Grad Student Research
McKenzie Vanderloon is a Ph.D. candidate at Western University in the field of School and Applied Child Psychology at the Faculty of Education. She is supervised by Dr. Jacqueline Specht. McKenzie's research will focus on the development of inclusive practices in beginning teachers. As a second-year Ph.D. student, she is eager to explore this area of research and to develop a question for her dissertation. McKenzie has conducted previous graduate-level research which focused on children's cognitive development in the classroom. To better foster children's academic and social sucess, McKenzie has a strong interest in understanding the teacher's perspecitve of teaching in a classroom with children of all abilities.
Supervisor: Dr. Jacqueline Specht
Goal: To foster the academic and social success of all children, McKenzie has a strong interest in understanding the new teacher's perspective of teaching in a classroom with children of all abilities.
Strategy: McKenzie is looking forward to beginning her research in this area.
Nicole Forest is a student in the M.A. Ed. program at the Université de Moncton in New Brunswick. Along with working as a Research Assistant with the Canadian Research Centre on Inclusive Education since 2015, Nicole has been working under the supervision of Dr. Angèla AuCoin on her thesis. Nicole's research explores the phenomenon of bullying in an inclusive school context: Perceptions and lived experiences of students from a rural francophone high school in New-Brunswick.
Supervisor: Dr. Angèla Aucoin
Goal: Interpreting the students' voice, experiences and reflections on the concept of diversity.
Strategy: Nicole successfully defended her thesis in April 2018, and will be continuing her studies at the Université de Moncton in the fall.
Jen Poole is a Ph.D. student in Educational Psychology, working under the supervision of Dr. Donna McGhie-Richmond at the University of Victoria, B.C. Her research will involve looking at the Beginning Teachers Study (BTS) data collected on preservice teachers' efficacy at the end of their preservice programs, and identifying the characteristics of the preservice programs that lead to a stronger sense of teacher efficacy. Jen began her career as a classroom teacher in 2001, and has since worked in various capacities supporting student success, including work as a Learning Resource Specialist, Educational Consultant, and Sessional Instructor.
Supervisor: Dr. Donna McGhie-Richmond
Goal: Identifying the characteristics of preservice programs that lead to a stronger sense of teacher efficacy.
Strategy: Jen is pleased to continue with the Beginning Teachers Study team as a Research Assistant working on the Knowledge Mobilization aspect of the project.
Supervisor: Dr. Jessica Whitley
Goal: Teachers’ perceptions of the influence of their professional learning experiences with early reading on their classroom Instruction.
Strategy: Michael has authored and co-authored several research publications and presentations concerning his field of interest.
Linda Ismailos is a second-year Ph.D. Candidate at Brock University Faculty of Education. She is also a lecturer in the same faculty teaching these courses for teacher candidates: Cognition and the Exceptional Learner, and Socio-emotional/Physical Processes and the Exceptional Learner. Linda’s plan for her dissertation is to employ a mixed methods approach investigating the cognitive and emotional factors that influence a successful transition to post-secondary studies for students with exceptionalities. Linda’s extensive experience as a teacher and a researcher is a valuable asset to the Centre.
Supervisor: Dr. Tiffany Gallagher
Goal: Linda's research will further inform her teaching at Brock and at Niagara College.
Strategy: Linda is continuing to participate in the research analysis activities for the Beginning Teachers Study.