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Winter 2016 Seminar Series (Room 7-105)

CIDE Seminar Series DRAFT Schedule Winter 2016

Thursday January 28, 2016 "Collaborative Team Research in a Globalized Social Science Research Environment: A New Way of Doing Social Science, Michael Connelly and his team of graduate students, OISE

The Comparative, International and Development Education Centre Presents, The Joseph P. Farrell Student Research Symposium 2016

Friday, February 19th, 2016 Smart Room (7-105), 10:15am – 4:45 pm

Welcome & Introductory Remarks [Vandra Masemann]

Session 1: Education Quality and Teacher Education [Chair: Mary Drinkwater]

The Impacts of External Quality Assurance Mechanisms on Curriculum Development for Ontario Postsecondary Education: The Connectivity between the Local and the Global [Qin Liu, PhD Candidate, LHAE]

In Search of Quality: Evaluating the Impact of Learning Outcomes Policies in Higher Education Regulation [Mary Catharine Lennon, PhD Candidate, LHAE] PRESENTATION

Mentor Preparation in Israel: How Experienced Teachers Are Prepared to Mentor New Teachers [Annette Ford, PhD Candidate in Curriculum, Teaching, and Learning] PRESENTATION

Teachers’ Perspectives and Practices of Teaching Reading in Content-Areas in Upper Elementary Classes in Suburban Public Schools in Cambodia [Bopha Ong, PhD Candidate, CTL/CSTD] PRESENTATION

Session 2: Immigrants’ Experience in Education, and Democratic Education [Chair: Ramesh Pokharel]

Maximizing Feedback for English Language Learning Among Adult Canadian Immigrants: Investigating Language Learners’ Cognitive Processing When Receiving Computer-Based Feedback [Maggie Dunlop, PhD Candidate, LLE] PRESENTATION

Highly Skilled Muslim Immigrants and Their Socio-Economic Integration in Canada [Anila Zainub, PhD Candidate, LHAE/CIDE] PRESENTATION

A Bridge to Where? An Analysis of the Effectiveness of the Bridging Programs for Internationally Trained Professionals in Toronto [Abduhamid Hathiyani, PhD Candidate), AECD

Building Democratic Convivencia (peaceful coexistence) in Classrooms: Case Studies of Teaching in Mexican Public Schools Surrounded by Violence [Maria Patricia Carbajal, Ph. D. student, CTL]

Session 3: Identity and Global Experience in Education [Chair: Carly Manion]

Counter-Cartographies of Palestinian Cultural Resistance [Chandni Desa, PhD Candidate, CTL]

Knowledge Counts: A Bibliometric Analysis of the Education For All Global Monitoring Reports [Robyn Read, PhD Candidate, Educational Leadership and Policy] PRESENTATION

Untold Stories: Identity Development of Asian Students at a German University [Sohyun Lee, M.A. Student, LHAE]

Wednesday March 2, 2016 11:30 am to 1:00 pm Models of teacher learning in developing country contexts: Teachers’ voices, Ayesha Bashiruddin, PhD, OISE, AKU, Karachi, Pakistan

This presentation is organized by the Special Interest Group: Lives of Teachers and Teacher Educators, which is based at the Aga Khan University, Institute for Educational Development (AKUIED). This presentation will present models of teacher learning in developing country contexts highlighting the voices of teachers. It will present analysis of 120 teachers’ narratives which were constructed by teachers in ‘Teacher Learning’ course offered in MEd at the AKUIED. These teachers were talented; they were devoted and had enormous experience of teaching and interacting with students and possessed a wealth of knowledge.  The presentation will first share demographic data (e.g. teachers background, educational system, region, country, rural or urban context, teaching in public, private or community based school). Then, it will answer the questions: What professional development opportunities did these teachers had, both formal and informal? What models of teacher learning in developing country contexts emerge from the narratives? There are two significant models that emerge from the narratives. This presentation will use multiple ways of showcasing models of professional development through the voices of teachers. It will capture and present voices of teachers through storytelling and videos.

