RESEARCH PROJECTS COMPLETED PRE-2010

2009: The Charlottetown Conversation
This initiative brought together twelve international scholars for a week of intense conversation and collaborative writing. The Charlottetown Conversation was guided by three or four broad questions within the general theme of “What does (or should) ethical educational leadership look like within a culturally, technologically and economically diverse society?”
Funded by a variety of small research grants from the University of PEI.

2006-2008: The role of policy implementation by school administrators in limiting academic access and success for minority and marginalized students. (2006-2008)
This program of research investigated the experiences of minority and marginalized students (predominantly new immigrants and First Nations peoples) in Calgary schools.
Partially funded by a Dean’s Research grant from the Faculty of Education and a Research Assistance grant from the Office of the Provost, University of Calgary.

2005-2008: School Principal Leadership Development Project, Republic of Lebanon.
I was the Project Leader for this World Bank funded initiative to design and deliver a training program for school principals in Lebanon. A consortium consisting of the Faculty of Education at the University of Calgary, Collège Boréal (Sudbury) and TEAM International (Beirut) delivered this project. Together with Ms. Heather MacIntosh, I wrote the technical proposal for the project.
Part of the wider Education Development Project, funded by the World Bank.

2001-2007: Educator Development Project, Kosovo, Former Republic of Yugoslavia.
I was Assistant Academic Advisor for the Faculty of Education on this project, which was delivered by a consortium consisting of the International Centre and the Faculty of Education at the University of Calgary, and Universalia Management Group (Montréal). Programmatically, I was also the Team Leader of the Leadership component for this CIDA funded initiative to design and deliver an educational reform program in the Former Republic of Yugoslavia, specifically the jurisdictions of Kosovo, Serbia, and Montenegro. My own focus was on the design and delivery of educational leadership training programs to school principals and to regional education officers in Kosovo, with support to similar programs in Serbia and Montenegro.
Funded by the Canadian International Development Agency.

2006: Ethical decision-making by principals in diverse schools.
I was a co-investigator (Principal Investigator: Dr. Jennie Billot, UNITEC) in this three-nation study (2004-2006; New Zealand, Australia, Canada) which sought to identify international comparisons and differences in the ways in which secondary school principals navigate the chasm between espoused and enacted value positions in an era of ethnocultural diversity.
Partially funded by a grant from the University of Technology (UNITEC), Auckland, New Zealand.

2005: School leadership and equity: An international comparative study.
I was the Principal Investigator on this pilot study (2003-2005) to examine the ways in which principals facilitate access to schools for all children. In this introductory study we collected and analyzed data from eight different countries (Belgium, Canada, Greece, Netherlands, New Zealand, Norway, Slovenia, Sweden). Partially funded by a Research Graduate Assistantship grant from the University of Calgary.

2003:  A case study investigating educational leadership and culture.
I was the Principal Investigator on this study, which focused particularly on the leadership role of the principal. This program of research (2001-2002) investigated the current state of educational practice, policy, and organization in an urban elementary school serving a predominantly low SES community.
Partially funded by a Research Excellence Envelope (REE) grant from Alberta Learning and the University of Calgary.

2002: Understanding equity issues in year-round schooling.
I was a co-investigator on this study [Principal investigator, Dr. Carolyn M. Shields, UBC], which explored equity issues associated with the introduction of modified school calendars. This international study involved schools in Calgary, Ontario, Utah, and Florida. I was responsible for data collection and analysis at two clusters of schools in Calgary and a third cluster within the Chinooks Edge School Division.
Partially funded by the Social Studies and Humanities Research Council of Canada (SSHRC).

