Looking glass on paper
Congratulations to Faculty of Education researchers who have been awarded funding for projects addressing antiracism, bilingualism, cellphone bans, climate science, digital citizenship, evaluation, francophone education, law and neuroscience.

Together, these initiatives highlight how cutting-edge research is shaping the future of pedagogy and informing public policy.

"Investing in education research, such as these eleven projects, is essential for shaping happy, healthy, and productive societies," says John Ranellucci, Vice-Dean, Research and Professional Development in the Faculty of Education.

"This funding has far-reaching benefits. It supports student training, nurtures emerging scholars, and advances knowledge and practice. One of the most rewarding parts of my job is learning about the remarkable work our researchers are doing, knowing that their contributions will have a meaningful impact across disciplines and in the everyday lives of people," he adds.

Current research at a glance

Strengthening retention through readiness: A focus on alternative pathways to becoming an FSL teacher in Ontario (Ontario Ministry of Education)

With nearly half of new hires leaving the profession within their first five years, retention is a key consideration in addressing ongoing shortages of French as a Second Language (FSL) teachers in the Ontario English-language school system. Building on findings from the ReadyFSL project, Stephanie Arnott, along with Gail Prasad from York University, is investigating ways to strengthen readiness and retention.  The study will explore alternative paths to FSL teacher certification, such as professional development courses completed after the BEd degree. 


LaboÉval: Evaluation Capacity Building Lab  (Office of the Vice-President, Research and Innovation)

Community-based organizations (CBOs) play a crucial role in delivering essential services where they’re needed most. However, financial pressures in the non-profit sector often result in a lack of resources for program evaluation. Rising demand for evaluative proof from funders, staff turnover and monetary constraints driven by economics and politics create hurdles for CBOs. This funding will advance the reach and impact of LaboÉval, an initiative that supports building evaluation capacity led by Isabelle Bourgeois, who holds the Alex Trebek Forum for Dialogue Professorship on Public Policy.


Supporting Black students after special education in Quebec (Social Sciences and Humanities Research Council Insight Development Grant)

Tya Collins’ research considers the experiences of Black students who have been in special education programs and their transition from high school to adult life, including higher education and job training. Drawing on data from interviews and focus groups with students and guidance counsellors, Collins’ study considers the impact of systemic barriers based on race, disability or gender on their learning and social development. This research aims to inform best practices for practical supports and make policy-relevant contributions to ensure youth are set up for success.


Practices of ethical citizenship in the digital era  (Conseil scolaire de district catholique de l’Est de l’Ontario)

In her role as Research Chair on Digital Thriving in Franco-Ontarian Communities, Megan Cotnam-Kappel will bring her expertise to this collaboration with the Conseil scolaire de district catholique de l’Est de l’Ontario by helping students, teachers and school staff improve their knowledge about becoming ethical citizens in the digital world.  A key outcome of the project, which will draw on input from school communities and current research on AI and digital citizenship, will be the development of a guide for responsible online engagement.


Black youth school success: Risk and protective factors in a high school vocational program in Quebec (Social Sciences and Humanities Research Council Insight Development Grant)

Lerona D. Lewis’ project investigates how structural inequalities in Quebec’s education system may be influencing the placement of Black students in vocational programs. Recent studies suggest these students may be steered into semi-skilled worker programs involuntarily, resulting in negative experiences and higher dropout rates. The study will bring attention to issues of educational inequality and inform policy to better support Black students’ success.

Building bridges between English and French in elementary schools (Social Sciences and Humanities Research Council Partnership Engage Grant)

In an era of increased global migration, with more minority language and plurilingual school environments in Canada, literacy expectations in both French and English are increasing. Claude Quevillon Lacasse’s project aims to better understand the use of cross-linguistic approaches at a bilingual elementary school in Quebec. The study will document the design and rollout of cross-linguistic teaching activities in collaboration with teachers, to improve teaching practice, create new educational materials and implement sustainable models for professional development. 


"What we have isn't working": A case study of a new attempt to restrict phone use in schools (Social Sciences and Humanities Research Council Insight Development Grant)

Recent initiatives across Canada aim to curtail mobile phone use in schools, despite the lack of research addressing the impact of such bans. Sachin Maharaj and John Ranellucci seek to fill this knowledge gap by examining implementation processes and school-specific factors in a large Canadian school district. Findings may provide guidance for education decision makers and lay the groundwork for longitudinal studies connecting policy to student outcomes. 


Analysis of the Contribution of Canadian Blue Schools to Ocean Education in Ontario  (Marine Environmental Observation Prediction & Response Network)  

Postdoctoral research fellow Anna Cecilia de Alencar Reis, under the supervision of Giuliano Reis, will focus on the aesthetic dimensions of the Blue Schools Canada Ocean Literacy program in K–12 curricula. The project is funded by MEOPAR, a Canadian nonprofit network dedicated to supporting ocean science research, training future experts and fostering collaborations in the field of marine sustainability.  


Neuroscience in the courtroom  (Social Sciences and Humanities Research Council Insight Grant)

Building on initial SSHRC funding for the project Exploratory study on the analysis of (intelligent) forensic tools used in the Canadian judicial context, this study by Carole Sénéchal is using findings from a comparative analysis of international legislative approaches to explore the use of brain imaging data in legal proceedings. This research will bring together insights from multiple areas of expertise and guide lawmakers in drafting policy that ensures the protection of fundamental rights and freedoms in the evolving use of neuroscience in law.


Forensic evidence in Canadian courts since the Mohan decision (Social Sciences and Humanities Research Council Insight Development Grant)

Forensic science plays an essential role in criminal investigations. As with other form of expertise, this type of evidence informs the court of facts beyond the understanding of laypeople due to their technical or scientific nature. Following the Daubert (United States) and Mohan (Canada) rulings, North American law has given judges responsibility for deciding on the admissibility of various types of expert evidence, including that based on new, innovative or even controversial theories. Drawing upon an analysis of Canadian decisions rendered in criminal and penal matters during the past two decades, this research, led by Carole Sénéchal, will explore judges’ attitudes towards forensic evidence, inform best practices, and develop public policy recommendations to improve the reliability of expert evidence and reduce the occurrence of judicial errors. 


Teaching epistemology in French-language graduate education in Canada  (Social Sciences and Humanities Research Council Insight Development Grant)

Graduate students are expected to learn complex ideas and acquire cross-disciplinary skills to prepare for diverse careers in universities or other sectors, but the learning is not always straightforward. Drop-out rates of between 30% and 50% in Canadian master’s and doctoral programs have been the norm for decades. Developing an “epistemological posture,” or a strong understanding of how knowledge works, can help students succeed. Led by Mariette Théberge and Catherine Déri, this research will focus on how the study of knowledge is taught in French-language graduate studies programs, to improve training for the next generation of researchers.