Dr. Ayesha Bashiruddin is an Associate Professor and Head, Research and Policy Studies at the Aga Khan University, Institute for Educational Development (AKU-IED) with a wide experience of teaching ESL to adult students. She has a master in English from the University of Peshawar and a master in Applied Linguistics from the University of Durhum, UK. She obtained her Ph.D. from Ontario Institute for Studies in Education of the University of Toronto (OISE/UT). In her current capacity, Ayesha has been actively engaged in conceptualizing, developing and teaching different courses offered in M.Ed. PhD. and other professional development programmes offered at the university. She is currently chair of the Disciplinary Committee at AKU-IED. She served as  a member of Ethical Review Committee of the Aga Khan University. She is a recipient of many awards and merit scholarships. She has been awarded the Aga Khan University award of Outstanding Teacher for sustained excellence in scholarship of discovery in 2009 and the Aga Khan University award of Outstanding Teacher for sustained excellence in scholarship of application in 2011.Her research interests are in English Language Education, teacher learning, qualitative research methods including autobiographical research (self-study research, narrative inquiry and arts-based research). Dr. Bashiruddin has presented papers in International and National conference in Teacher Education and English Language Teaching. She is involved in research and in publications. She has also supervised M.Ed. and PhD. Students. Her most recent academic publications include: Education in Pakistan: Learning from Research Partnership (Edited Book), Becoming a teacher in the developing world (Edited Book), Reflections on translating qualitative research data: Experiences from Pakistan, Auto/biographical Research in the South: a lived experience, Seasons of my learning, Becoming a teacher educator: a female perspective; Pakistani teacher educator’s self-study of teaching self-study research. NO RECORDING

Friday March 18, 2016, Is Education a Panacea? Evidence from the Middle East, North Africa and South Asia, M. Najeeb Shafiq, Associate Professor of Education, University of Pittsburgh

Is education a panacea for reducing public support for terrorism, authoritarianism, war and corruption in the Middle East, North Africa and South Asia? Using empirical methods and public opinion data, M. Najeeb Shafiq investigates the relationship between educational attainment and support for suicide bombing, democracy, war, and corruption. He concludes that educational attainment cannot do it alone. 

M. Najeeb Shafiq is Associate Professor of Education, Economics, and International Affairs at the University of Pittsburgh. He holds appointments in the School of Education (primary appointment), Graduate School of Public and International Affairs (joint appointment), and Department of Economics (secondary appointment). As an education economist, he adopts an interdisciplinary approach and advanced quantitative methods to explore the social and non-pecuniary benefits of education, education privatization, and human capital decisions. Prior to arriving in Pittsburgh in 2010, he held appointments at the World Bank, Washington and Lee University, and Indiana University at Bloomington. In Spring 2014, Professor Shafiq was a Visiting Scholar at the University of Cambridge. He received his B.A. in economics from the University of Western Ontario; an M.A. in economics from the University of Buffalo; and his M.Phil. and Ph.D. in economics and education from Columbia University.


Wednesday March 24, 2016, 11:30-1:00 pm, When Global Ideas Collide With Domestic Interests: The Politics Of Secondary Education Governance In Argentina, Chile And Colombia, Claudia Milena Diaz Rios, PhD Candidate, Comparative Public Policy, McMaster University

Current global ideas about the governance of education push for decentralization of authority and accountability as the best way to run schools. Although Latin American education systems follow this trend, a closer look shows a remarkable cross-national variation in education governance even in countries that are similar in other regards. This talk explains the factors that produce this variation amid convergence by comparing the governance of secondary education in Argentina, Chile, and Colombia from the 1950s to the 2000s. Bridging together the insights from sociological and historical institutionalism, I show how policy legacies and domestic power coalitions translate global norms. I suggest that beyond international forces, domestic factors play a significant role in the globalization of education governance forms.

Claudia Diaz Rios is PhD Candidate in Political Science at McMaster University. Her research examines the politics of education policy in Latin America as well as the effects of policy on quality of education and social inequality.


Wednesday March 30, 2016, Room 2-286 4:00-5:00 pm, Monica Shank, MA Candidate, OISE, Parental Voices, School Realities and Possibilities for Multilingual Education in Maasai Land, Tanzania

Amidst global advocacy for the use of mother tongues/familiar languages in schooling, one commonly cited barrier is resistance from parents. In Tanzania, in spite of nearly fifty years of evidence-supported advocacy for the use of Swahili as the language of instruction at all levels of education, parents are increasingly choosing to send their children to English-medium primary schools. This study presents an analysis of parents’ attitudes and values regarding language education and factors influencing school choice in Maasai Land, Tanzania. Using interviews with parents of one Swahili-medium government school and one English-medium private school, and data from parents’ meetings at a local community library, the study finds that parents’ valuation of multilingualism is high, including in formal educational spaces. The study also includes observations at each of these two schools, to examine the extent to which school realities align with parental attitudes and expectations. This study concludes with an exploration of possibilities for models of multilingual education which take into account parental attitudes and contextual realities. Experiences from a multilingual community library inform the conversation on possibilities and constraints for multilingual education in this community.

