Research Funding

Research Funding

RESEARCH FUNDING

Name of Grant

Funding Organization

Timeline

Amount

Ready Teacher One. SSHRC Individual Partnership Engage Grants (PEG) COVID-19 Special Initiative

Robertson, L. (PI), Muirhead, B. & Kapralos, B.

2020

$24,811

Investigating the experiences of Ontario’s Basic Income recipients (2019-2022). SSHRCH Insight Grant.

Robertson, L. (PI), Power, E. & Smith-Carrier, T.

2019

$71,000

Supporting mid-career workers with disabilities through community-building, education, and career-progression resources. Future Skills Centre. (2019-2021)

Coffey, S (PI)., Anyinam, C, (Co-PI), Smith, F., Robertson, L., Da Silva, C., Graham, L., & Maimets, I.

2019

$640,855

College-university collaboration to promote innovation in teaching-learning about opioid use/abuse. Durham College/University of Ontario Institute of Technology Innovative Initiatives Fund.

Coffey, S., Graham, L., Anyinam, C., de la Rocha, A., Chorney, D., Muirhead, B., Da Silva, C., Munro-Gibert, P., Robertson, L., Vanderlee, R., Papaconstantinou, E., Zitzelsberger, H., Vogel, E., Sun, W., & Uyenaka, R.

2018

$39,441

Saving lives: Overdose prevention education and Naloxone administration training for laypersons using simulation-based learning. New Frontiers in Research Fund – Tri-agency Institutional Programs Secretariat. Amount= $249, 508 (not funded).

Anyinam, C. K., Da Silva, C., Coffey, S., Graham, L., Quevedo, A., Kapralos, B., Beazely, M., Sun, W., Papaconstantinou, E., Vogel, E., Roberston, L., Muirhead, B., Munro-Gilbert, P., de la Rocha, A., Chorney, D., Uyenaka, R., Fockler, S., Fockler, L., & Zhang, M. (2019).

2017

Exploring the empowerment of adolescent girls through critical media literacy in partnership with Girls Incorporated (Durham). Funder: Michael Meighen and Committee.

Robertson, L. & Scheidler-Benns, J.

2016

USD $8,000

Knowledge mobilization of the Body Image Project. Funded by KNAER.

Robertson, L.(PI)

2011

$99,529

Writing the KNAER grant. Funder: KNAER

Robertson, L.(PI)

2011

$4,000

Evaluating the impact of a planned professional development program for occasional teachers. Funder: Elementary Teachers’ Federation of Ontario

Robertson, L.(PI)

2010

$25,000

Critical Media Literacy Teacher Education Project. Teacher Innovation Fund Project

Robertson, L.(PI)

2010

$6,500

Teacher responses to the body image project. Funder: ETFO

Robertson, L.(PI)

2010

$10,000

Preparing teacher candidates for a world that may not exist. UOIT Internal SSHRC Grant

Robertson, L.(PI)

2010

$1,500

RESEARCH DETAILS

Name of Grant

Timeline

Teacher Professional Development in Virtual Reality. Working with a SSHRC Individual Partnership Engage Grants COVID-19 Special Initiative (PI) researching the impact of teacher professional development (PD) offered fully in virtual reality. Working with Dr. Bill Muirhead and Dr. Bill Kapralos, OnTechU and Joannie Girard, MA thesis candidate. The community partner in this endeavour is the Centre Franco Ontarien, which provides PD to teachers in the 12 French First-Language school districts across Ontario. Participating teachers will attend eight PD sessions in Virtual Reality using the Oculus Rift HMD. This is a first of its kind professional offering for the French school districts and is a new partnership for OntarioTechU.

2020-2021

Investigating the experiences of Ontario’s Basic Income Recipients. SSHRCH Insight Grant (PI). Working with Dr. Elaine Power, Queen’s University, and Dr. Tracy Smith-Carrier, Western, we will investigate the experiences of Ontario’s Basic Income recipients.

