|| Barrie Bennett|
phone: (416) 978-0233
Dr. Bennett is an associate professor with the Department of Curriculum, Teaching, and Learning and the Elementary Preservice Program. His research interests relate to teacher thinking, learning, and action focused on instructional practices. He seeks an understanding of how teachers acquire an instructional repertoire, how they extend and integrate it, and what effect this has on student learning (kindergarten to adult).
Over the last twelve years, Dr. Bennett's work has focused on long-term systemic/sustainable change in twelve districts in three countries, working to establish graduate work, graduate programs, and courses for classroom teachers. One of Dr. Bennett's goals is to make research a normal part of what a teacher does; to create research agendas that are part of building the internal capacity to enact change rather than relying on external researchers and external research grants.
He has written three books related to instruction, is completing another related to integrating instructional methodology, and has written for a number of referred conferences.
In 2007, he was nominated for the University of Toronto President’s Teaching Award by OISE.
Ph.D. University of Oregon, Education 1986 Eugene, Oregon
M.Ed. University of Oregon, Education 1985 Eugene, Oregon
B.P.E. University of Calgary, Education 1971 Calgary, Alberta
Dr. Bennett has taught the following courses at OISE:
• CTL 1026H - Improving Teaching (graduate program)
• CTL 1000 - Foundations of Curriculum (graduate program)
• CTL 1016H - Cooperative Learning: Theory and Research
• CTL 5799H - Special Topics: Instructional Intelligence (graduate program).
Bennett, B. (2010). Graphic intelligence: Playing with possibilities. (460 pages).
Bennett, B., & Rolheiser, C. (2001). Beyond Monet: The artful science of instructional integration. Toronto ON:
CHAPTERS IN BOOKS
Bennett, B. (2009). The artful science of instructional integration. In Marzano, R. On Excellence in Teaching.
Bennett, B. (2008). Instructional intelligence and systemic change: An overview of twenty-six years. International Conference, Budapest Hungary. Ministry of Education, Hungary.
PAPERS IN REFEREED CONFERENCE PROCEEDINGS
Bennett, B. (2009). When School Districts Learn: Twenty Six Years of Systemic Change. Paper presented at the International Conference on School Effectiveness, School Improvement. and School Management, University of Teacher Education of Central Switzerland, Zug Switzerland.
Bennett, B. (2008). Cooperative Learning: Theory Into Practice. Paper requested by the Faculty of Education, University of Calgary; presented at their guest lecture series.
Bennett, B. (2007). Rethinking one’s thinking about teacher renewal: A Response to Teacher Renewal: What is it? How is it Engendered? In Teacher Induction, Mentoring and Renewal: Proceedings of the Academic Symposium, Centre for Teacher Development, OISE/UT. Workshop in 2006/published in 2007.Research Grants and Contracts
The systemic/sustainable projects are designed to operate within the existing school district funding and do not depend on external funding. That said the budgets are large. The only exception is Medicine Hat School District in Alberta; our funding comes from the Provincial Government and is currently 300 000 dollars a year for three years.
Honours and Awards
2006-07 Phi Delta Kappan (University of Toronto Chapter) Educator of the Year for Ontario
2006-07 Nominated by OISE/UT for the University of Toronto President’s Teaching Award