Monica Shank is an MA Candidate in Language and Literacies Education and CIDE at OISE, UT. She is the founder and director of Cheche Community Library in Monduli, Tanzania. Her research interests include multilingual education, translanguaging, identity, and politics of language education.


Wednesday April 5, 2016, 11:30-1:00 pm, The Social Side of Teacher Networks: Perspective from Multiple Settings and Contexts, Alan Daly, PhD, U of CA, San Diego

This presentation considers the utility and role of social network theory and analysis in two comparative educational settings: teacher education and school level networks.  Both studies are ongoing and apply network theory and analysis as a way to understand the sharing of resources between and among educators in different settings.  The teacher education project examines networks among pre-service teachers in 3 different national contexts (USA, Spain and England).  The school level network study takes place in the US and England and explores the role of trust and social interactions in the use of research evidence.  The presentation will offer a general overview of network theory and analysis, applicability in the comparative education space, and present some preliminary findings from the international collaboration. 

Alan J. Daly, Ph.D. is Professor and Chair of the Department of Education Studies at the University of California, San Diego.  He graduated from Clark University with a Bachelors of Arts in Psychology, received a Masters of Science in Counseling from San Diego State University, and a Master of Arts and Ph.D. in Education with an emphasis in Educational Leadership and Organizations from the University of California, Santa Barbara.  Prior to coming to the university Alan had over 16 years of public education experience in a variety of positions ranging from classroom teacher to district psychologist to site administrator, providing him with a solid grounding in the world of practice.  He has a recent book published by Harvard Press entitled, Social Network Theory and Educational Change another on Using Research Evidence in Education published by Springer a third that will be published by the American Educational Research Association entitled, Thinking and Acting Systemically: Improving Districts Under Pressure.  He was recently awarded a Fulbright Specialist grant for work in European universities.


Wednesday April 13, 2016, 11:30-1:00 pm, Academic knowledge production in Latin America: Policies, pedagogies, and practices, Dr. Karen Englander, York U, James Corcoran, PhD/CIDE/LLE/CTL

In a neo-liberal era of increasing commodification of knowledge alongside a global trend towards the dissemination of such knowledge in English, the pressure to publish research in international indexed journals (i.e. in English) is high for global scholars. This presentation provides an overview of the politics and practices surrounding “visible” knowledge throughout Latin America, highlighting empirical research suggesting commonalities across the region. Drawing on their respective research experiences in Mexico, the presenters offer suggestions of how individual scientists and institutions are creating and adapting policies, pedagogies, and practices in order to deal with these growing publishing expectations. In analyzing a particular writing for publication course offered to Mexican scholars, the presenters outline the potential and limitations of a framework for equity-based pedagogy and policy that could be adopted throughout Latin American higher education institutions.

Dr. Englander is a recognized scholar in the policy, linguistic, and educational aspects of writing for publication on the part of non-native-English-speaking scholars. She has published two books (Writing and Publishing Scientific Research Papers: A Global Perspective (2014) and Writing Science in a Second Language (with David Hanauer, 2013)) and many journal articles concerning these issues. She is based at York University in Canada having spent a decade as a professor at the Universidad Autónoma de Baja California in Mexico.

Having recently received his PhD (LLE/CIDE) from the Ontario Institute for Studies in Education/University of Toronto, Dr. Corcoran is an emerging scholar in the fields of Applied Linguistics and TESL. He has a growing record of teaching and scholarship in English for academic/specific purposes, including pedagogical interventions – such as the course described in this book – aimed at improving global scholars’ English language publication records. He is currently an EAP instructor at the University of Toronto as well as adjunct faculty at Brock University’s department of Applied Linguistics.


Wednesday April 20, 2016, 3:00-4:30 pm, Bringing counter-hegemonic pedagogies to scale in Mexico and Colombia, Santiago Rincón-Gallardo, Ed.D, Banting Postdoctoral Fellow, OISE (CEPP SEMINAR TO COUNT AS CIDE SEMINAR)

This presentation explores how counter-hegemonic pedagogies can be brought to scale in public education systems by comparatively examining the Learning Community Project (LCP) in Mexico and Escuela Nueva (EN) in Colombia.  Initiated as small-scale pedagogical change projects in remote rural communities, these two initiatives evolved into national policies that spread their new pedagogies to thousands of schools. LCP and EN schools showed improvements in student achievement as measured by national standardized tests, reaching or surpassing schools serving more privileged students. Drawing on in-depth case studies built upon analysis of hundreds of documents, interviews with multiple actors, and classroom observations, seven key strategies are identified to bring counterhegemonic pedagogies to scale.

