching of graduating teachers as they leave their respective faculties of education. Through this study, we hope to gain a better understanding of how student teachers perceive their ability to teach in the inclusive classroom as they finish their preservice teacher education program. As they graduate and move into the world of classroom teaching, we will continue to survey them during their first to third years post-program to ascertain how their knowledge and skills in teaching and self-efficacy are developing.

    Impact: Four conference presentations at Council for Exceptional Children (CEC) and Canadian Society for the Study of Education (CSSE).

    “Digital Texts to Enhance Science Vocabulary and Comprehension”

    SSHRC Insight Development Grant
    $59,939 | April 2013 – June 2016

    Tiffany Gallagher (Principal Investigator) and Xavier Fazio (Co-Investigator)

    The focus of the Insight Development Grant from SSHRC was to utilize design-based research focused on discovering whether a multimodal instructional curriculum that integrated literacy and science positively contributed to enhanced learning outcomes with students in elementary schools. Design-based research is a genre of research involving iterative development of curricular solutions to educational challenges with teachers and researchers working collaboratively. Working with grade five teachers in two school districts, our findings found that teachers varied in their implementation of the instructional unit. This resulted in differential outcomes in students’ literacy and science outcomes. Teacher variation in implementation highlighted the need to differentiate professional learning to effectively address teachers’ pedagogical requirements for improving disciplinary literacy instruction.

    Overall, our findings relate to the utility of design-based research and underscore the value in establishing a collaborative foundation for professional dialogue. Based on student learning outcomes, we have evidence of the positive impact of implementing science-based multimodal literacy curriculum in elementary classrooms.

    Publications:

    • Gallagher, T., & Fazio, X. (2017). Design-based research: Professional learning and curricular integration. Sage Research Methods Cases Education. Sage Publications. Online: http://dx.doi.org/10.4135/9781526419361
    • Gallagher, T., & Fazio, X. (2017). All students can read to learn science! Resources, Learning Disabilities Association of Ontario. Online: https://www.ldatschool.ca/literacy/learn-science/
    • Fazio, X., & Gallagher, T. (2018). Bridging professional teacher knowledge for science and literary integration via design-based research. Teacher Development, 22(2) 267-280.

    “Hunting for Mrs. Fenwick 1766-1840: Her Life and Letters ()”

    SSHRC Insight Grant
    $103,548 | 2016-2021

    Project website
    Lissa Paul

    Early in 2019 the first part of Lissa Paul’s project will be complete and a biography, Eliza Fenwick:  Early Modern Feminist  will be published by the University of Delaware Press. A riveting early feminist success story emerged out of her research on Eliza Fenwick (1766-1840): a portrait of literary life in London, a chronicle of slavery and rebellion in Barbados, a tale of immigrant life in Upper Canada, an unexpectedly modern take on family life, all unfolding in counterpoint to her prescient though largely forgotten novels, short stories, children’s books, and pedagogical texts. and as an immigration success story of a single, working mother and later grandmother whose networking, entrepreneurial and adaptation strategies enabled her to contribute to the social fabric of Upper Canada in the 1830s.

    By revealing Eliza as a potentially  iconic figure, Paul argues that her life-writing deserves recognition in Canadian literary and historical studies achieved by her more famous contemporaries, Susanna Moodie and Anna Jameson. Eliza was a much better author than either of them and her writing feels more modern to twenty-first century readers.

    Publications:

    • The Children’s Book Business: Lessons from the Long Eighteenth Century (Routledge 2018).

    “Maker Literacies”

    Project website

    SSHRC Insight Grant

    SSHRC Insight funded Maker Literacies led by Jennifer Rowsell is a five-year research study in Niagara elementary and secondary schools with the overall aim of expanding notions of literacy for curricular and policy changes in ways of teaching and learning contemporary literacy. Premised on international research on makerspace approaches to learning and multimodal forms of pedagogy, teachers work and plan with professionals in the media, technology, and creative arts sectors to teach students about how to design ‘modern’ texts like documentaries, videogames, and coding. The project has three key objectives. First, to contemporize approaches to literacy, professionals will be invited into K-12 classrooms to collaborate with educators on multimodal projects and adapted forms of assessment to 21st Century learning. Second, to adopt design frameworks and processes, professionals will teach approaches to a mode (e.g., graphic design) and work with educators to create assignments that evaluate student learning. Third, to invite students to see talent in their own community, the project will feature professionals within the immediate Niagara community and connect projects with community hubs such as museums and centres for the arts.

    The hoped-for impacts of the Maker Literacies research are  to: (i) further research and innovation in the area of K-12 students’ digital literacy and creative design skills in order to contribute to Canada’s future competitiveness and growth; (ii) develop project participants’ skills in research and knowledge creation and thus increase research capacity and enhance career prospects; (iii) develop a network of researchers, creative industry professionals and educators who can collaborate to develop educational materials and tools to foster children’s digital literacy and design skills in Canada; and (iv) offer recommendations for research, policy and practice (in industry and education) about the ways that maker literacies pedagogy can inform teaching and learning. There is a website that features the research: https://www.makerliteracies.com.

