The Common Worlds Research Collective is an interdisciplinary network of researchers concerned with our relations with the more-than-human world. Members work across the fields of childhood studies, early childhood education, children’s and more-than-human geographies, environmental education, feminist new materialisms, and Indigenous and environmental humanities. For more information see: http://commonworlds.net/
This project is a collaborative effort that works with early years practitioners, researchers, scholars, adovates and goverments to stimulate positive changie in systems that shape early years experiences in Canada. See: http://www.web.uvic.ca/~eyrd/index.php?option=com_content&view=section&layout=blog&id=9&Itemid=83
Encounters with materials rearticulated understandings of materials to formulate what happens when we think with materials and apply them to early childhood development and classrooms. See: http://encounterswithmaterials.com/
In 2009, the Partnership for 21st Century Skills (P21) was established in the United States to “serve as a catalyst to position 21st-century readiness at the centre of US Kindergarten to Grade12 (K12) education by building collaborative partnerships among education, business, community and government leaders.” The framework that emerged articulated the desired 21st century student outcomes and the interconnected learning support systems necessary to produce results. A preliminary public-private partnership led to the development of fluid and dynamic ‘cloud curriculum’ that seeks to actualize this ambitious agenda and serve as a ‘digital sandbox’ to help an expanded collaborative partnership learn together about what is possible in education and generate new models for curriculum. See http://thesaltychip.edublogs.org/2014/10/29/shakespeare-for-the-21st-century-a-curriculum-project/
March 11, 2011, 2:46 pm a seismic earthquake set off a chain of events in Japan that led to the largest Nuclear Disaster in the world since Chernobyl. Determined to ensure that the ‘lessons learned’ found their way into classrooms of future medical professionals in Japan, I was invited to lead a curricular initiative in disaster medicine education. See: http://www.edu.uwo.ca/news-events/2015/lessons-from-fukushima.html
In this study, a collaborative research team of physicians, nurses and educators sought to understand how the changing materialities of practice (e.g., professionals, bodies, routines) act together to produce quality patient care, or fail to do so. How do material phenomena become interlaced in practice, and how do they affect learning and action?
Under the leadership of Dr. Susan Rodger, this review of the current state of teacher education and mental health curricula for children and youth in Kindergarten to Grade 12 allowed an opportunity to systematically examine how we currently support and educate both teachers and students about mental health. A large team of researchers engaged in this investigation in order to help provide some important context and support for change in the way we do both of these important endeavours. See: http://www.phecanada.ca/sites/default/files/mentalhealtheducationincanada.pdf
Funded by the National Science Foundation, this project aims to advance efforts of the Innovative Technology Experiences for Students and Teachers program to better understand and promote practices that increase student motivations and capacities to pursue careers in fields of science, technology, engineering, and mathematics (STEM) by engaging students and teachers in authentic computational tasks associated with real-world challenges. The after-school program will engage urban Latino middle school and high school students in activities aimed at developing computational competencies and promoting interests in pursuing computer science related studies and careers.
Using discourse analysis, this project focuses on investigating the use of video and critical incident reflection for teacher transformative learning the use of schema-based framework for analyzing science teachers’ video enhanced reflection. Moreover, capitalizing on the advances in computing, graphics, and mobile technologies, the project also focuses on studying the affordances of virtual worlds for developing communities of practice among novice teachers.
This project aims to systematically investigate newly arrived students’ previous science learning experience in formal and informal settings, create an informal learning experience (e.g., maker-spaces, robotic, coding academy) for newly arrived students, and examine the informal learning context for inclusive science learning opportunities for newly-arrived students. The goal of this project is to understand how informal learning spaces may create inclusive and engaging science learning opportunities for newly arrived students. The science learning opportunities may create space for peer-to-peer mentoring, skills building, and to work with industry/scientists and create alternative pathways for science learning.