In 2001, a number of leading researchers around the world decided to form an international project known as the International Successful School Principal Project (ISSPP). This consortium is a group of international scholars in the area of educational administration and leadership who meet and collaborate voluntarily. This 'multi-perspective' research project was designed through case study analysis, to identify the qualities, characteristics, competencies and other mediating influences of educational leaders who have been successful in primary and secondary schools in different socio-economic circumstances in 12 participating countries – Australia, Canada, China, Denmark, England, Norway, Sweden, South Africa, Turkey, Israel, New Zealand and the USA. To date, over 70 cases have been analyzed and research still continues. Participants collect data and analyze case studies from their smaller international research projects or respective countries, share their findings with the larger project and then do further comparative analysis using the over 70 cases from eight different countries. Dr. Katina Pollock has completed three case studies that contribute to this research consortium.
For details, see:
UiO:Department of Teacher Education and School Research
This seven-year major collaborative research initiative aims to Advance Interdisciplinary Research in Singing through cooperation of over 70 researchers representing every province in Canada and 15 other countries on 6 continents. Aiming to understand individual, cultural, and universal influences on singing and the influences of singing on individuals and societies, the AIRS researchers focus on three themes:
- Development of singing ability;
- Singing and learning, and
- Enhancement of health and well-being through singing.
Dr. Carol Beynon is on the research team for this project. For details, see:
AIRS: Advance Interdisciplinary Research in Singing
More than a decade ago, the Faculty of Education at Western signed a partnership agreement with the University of Holguin in Cuba to support academic exchanges and other scholarly activities. This agreement is part of a larger set of partnerships Western has with several universities across Cuba. A key activity is regular participation in April conferences at the University of Holguin in two areas of study, second-language learning and Canadian Studies. Dr. Rebecca Coulter also has been active in supporting the development of the Canadian Studies program at UHolguin by teaching modules of the introductory course and by facilitating visits of scholars from Holguin to Western so that they can access materials to assist with program and course development. The web site of the University of Holguin can be found at http://www.uho.edu.cu. Further information is available from Dr. Coulter by contacting her via e-mail, email@example.com
Dr. Julie Byrd Clark's research program (funded by the Social Sciences and Humanities Research Council/SSHRC), a two-year multi-site, longitudinal ethnographic study, which examines the pedagogical experiences of multilingual student teachers of French language education in Canada and France, makes an important international contribution. A large part of the study explores whether new technologies and engagement research strategies, such as auto- ethnography and participating in a virtual space (e.g. using multi-media, wikis, and SKYPE) impact (or impede) the ways in which student teachers from different contexts invest in representations of languages, literacy, identities, and ways of thinking about classroom pedagogies. This study is significant in that it will examine the nexus of learner autonomy, multi-media literacy, reflexivity, and international knowledge mobilization. It will provide a better understanding of how and why student teachers engage in French, develop linguistic repertoires and negotiate what it means to be and become a French language teacher in today's plurilingual and pluricultural world.
Dr. Immaculate Namukasa is currently working on a research project to examine the character of school mathematics education in Uganda, Africa. The project involves textbook, curriculum and historical analysis. This builds on her 2010 study on Ugandan educators and teacher's conceptions of teacher mathematics knowledge, which was funded by Research Western International. Research collaborators have included Charles Opolot Okurut, Madge Quinn and Janet Kaahwa, Makerere http://mak.ac.ug/ and Kyambogo http://www.kyu.ac.ug/ Universities (Uganda), and Ronald Ddungu, Gayaza High School http://www.gayazahs.sc.ug/