Santiago Rincón-Gallardo is a Banting Postdoctoral Fellow at the Ontario Institute for Studies in Education and the Chief Research Officer at Michael Fullan’s international consulting team. In this position, he conducts research and advises system leaders and educators to advance whole system reform for instructional improvement. Santiago worked for over a decade promoting grassroots educational change initiatives in Mexican public schools serving historically marginalized communities. His academic work explores how effective pedagogies for deep learning can spread at scale. Santiago holds an Ed.M in International Education Policy and an Ed.D on Education Policy, Leadership and Instructional Practice from Harvard.


Wednesday April 27, 2016, 4:30-6;00 pm, Mother Tongue-based Multilingual Education: Listening to Teacher’s Voices, Dianne Dekker, CIDE OISE, PhD Candidate

In many contexts around the world education is not offered in a language that is familiar to young children. Research reveals that Mother Tongue-based Multilingual Education (MTB MLE), now a global movement, strengthens learning through using the child’s mother tongue for teaching while developing multilingual competence. MTB MLE advocates also suggest that teachers are more empowered when teaching through their own mother tongue rather than through a second or third language. This multiple-site case study explores how Filipino teachers respond to the language policy change from double immersion Bilingual Education to Mother Tongue-based Multilingual Education. Personal and societal ideologies, capital, and identity powerfully impact teacher choices in policy implementation (Norton & Davin, 2015). This presentation will discuss the impact of Filipino teachers’ identities as English teachers and as speakers of minority language communities on implementation of the new MTB MLE policy in the Philippines. 

Diane Dekker is a PhD candidate in the Language and Literacies Education and CIDE programs at OISE, University of Toronto. Diane has worked extensively with teachers in the Philippines on language and education issues with a focus on Mother Tongue-based Multilingual Education (MTB MLE). Her research studies in the Philippines have explored how using the learner’s mother tongue impacts learning and how teacher identities influence their understanding of and investment in implementing the new MTB MLE policy, a dramatic change from the previous double immersion Bilingual Education policy. NO RECORDING


Wednesday May 4, 2016, 1:00-3:00 pm, Systemic Factors contributing to academic research production in the Nordic Higher Ed Systems, Olivier Begin-Caouette, PhD Cand, CIDEC

Science has been crucial for the past five centuries, but the current position of knowledge is unprecedented (Pestre 2003). In knowledge societies, higher education systems (HES) acquired a crucial position as main depositaries of knowledge, creators of knowledge and producers of highly-skilled workers as well as economic engines. The current “global academic order” that is structured by bibliometeric measures (Usher & Savino 2009). Using measures of central tendency based on world university ranking results, many researchers (Aghion et al., 2009; Marginson, 2006; Morhman, Ma & Baker, 2008; Salmi, 2009) have concluded that the Anglo-Saxon higher education systems were the highest performing. However, Pestre (2003) observes that "different arrangements and regimes co-exist, and there is no obvious hegemony (or evidence of superiority) of one mode of production (of knowledge and society) over another, and the questions remain largely of a political nature" (p.255).

On a per capita basis, the Nordic/social-democratic HES have achieved comparatively high results in terms of WCUs, publications, citations and patents. Relying on the theories of academic capitalism and the varieties of capitalism (VoC) approach, this study identifies systemic factors conditioning Nordic countries’ comparative advantage in the production of scientific capital. Following Holmes’ (1981) hypothetical-deductive problem approach to comparative education as well as Popper’s (2005) falsification process, six systemic factors have been hypothesized and tested in Denmark, Finland, Norway and Sweden according to a multi-governance (MLG) framework and a convergent and parallel mixed-method design. Interviews were conducted with 56 senior officials and 456 questionnaires were completed by actors who had knowledge about academic research production in their country.

Convergence between qualitative and quantitative analyses support the impact of academic traditions, internationalization and societal beliefs. Nordic HES’ comparative advantage may therefore rest in the economic capital and symbolic granted to researchers who have resources, networks and space for breakthrough research. This study contributes to the development of a varieties of academic capitalism (VoAC) approach as a framework to better understand how countries’ political-economy conditions academics’ comparative advantage in the global struggle for academic production and prestige.