    Publications:

    • Pahl, K. & Rowsell, J. (In Preparation). Living Literacies. Boston, MA: MIT Press.
    • Lemieux, A., & Rowsell, J. (Accepted). Taking a Wide-Angled View of Contemporary Digital Literacy. In O. Erstad, R. Flewitt, B. Kümmerling-Meibauer, Í. S. Pires Pereira (Eds.), The Routledge Handbook of Digital Literacies in Early Childhood. New York: Routledge.
    • Lemieux, A., & Rowsell, J. (In Press). Digital literacy in Canadian secondary schools. In R. Heydon (Ed.), Bloomsbury Education and Childhood Studies Handbook. London, UK: Bloomsbury.
    • Rowsell, J. & Lemieux, A. (submitted). Making stories and cracking codes in a Canadian elementary school.
    • Rowsell, J., Lemieux, A., Swartz, L., Turcotte, M., & Burkitt, J. (Accepted). The Stuff That Heroes Are Made Of: Elastic, Sticky, Messy Literacies in Children’s Transmedial Cultures. Language Arts.
    • Lemieux, A., Rowsell, J., McLean, C., & Smith, A. (Accepted). Materializing the Plan: Developing Mapping-as-Metaphor and Mapping-as-Practice. Research in the Teaching of English.

    “Theory of Mind Development in Emerging Adolescence”

    2015-2020

    Sandra Bosacki (Principal Investigator) and Victoria Talwar (Co-Principal Investigator)

    Emerging adolescence is a key transition period for self-identity, intellect, physical maturation, and social behaviours. Adolescents moving from elementary to secondary school face a number of challenges that include social, psychological, physiological and contextual changes. Early to mid-adolescence is a peak developmental period for boredom where children’s school motivation declines as they navigate their relationships and growing identity.Beyond childhood, little is known about the links between understanding others’ minds and the formation of relationships. Theory of Mind (ToM) is the ability to infer others’ mental states (including emotional, spiritual, and moral states) within the context of social action.  Theory of Mind enables the understanding of multiple perspectives that lead to more effective communication with others.  Emerging adolescents developing ToM foster their ability to reason about their own and others’ thinking during the school day. As young people experience significant life changes, their developing ToM has implications for learning. Therefore, ToM is important for adolescents negotiating the transition from elementary to secondary school. This 5-year multi-method longitudinal research project investigates adolescents’ social-cognitive ToM abilities to make meaning of human thoughts and feelings in relation to their sense of self and peer relations as they move from elementary to secondary school. Specifically, we will address the question: How do emerging adolescents use their ability to understand the inner lives or worlds (mental, emotional, moral, spiritual) of others to help them develop a sense of self and navigate peer relationships effectively during the transition from elementary to secondary school.

    Educational strategies that foster the development of ToM can serve as valuable tools to help youth develop a sensitivity to social information, and to develop control and a sense of responsibility over their social lives. This ability to reason about the connections between mind and behaviour is important given the difficulties that some young people face transitioning from elementary to secondary school. Theoretically, this project will illustrate the bi-directional patterns between intra- and interpersonal features of psychological understanding concurrently and longitudinally, and provide the most comprehensive conceptual and empirical bridge to date between emerging adolescents’ psychological understanding and their social experiences. Practically, the results will provide a base to build positive youth intervention programs and curricula that encourage the use of mental state talk to promote adolescents’ socio-cognitive and emotional competencies and enhance adolescents’ social adjustment over the course of school transitions

    Publications:

    • Bosacki, S., Sitnik, V., Dutcher, K., & Talwar, V. (2018). Gratefulness, compassion, and ToM in adolescence. Journal of Genetic Psychology. DOI: 10.1080/00221325.2018.1499607
    • Smith, S., Dutcher, K., Aksar, M., Talwar, V. & Bosacki, S., (2018). Emotional competencies in emerging adolescence: Relations between teacher ratings and student self-reports. International Journal of Adolescence  and Youth, DOI: 10.1080/02673843.2018.1455059.

    Impacts of ISL initiatives on host communities and organizations in the Global South

    2014-2017 | $232,230

    There is a growing interesting in study abroad including short term international service learning programs (ISP) and International Experiential Education programs (IEE). Researchers from Brock University (Michael O’Sullivan), University of Saskatchewan and York University who had engaged over the years as scholars and as ISL/IEE practitioners (e.g., leading groups on such trips) realized that there was a gap in the literature on the impact of global northern visitors on the global southern host communities that they visited.  The researchers felt that if these visits were to occur within the framework of equal partnerships and not business arrangements where the northern were, in effect, ‘renting a village’ we needed in depth input from host villages in two countries we were particularly familiar with: Nicaragua and Guatemala.

    SSHRC funding supported a project to conduct almost two years of face to face interview with some 200 indiviudals in 8 villages, four in Nicaragua and four in Guatemala. Interviews were conducted by local anthropologists.  A culminating workship involving four delegations from each of the 8 communities was held in August, 2017 in Managua, Nicaragua.  This constituted a form of triangulation.