2019-2022

Supporting mid-career workers with disabilities through community-building, education, and career-progression resources. This research team includes OnTechU, Nipissing, York and Durham College. Sue Coffey, S (PI)., Charles Anyinam, (Co-PI), Robertson, L., Da Silva, C., Graham, L., & Maimets, I and is funded by the Future Skills Centre.

2019-2021

Conditions for Enablement: Technology for Inclusion: Research that began in 2014 has focused around conditions for enablement for students who have special needs. The premise of the research is that technology which is used for all of the students in the class allows students who require the assistive technologies to access them less noticeably (and thus might be more likely to be accessed by them). Publication: Robertson, L. (2017). Assistive Technologies at the Point of Instruction: Barriers and Possibilities. Journal of Systemics, Informatics and Cybernetics, 15 (6).pp 18-24. Retrieved @ http://www.iiisci.org/journal/CV$/sci/pdfs/IP028LL17.pdf

2014-2021

Overdose Simulation: A student learning resource focusing on opioid use/abuse developed in the genre of a graphic novel. The novel will be trialed and evaluated with nursing students. The goal is to provide health discipline students with essential information about opioid use/abuse that will be important for their practice. Activities will include the creation of a graphic novel, and the evaluation of said novel as an educational resource. https://researchwithreach.com/projects

2017-2020

Research with a local district school board began with an investigation of educators’ understandings of digital privacy. This project resulted in a board report and several publications. Since that time, the research has focused on the school district as a learning organization. Research includes observations and interviews over a three-year period. Publication: Robertson, L. & Corrigan, L. (2018). Networking research, policy and practice: Designing a district technology plan through collaborative professionalism, Journal of Systemics, Cybernetics and Informatics: JSCI, (16) 4. pp. 13-19. ISSN: 1690-4524 http://www.iiisci.org/journal/sci/issue.asp?is=ISS1804

2017-20

Research focused on work with the Adhyayan Quality Education Services and interested graduate students. They presented their work at an international conference on Higher Education. During school visits in India in February 2017, we provided a workshop to principals on Inclusive Schools and collaborated on a project: Quality Indicators for Inclusive Schools which is now part of a nation-wide movement for quality schools in India. DOI: 10.20533/ijtie.2047.0533.2020.0183. Retrieved @ https://infonomics-society.org/ijtie/published-papers/volume-8-2020/

2016-18

Research has focused in two areas: action research on the theory and practice of fully online learning communities, and research on critical media literacy working with adolescent girls in the Durham region.

2015-16

Research during the sabbatical focused on pan-Canadian policy analysis of physical education and health policies. This type of critical analysis is important – curriculum policies which are left unchallenged, can perpetuate social inequalities. See publications in Critical Education and a special issue of “Food, Youth, and Education” for the Cambridge Journal of Education. A second major focus during the sabbatical was the continued collaboration with graduate students on the topic of technology-enabled environments (see below). This resulted in multiple conference presentations and peer-reviewed publications.

2014-15

Research pursued this year included two co-learning projects with preservice teachers and graduate students. In the first project, a survey was administered to pre-service teachers to determine their comfort levels with teaching about health as a topic of complexity. The second phase of the research was a co-learning project with preservice teachers which has resulted in the creation of a body image website www.teachbodyimage.com. Numerous publications can be found on the website.

2013-14

A second research endeavor undertaken in 2014 has focused around conditions for enablement for students who have special needs. The premise of the research is that technology which is used for all of the students in the class allows students who require the assistive technologies to access them less noticeably (and thus might be more likely to be accessed by them).

The e-portfolio as prior learning assessment recognition (PLAR) was a project which investigated the use of an e-portfolio to demonstrate attainment of the Ontario Council of Universities competencies for an undergraduate degree. The methodology used was essentially qualitative, consisting of interviews with graduate students who had attained entrance into a graduate program through non-traditional means. The findings of this research indicated that there were substantial gains in synthesis realized from the portfolio process. This research was published and presented at conferences.

2012-13

The KNAER Knowledge Mobilization Research Project involved the development of a body- positive curriculum and led to the development of web-based learning objects for teacher professional development. The original project also involves the dissemination of four years of body image research, including an investigation of the health and physical education policies.

