Elementary Education academic search candidate abstracts

Check out the Elementary Education academic search abstracts from the candidates.

20 March 2019

Please see the Elementary Academic Search Candidate Abstracts below. All candidate CVs will be available for viewing in the main department office at Cris Ryder's desk at 551 Education South starting on March 25, 2019.

All of the presentations will be held in Room 367 Education South.


Dr. Hayley Morrison - Monday, March 25, 2019

Teaching Presentation - 9:30 - 10:20 AM

Research Presentation - 10:45 - 11:45 AM

  • Collaborative Professional Development for Inclusion: Enhancing Physical Education for All

    The following presentation will provide a broad overview of my main research aim and area, current program of research, and future research plan.

    My main research aim is to support the inclusion of individuals with disabilities in education and society along with developing understanding about inclusive and holistic health and physical education for all. My research approach is interdisciplinary and emphasizes collaboration within and across the areas of inclusion, physical education, and professional development. My current program of research is focused on professional development for inclusive physical education to foster educative experiences (Dewey, 1938). More specifically, I seek to understand what teachers of physical education and educational assistants' experiences are with professional development for inclusive physical education and how to support the implementation of physical education to be inclusive for students with disabilities. My methodological approach uses hermeneutics, interpretive inquiry (Ellis, 1998; Patterson & Williams, 2002) and interpretive case studies (Merriam, 1998) and theoretically, Dewey's (1938) theory of experience and concept of education as growth informs this work. Lacking in current literature is the engagement of practitioners in collaborative focus groups; it is rare to hear first-hand accounts from teachers and educational assistants who work together in the same classroom together. Therefore, my research explores these practitioners' experiences within the same inclusive environment thereby emphasizing the unique gap this research fills.

    Three significant areas of influence have been determined from this research: (a) inclusive physical education professional development is rare, (b) practitioners desire collaborative professional development including planning time and learning on how to work as a collaborative team, and (c) school district consultants are viewed as professional development for inclusion. To extend and grow my research I have developed a collaborative inclusive physical education professional development (IPE-PD) framework. My future research plans over the next three to five years will involve exploring three lines of inquiry that utilize the IPE-PD as a foundation: (a) implementing and assessing collaborative IPE-PD, (b) developing an implementation guide for collaborative IPE-PD, and (c) evaluating collaborative IPE-PD impact and outcomes. It is rare for teachers and educational assistants to attend professional development together, yet collaboration amongst these practitioners is essential for inclusion to occur (Jones, Ratcliff, Sheehan & Hunt, 2012). There is great need to support the professional growth of practitioners who desire to support inclusion; collaborative professional development is key to advance inclusive practices in physical education and to ultimately provide educative physical education experiences for students with disabilities.

Dr. Michelle Kilborn - Tuesday, March 26, 2019

Teaching Presentation - 9:30 - 10:20 AM

Research Presentation - 2:30 - 3:30 PM

  • Living a Curriculum of Wellness

    Dr. Michelle Kilborn will present her most recent insights about what it means to live a curriculum of wellness and how this contributes to children being healthy and living well. Dr. Kilborn will feature a new mode of curriculum inquiry- wisdom-guided inquiry, providing an opportunity to open up a fresh avenue to understand curriculum and become engaged in discussions that concern teaching, learning and public education. This inquiry process involves the autobiographical method of currere, action research and wisdom perspectives where the past (regressive) and imagining the future (progressive) is understood (analytic) for the self to be expanded, complicated and mobilized (synthesis). She will walk audience members through her own inquiry process and outline several key pedagogical moments that contribute to understanding more fully the current situation for (physical) education. Finally, Dr. Kilborn will share her vision for a more holistic and balanced approach to teaching children how to live healthfully in this world, emphasizing the importance of reconceptualizing curriculum and pedagogy, building healthy school communities, and addressing wellness across the education system.

Dr. Alexandra Stoddart - Wednesday, March 27, 2019

Teaching Presentation - 9:30 - 10:20 AM

Research Presentation - 10:45 - 11:45 AM

  • A Physical Literacy Journey:Exploring an Integral Part of a Healthy, Happy, and Active Lifestyle

    Physical and Health Education Canada states that physically literate individuals are "those who move with competence and confidence in a wide variety of physical activities in multiple environments that benefit the healthy development of the whole person." Physical literacy can be developed in many settings, but schools in particular provide an avenue with considerable potential. There are multiple reasons to develop physical literacy such as health, active participation, performance arts, injury prevention, and vocation. Physical literacy is an underlying goal of physical education, and a close relationship exists between physical activity, physical education, and physical literacy. Across Canada, the concept of physical literacy has been integrated throughout most provincial physical education curricula. Using qualitative and quantitative methods, I lead a programmatic line of research informed by best practices of teaching and research. During this presentation I will explore my research program which involves two main interrelated areas of investigation directed towards the development of physical literacy. My research focuses on: (a) the development of physical literacy in children, specifically through the instruction of the elementary school physical education curriculum; and (b) physical literacy and the development of the whole child (physical, social, emotional, spiritual, and mental health). In addition to a brief overview of my research program and future research agenda, I will also be discussing a current community-based research project where work in the elementary schools is a key component of developing a physically enriched community.

Dr. Nathan Hall - Friday, March 29, 2019

Teaching Presentation - 9:45 - 10:35 AM

Research Presentation - 11:00 AM - 12:00 AM

  • The Movement for Life Project: Providing Physical Literacy Education to Educator

    Adults need to understand the significance of physical literacy in the early years to assist young children in developing a love of being physically active (Newport, 2013). Activity patterns established between birth and 6 years of age are an indicator of levels of physical activity for the next five years (Jones et al., 2013). Caregivers during those early years, including early childhood educators, serve as role models and are the gatekeepers to providing physical literacy development. This presentation will focus on a SSHRC funded collaboration between The City of Winnipeg and the University of Winnipeg to create an evidence based physical literacy education program for adult caregivers of infants, toddlers, and preschool children. Development of this program and initial findings regarding the impact will be shared.


Following each candidate presentation, there will be an opportunity for an interactive question and answer session.

An online Candidate Evaluation Form will be open to all Education faculty, staff and students to submit feedback. You may fill the form out for each candidate after their presentations, or fill it out for all candidates at once. The selection committee will consider your feedback when evaluating candidate suitability. All feedback is confidential and will be shared only with the committee.

Submissions to the online Candidate Evaluation Form will be accepted until 12 Noon on March 31, 2019.