    With the exception of one village that ceased to offer such programming after visitors resisted their locally defined expectations, the reports from the other villages were positively disposed to continuing such visits but had some serous concerns and resulting recommendations to improve the experience from their perspectives.

    In general, the visitors felt that the visitors, mostly senior high school students and undergraduate university students, had not been adequately prepared to take full advantage of the program and did not fully comprehend the expectations of the community when they arrived.  These expectations ranged from not being willing to engage in all aspects of the program to not knowing how to treat elders and traditional authorities respectfully. They also felt that teachers and university instructors (and other community leaders and religious leaders who brought down groups) had their own program in mind and were not willing to negotiate input by the local community leaders.  These leaders argue that they have a story to tell and no visit to their community should not have the telling of that story fully integrated into the program followed by their visitors.

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  • Event: IRC Future Ready Sessions

    The Instructional Resource Centres are hosting a series of Future Ready Sessions for students, instructors and faculty. All sessions qualify for Experience Plus for students.

    These 45-minute sessions will focus on exploring future-ready instructional resources available in the IRC as well as discussions of how these can be incorporated into classrooms. Future readiness and STEAM awareness are defining characteristics of the contemporary learner. The objective of these sessions is to prepare for the risk-taking, digital literacy and innovative instructional strategies required to serve future learners.

    Sessions will take place in the IRC at each campus.

    St. Catharines IRC sessions

    Tuesday sessions are held at 11 a.m. and 1 p.m., while Thursday sessions are held at 1:00 pm and 3:00 pm. For those whose schedules conflict with the sessions offered, there is an opportunity to book alternates times for groups of four or more people. Contact dpotts@brocku.ca to book sessions or with any questions.

    • Sept. 18 & 20 – 3D Printing
    • Sept. 25 & 27 – Computational Thinking
    • Oct. 2 & 4 – Coding & Robotics Part 1
    • Oct. 23 & 25 – Electric Circuits & Engineering Design
    • Oct. 30 / Nov. 1 – Coding & Robotics Part 2
    • Nov. TBD – iPADS in the Classroom

    Hamilton IRC sessions

    For students at the Hamilton Campus, specific topic sessions (listed above) can be booked for groups of four or more to accommodate schedules. Contact swelbourn@brocku.ca to book a session. Upcoming pre-scheduled sessions include:

    • Sept. 20 at 11 a.m. – 3D Printing
    • Sept. 24 at 2 p.m. – 3D Printing
    • Sept. 25 at 11:15 a.m. – 3D Printing

     

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  • Considering a career in education?

    We know a great teacher can make all the difference. That teacher can be you.

    The Faculty of Education is hosting a series of information sessions on Brock’s Consecutive Teacher Education program. Join us to learn more about the program, application timelines, admission requirements and more.

    Register to attend on Monday, 17 September 2018 from 6:00 PM – 7:00 PM. This session takes place in WH209.

    Register to attend on Tuesday, 18 September 2018 from 10:00 AM – 11:00 AM. This session takes place in STH216.

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  • Volunteer with the Brock Learning Lab

    Are you interested in tutoring and gaining experience working with children?

    The Brock Learning Lab is looking for volunteers to participate as a tutor in its Reading Support Program and Math Support Program as well as its School Support Reading Program.

    Tutoring and internship opportunities are available for the Reading Support Program and Math Support Program at the Brock Learning Lab, located at the Brock Research & Innovation Centre (130 Lockhart Drive, St. Catharines). These programs use games, activities and technology to reinforce skills for students in an engaging and enjoyable way.

    The Brock Learning Lab has also partnered with the Niagara Catholic District School Board to provide Reading and Literacy support in the classroom at local elementary and secondary schools. These sessions are offered on-site at these schools.

    Volunteers plan and facilitate one-hour weekly sessions with support from the Brock Learning Lab. Times vary (mornings, early afternoons, and evenings). Tutors work with the same client for a total of nine weeks during the fall or winter semester or for five weeks during the spring.

    View the Brock Learning Lab Volunteer & Internship Tutor Information page to learn more and volunteer for the fall session (September 24, 2018 – November 30, 2018). Clients and their families may contact the Learning Lab directly (905 688 5550 x3548) to begin the registration process for the literacy and/or numeracy tutoring program or literacy assessment.

    As a tutor, you will be able to gain and enhance your teaching skills in the following ways:

    Reading Support Program

    • Implement programming based on formal diagnostic assessments
    • Create personalized, skill-based literacy tutoring programming
    • Use evidence-based and instructional methods
    • Enhance your expertise and knowledge in literacy
    • Conference with educational specialists

    Math Support Program

    • Implement programming based on curriculum-based assessment
    • Create personalized, skills-based math tutoring programming
    • Enhance your expertise and knowledge of math education
    • Conference with educational specialists

    Please contact the Brock Learning Lab for more information:
    (905) 688-5550 Ext. 3548
    bllab@brocku.ca

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