A case study exploring the effects of a formal mentoring program in a rural school division.
This study documents and analyzes participant perceptions of the beneficial and negative effects on professional practice associated with a formal mentoring program for beginning teachers within a rural school division.
Partially funded by the Chinook’s Edge School Division #73 (Alberta)

2001:  Students at risk.
The purpose of this cross-Canada study was to document how provinces and territories identified students who are considered to be at risk, and to identify the factors used to determine whether students fit this category. The study reviewed those interventions that are being provided and examined the means used to evaluate the effectiveness of such interventions.
Partially funded by Applied Research Branch, Strategic Policy, Human Resources Development Canada.

Clustering student teachers in high needs schools: Alternate practices for teacher education.
This study documented and analyzed the development and experience of selected education students in the final year of their Bachelor of Education (Master of Teaching program) degree.
Not funded.

Developing EDER 619.32 as an on-line course.
The purpose of this study was to construct an on-line version of EDER 619.32, An introduction to educational administration theory and leadership.
Partially funded by the Learning Commons and the Graduate Division of Educational Research, University of Calgary.

An exploration of social inclusion policies as they affect identified behaviourally difficult pupils in an English high school. [Principal researcher: Ms. Penny Ritson, Carlisle].
This study addressed issues of attendance, exclusion rates, attitude towards schooling, attendance, and self-image within a group of identified SEN/behaviourally difficult pupils at Key Stage 4 of the National Curriculum. My role was to act as a research mentor to Ms. Ritson by reviewing methodology, analyzing data, discussing interpretations, and assisting in the preparation of manuscripts for publication and/or presentation. Partially funded by the Department of Education and Science (UK).

Ethnoculturally relevant programming in northern schools.
This study sought to identify culturally and linguistically appropriate curriculum in northern Alberta and Saskatchewan.
Partially funded by the Alberta Advisory Committee for Educational Studies.

2000-2003:  Leadership and culture in northern schools.
I was the Principal Investigator on this study [Co-investigator, Dr. Rosemary Y. Foster]. Focusing particularly on the leadership role of the principal, this three year (2000-2003) program of research investigated the current state of educational practice, policy, and organization in select northern Canadian schools serving predominantly First Nations and Métis communities.
Partially funded by the Social Sciences and Humanities Research Council of Canada (SSHRC).

2000: A study of transitions: Understanding and comparing the longitudinal impact of different school calendars on students.
I was a co-investigator on this study [Principal investigator, Dr. Carolyn M. Shields, UBC], which sought to explore the effects of modified school calendars on student achievement. This international study involved schools in Calgary, Ontario, Utah, and Florida. I was responsible for two clusters of schools in Calgary.
Partially funded by the Social Studies and Humanities Research Council of Canada (SSHRC).

1999: Leadership and culture in northern schools.
This preliminary study collected data supporting the development of a full SSHRC proposal.
Partially funded by a SSHRC Proposal Development Grant, University of Calgary.

School Improvement at West Cormorant District High School.
This was a collaborative project with the West Cormorant District High School (a pseudonym) principal and a school team. The project combined inservice work and a research study in the development of an enhanced school climate.
Partially funded by the Nova Scotia Teachers Union, the Chignecto-Central Regional School Board, and the St. Francis Xavier University Council on Research.

1998: Improving teaching and learning in the Master of Education program (St. Francis Xavier University).
The purpose of this project was to develop home pages for the graduate program, and to develop two courses which were offered over the Internet. Following a successful first year, second year funding was also awarded.
Funded by the StFX Technology Initiative Program

Teaching in turbulent times research project.
The purpose of this research was to explore societal and ethnocultural factors which, while external to the school, affect the daily work of teachers in northern Cape Breton.
Funded by the Centre for Regional Studies

Gold Cove elementary schools reorganization project.
A longitudinal research study which recorded the establishment of a new elementary school at Gold Cove (a pseudonym), and the development of school culture.
Funded by the StFX University Council on Research

1997-2002:  The experiences of neophyte teachers.
A longitudinal research study that recorded and analyzed the experiences of five beginning teachers as they made the transition from student to professional.
Funded by the Department of Continuing Education, St. Francis Xavier University.