Olivier Bégin-Caouette is a Canada-Vanier Scholar and a fourth-year PhD candidate in higher education at the Ontario Institute for Studies in Education (OISE) - University of Toronto. His research focuses on Nordic higher education systems, academic research production and the internationalization of technical education institutions. He worked for the UNESCO International Bureau of Education (IBE), the Quebec Federation of CEGEPs and the Parliament of Quebec. He also held the position of visiting scholar at HEGOM (University of Helsinki) and the Danish Centre for Studies on Research and Research Policy (Aarhus University). More information can be found at http://olivierbegincaouette.yolasite.com


Tuesday May 31, 2016, 11:30-1;00 pm, Conceptualizing the State-Nation via Education Reform: From Multicultural to Intercultural Citizenship, Neville Gustad Panthaki, PhD Candidate, SJE/CIDEC

Transnational movements have drawn the integrity of the nation-state into question.  Its organizational principle of singularity struggles to accommodate increasing diversity as homogeneity is challenged by alternate and multiple ways of being and knowing.  Nation-state education systems, organized to deliver citizenship values, fail to rectify the fracture between their quest for multicultural participation and the promotion of conformity within a single ‘national’ identity. 

All systems of education are products of their respective sociopolitical systems.  Is it therefore possible to conceive of a reform of the notions of citizenship and democracy to facilitate education reform within the confines of the sociopolitical project of the nation-state?  I propose that education reform can only be achieved by transforming the nation-state into a pluralist state-nation and substituting the concept of multi-cultural, with inter-cultural citizenship.  The state-nation is an ideal-type conceptual framework which is predicated upon a constant re-negotiation of categories and their corresponding belonging-identities, so that all boundaries remain liminal and permeable rather than immutable and exclusionary. 

In this presentation I will examine the roles of statist, multi-national and civil society participants in the process of education reform in India.  Intercultural citizenship, as the root of the state-nation, has the potential to become an avenue for South-South dialogue and a means to create alternate notions of modernity, development, and globalization.  

Neville Gustad Panthaki is a Doctoral Candidate in the Department of Social Justice Education at OISE, whose degree is being pursued in collaboration with CIDE (Comparative International Development Education) and South Asian Studies.  His current research draws inspiration from his previous academic background in peace and conflict studies, international relations and Eurasian history, by virtue of his candidacy as a Doctoral Candidate in the Department of History at York University.

Wednesday June 8, 2016, 11:30-1:00 pm, Bystanding to Genocide in Sudan and Canada, Rochelle Johnston, PhD Candidate, OISE

In this talk I share stories told by members of hegemonic groups in Sudan and Canada about standing by to colonial genocide, focusing particularly on the role of formal education in this process. Riverain Sudanese tell stories of how colonial education elevated them in relation to other Sudanese groups who retain their Indigenous ways of being. They describe being alienated from their own Indigeneity by schooling, however, they do not acknowledge the genocidal uses to which education has been put, nor how it transformed them from Indigenous peoples into colonizers. Non-Indigenous Canadians lament that stories about relations between their peoples and Indigenous peoples are not taught in school. The role of the education system itself, through Indian Residential Schools, is the story they most want to hear. However they talk only of how the system of education has attacked Indigenous peoples. Non-Indigenous Canadians are silent about how it transformed them into colonizers, putting them into relationships that make genocide possible. Silence is pivotal to standing by, and standing by facilitates genocide. Looking at what riverain Sudanese and non-Indigenous Canadians say, side-by-side, gives voice to what they do not say about education and processes of genocide. Perhaps it also makes it more difficult for us to continue to say and do nothing.

Rochelle Johnston is a Ph.D. Candidate at the Ontario Institute for Studies in Education at the University of Toronto. Her work focuses on colonial relations within and between the Global North and Global South, and the decolonizing potential of education and community development. Rochelle’s research on standing by to colonial genocide bridges her experiences to date: in Canada facilitating advocacy by Indigenous and non-Indigenous youth in care; working as a peace building practitioner and researcher in both north and South Sudan; and returning to Canada to participate in reconciliation processes and become a mother.


