The role of this internship is to assist in reaching the SSHRC goal for the Dreamcatcher system of capturing cultural data, traditional ecological knowledge, and traditional land use, creating as full a historical, cultural, and economic record as possible, as well as strong land use management/consultation, water and asset management, and public health systems. This information will inform cultural research, treaty negotiations, and community development.
The central goal of this research project is to broaden measurement of school performance across Canada by developing, collecting, and measuring data on six performance indicators as follows: academic achievement, physical health, social-emotional development, creativity, citizenship, and school climate. Having developed competencies in these areas during phase one of the project, the current phase aims to begin the process of measuring the indicators of interest and reporting on results. Survey data will be collected and integrated with existing government data sources.
The Technology in Geography research project analyzes how teachers within Chinese high schools use technology and Geographic Information Systems (GIS) within geography classes to aid in delivering course material. Coming from an educational background that was highly centred on using GIS, I find it critical to include GIS technologies within Geography as a way to engage students and introduce them to the technologies that are available to them. Within Canada, more specifically in Ontario schools there are very few teachers who integrate technology within geography classes.
Research in second language education has raised an overarching question regarding what kind of language practice that should be in the place to respond to the changing global landscape of higher education. Though the notion of plurlingual competence has gained increasing attention in recent years, there has been scarce literature focusing on (and comparing) educators and students perceptions of language choice/practice in academic English teaching and learning from the perspectives of plurilingualism in the Chinese context. My research will address this gap.
The main objective of my research project is to compare the Canadian Geography curriculum with the Geography curriculum in China within grades 7 and 8. Over the course of 3 months I will be able to analyze the major topics covered by the Chinese geography teachers, explore the resources available to students and analyze how those resources are used to teach grades 7 and 8. This research project will be carried out through observations of classrooms in China. Note taking and journal writing will be the main method of gathering data.
The overall objective of my research project is to examine the pedagogies and perceptions of English language teachers in China with the intent of comparing and contrasting them to those of French language teachers in Canada.
This project will explore the dialect of China English at Southwest University in Chongqing, China. The research will attempt to connect the study of China English to the purpose of offering a more inclusive and comprehensive education for English language learning students in Canadian schools. The project will involve an observation of China English as present in oral and written forms across the Southwest University campus and in classrooms.
Drama is a unique and effective way to help students understand and retain information in the classroom. Studies have shown that drama can increase creativity, insight and retention (OHara, 1984, p. 314). Drama is especially useful when it is used cross-curricularly (educational lessons that cover more than one subject). My proposed research project will focus on how drama is used in classrooms in Chongqing, China. I am not necessarily focusing on specific drama classes but looking for how drama is used in non-drama subjects.
This project aims to provide much needed evidence to non-profit organizations working with vulnerable children and their families in five inner city schools. The All in for Youth initiative is a collaboration of eight organizations offering integrated, multi-dimensional supports to improve academic outcomes and resiliency of vulnerable children, support family health and stability, get communities involved, and inform policy and systems change.
An “internationalized classroom” is a space wherein many of the tensions, possibilities and change factors inherent in the internationalization process are expressed in relationships between and among host students, international students, and instructors. The proposed research is part of a Canada/China comparative study on faculty attitudes towards the internationalized classroom. During Li Mao’s research trip in China, she will study the Chinese faculty in Beijing Normal University (BNU).