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UBC’s Faculty of Education, one of the world’s leading education faculties, has served the local, national, and international education community through leadership in research, teaching, service and advocacy for more than 60 years. As the largest Faculty of Education in British Columbia, it plays a critical and influential role in the advancement of education in the province, shaping and participating in education’s possibilities and potential as a social good.
Today, the Faculty of Education creates conditions for transformative teaching, innovative learning, and leading-edge research guided by the highest standards of scholarship and the principles of collaboration, social justice, inclusion and equity. Offering undergraduate and graduate programs, as well as professional development opportunities, the Faculty of Education enrolls thousands of students each year on two campuses and ranks 10th in the world, according to QS World University Rankings (2021).
UBC’s Faculty of Education prepares more than 45% of the elementary and the majority of secondary educators in British Columbia, and a significant proportion of British Columbia’s school counsellors, administrators, special education professionals, and school psychologists. With more than 57,000 alum located in 100 countries, the UBC Faculty of Education truly is a global entity.
The Faculty of Education is home to four departments (Curriculum and Pedagogy, Educational and Counselling Psychology, and Special Education, Educational Studies, and Language and Literacy Education) and two schools (the School of Kinesiology and the Okanagan School of Education).
We provide outstanding research facilities for faculty and graduate students that promote leading-edge research. Our Education Library is a specialized resource with access to all of UBC’s research and special collections, including the X̱wi7x̱wa Library with materials produced by Indigenous organizations, tribal councils, schools, researchers and publishers.
The Faculty’s Education Research and Learning Commons at Ponderosa Commons features technology-enhanced teaching and learning spaces and also informal learning spaces. A number of faculty manage their own research labs, situated throughout campus.
Many of our PhD students have been selected as UBC Public Scholars and have received other honours.
https://ivet.educ.ubc.ca/Notable strengths are in literacy education and multilingualism; struggling and marginalized youth; Indigenous education, decolonization, and research; transformational program and curriculum design and inclusive pedagogies for schools, community organizations and higher education; sexual orientation and gender-identity inclusive education; social-emotional learning and well-being; autism; exercise physiology, socio-cultural aspects of health; neuromechanical studies; and multidisciplinary research in diversity, health, early childhood education, and digital media. The School of Kinesiology ranks 1st in Canada and 4th in the world by QS World University Rankings (2021).
UBC’s Faculty of Education is the national leader in the number of education graduate student fellowships received from the Social Sciences and Humanities Research Council (SSHRC). Additionally, the Faculty of Education is home to six Canada Research Chairs, one CIHR chair and nine donor-funded research chairs and professorships.
This is an incomplete sample of recent publications in chronological order by UBC faculty members with a primary appointment in the Faculty of Education.
| Year | Citation | Program |
|---|---|---|
| 2012 | Dr. Larstone examined the relationships between personality and antisocial and aggressive behaviour among adolescents. Her research highlights the importance of considering both normal and abnormal personality characteristics as well as gender differences in personality in understanding the development of different kinds of antisocial behaviour. | Doctor of Philosophy in Human Development, Learning, and Culture (PhD) |
| 2011 | Dr. Vellacott explored how the language used to describe disability is utlized in national disability policy documents. He found that such language was used tactically to enhance the legitimacy of the policies presented, and to support certain ideological approaches. This is important for stakeholders wishing to analyze or challenge written policy. | Doctor of Education in Educational Leadership and Policy (EdD) |
| 2011 | Dr. Moayeri explored how teachers and students use the web in participatory ways. She extends New Literacies Theory, literacies that combine technology and ethos, by proposing that no one form of literacy supersedes or holds more value than another. Her research recommends refraining from devaluing existing forms of literacy when integrating new forms. | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2011 | Dr. Gibson examined her son's earliest, delayed, acquisition of words, focusing on his comprehension, using data collected in a longitudinal diary study. Her son has autism. She showed that his word learning related to milestones in his social and cognitive development, and argues for a broader definition of early word production. | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2011 | Dr. Baird undertook the development of educational programming at the Haida Gwaii Museum at Kaay Llnagaay in collaboration with First Nations and non-First Nations museum colleagues. A major finding is that respectful relationships are essential to foreground Indigenous knowledge in ways not normally incorporated into main-stream museum education programming. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2011 | Dr. Maglio investigated whether a mindfulness-based group therapy for university students helped those with self-reported anxiety. It was found that this group therapy needed improvement to meet its clinical goals. The findings, however, also identified which changes could be made to this group therapy to enhance its effectiveness. | Doctor of Philosophy in Counselling Psychology (PhD) |
| 2011 | Dr. Al-Mashat examined the narratives of Iraqi refugees and exiles who experienced war in Iraq and migrated to Jordan. He investigated the cultural meaning they made of their experiences and how that helped them cope and adapt. He discovered three themes amongst all narratives: the role of religious beliefs and linguistic expressions, a desire to make a contribution, and a strong attachment to the Iraqi identity. | Doctor of Philosophy in Counselling Psychology (PhD) |
| 2011 | Dr. Palacios examined learning and knowledge production in the Chilean solidarity movement and its public pedagogy. She argues understanding social movements as learning communities is essential because learning and knowledge production are central to achieving movement aims, the significance of movements and the value and legitimacy of local movement knowledge. | Doctor of Philosophy in Educational Studies (PhD) |
| 2011 | Dr. Claire Robson is a community centre writer-in-residence working with queer seniors in Vancouver's Eastside. She investigated how people can learn more about themselves and their culture by writing memoirs, even if they are not professional writers, and how their stories create communities and voices for marginalized people. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2011 | Dr. Penner examined the counselling process of young adult clients and professional counsellors. His research described how clients' self-efficacy beliefs, defined as perceptions of the clients' capabilities, were constructed within their communicative exchanges. His research generated valuable knowledge for practitioners and offers an innovative methodological example for future self-efficacy research. | Doctor of Philosophy in Counselling Psychology (PhD) |