2011-13

Teacher Innovation Fund Project, UOIT “Critical Media Literacy Teacher Education Project”. Teacher graduates developed lessons for critical media literacy. This was accompanied by a theoretical framework for critical media literacy. Many of these lessons were eventually incorporated into teachbodyimage.org

2010

SSHRC Application: Sport Participation. This research proposal involved a pan-Canadian curriculum policy analysis to examine the key curricular messages related to sport and healthy active lifestyle in the Canadian HPE curriculum. The project included a survey of students in Grade 10 to determine reasons why they may or may not continue in HPE classes. Although this project was not funded, important publications about physical education and health messages emerged and this work is continuing.

2010

NEW RESEARCHER APPLICATION (SSHRC) This project investigated preservice teachers’ experiences with teaching technology in schools. All of the teachers in the study completed a laptop-based preservice education program. The study data consist of a survey and interviews with teacher graduates to examine their views of the connection between how their preservice program prepared them for the world in which they are teaching. A survey has been administered and interviews were conducted with preservice teachers.

2011

Transformative Teaching and Social Justice in Teacher Preservice: Working with a colleague, we investigated links between our stated goal of transformative pedagogy and its realization in a preservice language arts program. The data collected included two years of digital stories, digital book talks and critical media literacy lessons, in addition to preservice teachers’ reflections and interviews about social justice. This work has resulted in conference proceedings as well as multiple publications.

2008-10

Research on behalf of ETFO and the Ministry of Education, Ontario was undertaken in 2008 to investigate the impact of a professional development program for 660 occasional teachers in 30 union locals. This research project employed a mixed-methods approach, using a pre- and post-program survey, and qualitative data from focus groups and participants’ written comments. The findings from the research were presented to ETFO in a white paper, “Classroom management for occasional teachers: An ETFO professional learning project funded by the Ministry of Education, Ontario.”

2008

Research for the Ministry of Education for the Kingdom of Jordan involved qualitative data collection from district school boards for purposes of reporting on school development units. Data collection included focus groups with school staffs and interviews with school districts and school principals throughout the kingdom. The output from this research was a white paper prepared for the Minister of Education of Jordan on behalf of CIDA, Monitoring and Support– A Concept Paper on Educational Reform in the Hashemite Kingdom of Jordan at the School and District Levels.

2006

Research on behalf of CIDA was an investigation/review of the teacher training and professional development programs offered in Jordan. This mixed methods research used surveys, observations, and interviews with the school district leaders in many of the Jordanian school directorates. The findings were reported in a white paper, Moving Forward: A review of teacher training and professional development programs in the Hashemite Kingdom of Jordan. CIDA

2005

Working with Lynne Hannay and John Ross (OISE) this school district level research project involved the collection of quantitative data in the form of administrator surveys, as well as individual interviews with school personnel across a spectrum of constituents. The output from this research was a paper “Marshalling a school system toward reform” (AERA)

2004

On behalf of CIDA and the Ministry of Education, Jordan, research was undertaken to review the training programs to provide technology training to teachers in Jordanian schools. The data collection methods were interviews, observation, and policy analysis on behalf of the Division of Training and Supervision in the Ministry of Education, Jordan. The output from the research was a white paper, “The Way Ahead: A review of in-service technology training programs in the Hashemite Kingdom of Jordan”. CIDA

2004

Working with Allan Craig, Program Officer, Ontario College of Teachers, conducted a joint research project between OCT and the school district to understand Ontario education constituent views on standards and ethical standards. Data collection methods included focus groups, document collection, site visits and individual interviews. This work culminated in a white paper.

1999

The Provincial Report Card consultation project. Working with two colleagues in the assessment branch of the Ministry of Education, Ontario, focus groups were held within school boards across the province of Ontario, including parents, teachers, students and school administrators. We analyzed the collected data for direction for the design of the new provincial report card, then developed new assessment policies for the report card and the level of achievement charts.

1998