Grants & Funding
This list contains our grants in progress.
SSHRC Insight Grants
Understanding Student’s Place in the Deliberative Politics of Education: A Philosophical Analysis
Dr. Christopher Martin
Children and youth are most directly affected by education policy decisions. However, the extent to which they should be involved in making those decisions is highly contentious. Recent youth engagement on issues such as gun control and school safety in the aftermath of numerous US school shootings, student led-protests against proposed changes to the Ontario sex education curriculum and youth participation in public policy-debate over changes to the French university admissions system have provoked greater discussion about the participation of youth in educational decision-making than about the issues themselves.
This research aims to evaluate the extent to which children’s and youth’s perspectives can, and should, be included in democratic decision-making about educational values and policies. It will address the various challenges that democratic inclusion may encounter with respect to children, such as deficits in political understanding.
An investigation into the physical activity levels of children in outdoor early childhood environments
2018 – 2020
Dr. Stephen Berg (PI); Dr. Brent Bradford (Co-PI), Concordia University of Edmonton
Mindfulness and Indigenous Knowledge: Shared Narratives about Well-Being
Dr. Karen Ragoonaden (PI); Dr. Macintyre Latta (Co-PI); Dr. Tina Fraser (Co-PI), UNBC; Dr. Ross Hoffman, (Co-PI), UNBC.
Collaborators: School District 23; Aboriginal Programs and Services, UBC O; UNBC
This study aims to examine the similarities between Mindfulness and Indigenous knowledges. An ancillary aim is to examine how integrating Mindful practices into university courses, whose focus is on Indigenous knowledge, impact on identity and on the wholistic well-being of Aboriginal and non-Aboriginal student populations. Specifically, the following three objectives have been identified:
- Identify similarities relating to Mindfulness and to Indigenous knowledge
- Determine if the integration of Mindfulness and Indigenous knowledge in university courses impacts on identity and the well-being of students
- Develop a framework that identifies conditions under which Mindfulness and Indigenous knowledge can inform curriculum, practice and policy in higher education
Flourishing in Schools: positive leadership as a catalyst for sustainable school improvement
Dr. Sabre Cherkowski (PI), UBCO; Dr. Keith Walker, (CO-PI), University of Saskatchewan; Dr. Benjamin Kutsyuruba, Queens University, (CO-PI)
Aligned with the mounting international calls for more research on wellbeing in schools, the purpose of this research is to examine positive leadership in K-12 schools using a positive organizational perspective to understand how to foster, support, and develop school leadership that encourages and sustains a culture of flourishing for all members of the learning community. We primarily use qualitative research strategies to collect data among K-12 principals in school districts across Canada, carrying out case studies, engaging expert panel focus groups, and hosting a Forum-workshop in Year 3, where we we convene participants, researchers, practitioners and other interested stakeholders to co-construct new knowledges and practices about and for positive school leadership.
Flourishing in Schools: A postive organizational perspective
Dr. Sabre Cherkowski (PI), UBCO; Dr. Keith Walker, (CO-PI), University of Saskatchewan
The specific objectives of this three-year research project were to provide opportunities for teachers and other school leaders across BC and Saskatchewan to co-create knowledge with us about how individuals and groups flourish in schools. We carried out appreciative case studies and electronic delphi surveys to gather the narrative data that helped us bring to more concrete description the notion of flourishing from educators’ perspectives.
SSHRC Insight Development Grant
Alternative Pathways: Examining the Impact of English for Academic Purposes on the Undergraduate Experiences of Students from Linguistically Diverse Backgrounds
2018 – 2020
Scott Roy Douglas (PI), University of British Columbia, Christine Doe (Co-PI), Mount Saint Vincent University, Liying Cheng (Co-PI), Queen’s University
This project seeks to identify the impact of English for Academic Purposes (EAP) programs on students’ undergraduate experiences as well as the value of these programs as a pathway to university. Using qualitative multi-case study design, the research is contextualized within an additional language socialization framework, with three research sites across Canada. Data gathering includes classroom observations, questionnaires, and interviews, with data being compiled into emerging themes. Cross-site comparative analysis explores convergences and divergences in the data. Overarching linguistic, social, and academic themes appear salient. The results underscore the complexity of skills supporting undergraduate studies in English, and point to the importance of aligning EAP program content with students’ linguistic, social, and academic experiences in the wider university setting. This knowledge is critical to fostering positive student experiences and developing quality EAP programing as an equitable entrance pathway to higher education and a legitimate alternative to standardized English language testing.
A league of their own: Examining the effectiveness of a psycho-social and sport program targeting at-risk adolescent girls.
2017 – 2020
Caperchione, C., Berg, S., Sabiston, C., Kowalski, K., Ferguson, L., Novakowski, M., & Hammond, L.
SSHRC Partnership Development Grant
Re-Storying Canadian History: The Interdependence of Creative and Critical Thinking
Dr. M. Macintyre Latta; (PI); Dr. K, Ragoonaden (Co-PI); Dr. Rita Irwin (Co-PI)
Collaborators: School District 23; Okanagan Symphony Orchestra.
This proposal contributes to a program of research that examines the nature, roles, and significances of K-6 curriculum enactment that purposefully embraces the interdependency of creative and critical thinking within cross-disciplinary learning experiences for all involved. An arts experience has formed the creative and critical contexts for a three-year community partnership with an elementary school, district and associated teachers, administrators, and students, the Artistic Director of the Okanagan Symphony Orchestra and participating musicians, alongside curricular, indigenous, and historical studies and research expertise from the University of British Columbia (UBC).
UBC Excellence Fund
English as an Additional Language (EAL) Support in the Writing and Research Centre, UBC Okanagan Library
2018 – 2021
Heather Berringer (Co-PI), UBC Okanagan Library, Amanda Brobbel (Co-PI), Writing and Research Services UBC Okanagan Library, Scott Roy Douglas (Co-PI), UBC Okanagan School of Education, Lori Walter (Co-PI), UBC Okanagan Centre for Scholarly Communication
Although existing literature points to the particular skills required to support post-secondary students using English as an additional language (EAL) effectively in writing centres, there is limited research on what development opportunities tutors require to gain these skills. To develop a better understanding of writing tutors’ professional development needs, the current study investigates what tutors already know and do not know in relation to tutoring students using EAL. Data collection consists of questionnaires, focus groups, and interviews. Qualitative thematic analysis points to new insights into the development of writing tutor training resources, with the goal of improving writing support for EAL students. Building on these findings, a series of workshops and accompanying tutor development materials are being piloted and evaluated for effectiveness in supporting students using EAL.
The University of British Columbia Eminence Fund
Community Health Research
Ginis, K., Jung, M., Berg. S, Hickey, R., Holtzman S., Jones, C., Kurtz, D. , Little J., Lutes, L., Oelke, N.,
Centre for Ethics and Education Research Grant
Political Authority and the Aims of Higher Education
Dr. Christopher Martin
This research will articulate and defend an account of political authority over higher education. In particular, the project focus on the argument that state political authority over higher education systems should be grounded in its ability to secure aims argued to be intrinsic to higher education’s democratic function. It will then detail the relationship between this authority and liberal democratic values such as personal autonomy and equality. Finally, the project will apply this conception of authority to policy issues such as place of higher education in markets, the political autonomy of universities, and role (and limits) of higher education in serving particular social, economic and political ends.