Monday June 13, 2016, 11:30-1:00 pm, Creativity, the Other Side of China’s Exam-Centric Education: Paradox and Possibility, Carol Mullen, PhD, Professor Virginia Tech, School of Education

Creativity is associated with social, political, and economic progress in society. But is creative education even a possibility in China, given its exam-centric education system? Does the notion of creativity within a high-stakes testing culture present a paradox? Moreover, considering the dominance of power and politics in contemporary China, is creative learning an isolated occurrence or even a subversive one? Inspired by America’s creative propensity and the corresponding freedom to produce that which is new and valuable, China aspires to become discovery-oriented and inventive. This setting lays the groundwork for the current field study, which is informed by Kaufman and Beghetto’s typology of creativity as well as Csikszentmihalyi’s model of creativity as a process of interaction with one’s domain and field. Within the context of such a framework, the presenter will share highlights from her visit as a Fulbright Scholar to China in 2015. Findings will be presented from data collected from 99 principals, teachers, professors, students, and officials in Chongqing and Jinan. While public conversation about creativity in China is about the obstruction of its development, creativity is being paradoxically expressed within state-controlled educational settings. Graphic images will show numerous examples of creativity from Chinese schools and universities, suggesting a dynamic creative learning environment that contradicts generally-held preconceptions and at times contrasts with the bleakness of surrounding communities. The existence of creativity within learning environments that conform to state standards offers an important basis for discussion of educational goals and strategies. This research continues the discourse of the accountability debate in public education where it has left off—creativity as a countercultural project of education within cultures of hyper-accountability.

Carol A. Mullen, PhD, is Professor of Educational Leadership in the School of Education at Virginia Tech. She is also a U.S. Fulbright Scholar who, in 2015, carried out her scholarly project in China. She has fulfilled leadership roles as Department Chair, School of Education Director, and Associate Dean. Authorships encompass 20 books, over 200 journal articles and book chapters, and 18 special journal issues. Recent books with colleagues are The SAGE Handbook of Mentoring and Coaching in Education (Sage, 2012); The Leadership Identity Journey: An Artful Reflection (Rowman & Littlefield, 2014), and Education Policy Perils: Tackling the Tough Issues (Routledge, 2016). Her PhD is from OISEUT, Canada.


Wednesday June 22, 2016, 12:30-1:30 pm, 'Fixing' the Writing, the Writer, or the Institution? Writing Centres, Multilingualism and ‘New’ Literacies in Anglophone Academies

Writing centres have had a long history in institutions of higher education, and have generally been thought of as supportive spaces for literacy instruction outside of the formal classroom setting. However, scholars applying the work of new literacy studies to writing centre work with multilingual students have pointed out how writing centres that uncritically accept their role as ‘supporting’ students may become complicit in upholding unequal monolingual and monocultural power relations in the university where difference is often marked as deficiency.

Drawing on critical approaches to writing centre work this research suggests writing centres must account for the impact of the institutional and societal discourses around literacy that shape the roles and pedagogical practices undertaken in the writing centre. In pursuing this research and accounting for the discursive frames that impact the enacted pedagogy of writing centres, a multiple methods approach including a critical discourse analysis (CDA) of 12 writing centre websites across contexts, as well as a case study in a single writing centre site was employed.

In this presentation I share the findings from the multiple methods research that demonstrates how powerful literacy discourses operating at the societal and institutional levels impact the espoused pedagogy and public discourse of writing centres. However, the data from the case study site suggests that the interpersonal interactions in writing centres diverge from the espoused practices in ways that allow for more critical frames of writing centre work to emerge.

Megan is a doctoral candidate in the Curriculum Studies and Teacher Development Program. Her main academic interests are student support, academic writing, language learning, and equity in higher education. Megan is also a part of the collaborative program in Comparative, International and Development Education. She has experience working as an English as a second language (ESL) teacher in both France and South Korea. Megan currently teaches a course for new teachers preparing to teach abroad and has been involved in the work of the OISE Student Success Centre as an advisor and coordinator throughout her studies at OISE.


Wednesday July 20, 2016, 4;30-6:00 pm, Supporting school improvement in Nepal, Jaddon Park, PhD

In this seminar, I will share my experiences supporting school improvement efforts at a school in western Nepal.  The focus will be on the challenges of supporting quality teacher instruction and improved student learning outcomes.  Questions around early childhood development, appropriate pedagogy, teacher change, the impact of the curriculum, student assessment, and approaches to effective teacher development will also be discussed.

Jaddon Park graduated with PhD in Curriculum Studies and Teacher  Development/ Comparative, International and Development Education from OISE in 2012.  He has been working in Nepal for the past 4 years and is currently the Director of Curriculum and Staff Development for BlinkNow, which operates a K-12 school in Surkhet, Nepal.



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