Education politics, School and society, Role of children at school and in society, French schools, Minority of the French language, Vulnerable students, Troubled students, Diversity in schools, Competition and collaboration between schools, Education system, Inclusive education
I am an ecologist with an expertise in science communication to the general public, the public understanding of science, the scholarship of teaching and learning Science, as well as working to develop effective teaching techniques and technologies to help students learn Biology at the undergraduate level of University. I have also been involved in the production, scripting and hosting of TV and radio shows and documentaries (CBC The Nature of Things, TVOkids Finding Stuff Out & The Prime Radicals).
Dr. Chitpin’s area of expertise is in decision-making and professional development of educational leaders. She rejects the inductive method and adopts Sir Karl Popper’s critical rationalism, as a new tool for understanding principals’ decision-making.
Teacher education, history of teaching and the role of women in education, women's history, women and religious expression, temperance, anti-tobacco campaigns, women's history, the history of addictions and global development and peace education.
As an educationist who focuses on minority contexts, I conduct research in French schools and community institutions throughout Ontario. My research interests include the relation between language and identity, the inclusion of diversity, as well as the social, political and legal contexts of French first-language education.
I have many interests in the area of education policy research, including access and barriers to post-secondary education (PSE); student retention, student pathways, and student success while in PSE; skills, skills shortages, and the “new skills agenda” which includes “non-cognitive” or transferable skills; and the measurement of quality and accountability mechanisms. I also work on incomes, income support programs, and related topics in labour and public economics.
I run a research laboratory in Flexible Delivery and Transformative Pedagogies on various aspects of innovative teaching and learning strategies including emerging technologies such as simulators, avatars, artificial intelligence, digital storytelling and mobile learning. This “team” collaborates with her developing creative, practical, efficient methods to address everyday educational problems.
I designed and published three learning models (the Partnership Model, 1998; The Demand Driven Learning Model (DDLM), 2001; and the W(e)Learn Framework, 2009). A few of my recent projects in professional development and training include (a) developing, delivering and evaluating the worlds first online physician wellness program (b) an online workplace health program for health providers; and (c) a face-to-face program for healthcare teams across Ontario. Two promotional articles written about these project can be seen at here and here.
My research focuses on how to understand and support learning in groups, whether those groups are classes, interdisciplinary research teams, or interprofessional healthcare teams. I like to draw upon complexity science and other leading-edge socio-ecological theories--yet also explain them in terms that are accessible to the general public.
Trained in demography and sociology, I defended my PhD in 2004. I am interested in social and demographic changes in West Africa. I explore these issues by studying family dynamics and gender relationships, working more particularly on education, migration and family reconfigurations through marriage processes. I also work on the ethical issues related to our research methodologies through the lenses of pedagogic decolonisation in the academic environment. My current projects are on young and adolescent girls' educational dynamics in Senegal, and on immigrants' social participation to the host society in Canada/Québec.
My research interests include science and environmental education in diverse learning settings, science and the environment in the media, public understanding of science, teacher education, qualitative research and discourse analysis.
Active graduate student supervision, writing and research. Role of narrative experience in childhood; how reading experience helps children to resolve psychological dilemmas and challenges associated with growing up. My research also extends to cultural studies of reading experience, as in books clubs or incidences of literary pilgrimage.
Other areas of expertise include narrative, reading, literary pedagogy, book clubs, literary tourism.
Mes champs d'expertise sont l'apprentissage de la lecture, spécialement au niveau primaire, l'apprentissage de la langue maternelle et la littérature de jeunesse. Mon domaine de recherche est le cercle de lecture.
As a Visiting Researcher at the University of Ottawa, I am currently engaging in research on human rights issues, with a particular focus on subjects aligned with human rights in rights situation in Afghanistan and human rights and immigration. Prior to this, I had the privilege of leading the women's rights mandate of the Afghanistan Independent Human Rights Commission, where I developed and designed several programs on Human rights specifically women's rights, elimination of early and child marriage, gender equality, and violations against women. I have also contributed to curriculum development and had the opportunity to teach courses in public policy and administration, law, and political science, and serve as a lecturer at Kabul University.
Je suis spécialiste de deux domaines. Le premier concerne les troubles envahissants du développement et particulièrement l'autisme. Le deuxième domaine concerne l'épuisement professionnel particulièrement chez les enseignants en début de carrière.
I work on the politics of education systems in federal countries, with strong expertise on Canadian, Australian, and American schools. I also work on intergovernmental relations and fiscal federalism in Canada.
Relationship of schooling to society, social norms; education and democracy; teachers' workplace environment; civic education; service learning; politics and education; youth civic engagement and activism; different philosophies of education; testing, standards, and "accountability''.