Concordia University

http://www.concordia.ca/content/concordia/en/artsci/math-stats/faculty.html

Helena Osana, PhD

Associate Professor, Education

Office: S-FG 6413 
Faubourg Ste-Catherine Building,
1610 St. Catherine W.
Phone: (514) 848-2424 ext. 2543
Email: helena.osana@concordia.ca

Dr. Osana is an educational psychologist who conducts research in reasoning and problem solving, with special emphasis on statistical reasoning, argumentation, and decision-making. Her research activity centres on the relationship between student cognitions and teachers’ thinking and practice, particularly at the elementary level. By working closely with teachers in the classroom, Dr. Osana is able to examine the factors that enhance teachers’ beliefs and classroom practice, such as content knowledge, understanding of student learning, and instructional design. Her work extends into areas of mathematics preservice education, critical thinking in at-risk settings, and literacy tutoring.

Educaton

Ph.D. (Educational Psychology), University of Wisconsin—Madison, 1998
M.A. (Mathematics and Science Education), University of British Columbia, 1989
B.Sc. (Mathematics and Statistics), McGill University, 1986

Professional experience

Assistant Professor of Education, Concordia University, 2000 – Present.
Assistant Professor of Education, University of Missouri—Columbia, 1998 – 2000.
Visiting Instructor, College of Education, University of Missouri—Columbia, 1996 – 1998.

Current projects

Fonds Québécois de la Recherche sur le Société et Culture (FQRSC)
Understanding the Nature of Elementary Students’ Decision Making Strategies: Keys to Improving Citizen Education

Ministère de l’Éducation du Québec (MEQ), Supporting Schools Program
A Technology-Enhanced, Balanced Literacy Approach to Preparing Special Needs Students for Future Success

Interagency Education Research Initiative (IERI)
Development and Evaluation of a Technology Enhanced Adaptation of the Success for All Reading Program

Concordia University Faculty Research and Development Program (FRDP)
Factors Affecting Preservice Teachers’ Ability to Evaluate Elementary Mathematics Curriculum

Courses taught

Advanced Child Development (CHST 600, Concordia University)
Psychology of Education (EDUC 210, Concordia University)
Teaching Mathematics I and II (EDUC 387; EDUC 388, Concordia University)
Advanced Human Learning II (A418, University of Missouri—Columbia)
Qualitative Methods in Educational Research (A457, University of Missouri—Columbia)


Publications

Osana, H. P., & Seymour, J. R. (in press). Critical thinking in preservice teachers: A rubric for evaluating argumentation and statistical reasoning. Educational Research and Evaluation.

Osana, H. P., Tucker, B. J., & Bennett, T. (2003). Exploring adolescent decision making about equity: Ill-structured problem solving in social studies. Contemporary Educational Psychology, 28(3), 357-383.

Seymour, J. R., & Osana, H. P. (2003). Reciprocal teaching procedures and principles: two teachers' developing understanding. Teaching and Teacher Education, 19(3), 325-344.

Derry, S. J., Levin, J. R., Osana, H. P., Jones, M. S., & Peterson, M. (2000). Fostering students’ statistical and scientific thinking: Lessons learned from an innovative college course. American Educational Research Journal, 37(3), 747–773.

Lehrer, R., Jenkins, M., & Osana, H. P. (1998). Longitudinal study of children's reasoning about space and geometry. In R. Lehrer & D. Chazan (Eds.), Designing learning environments for developing understanding of geometry and space (pp. 137–167). Mahwah, NJ: Erlbaum.

Osana, H. P. (1997). What is the most effective way to teach students to reason statistically? In M.G. Shafto & P. Langley (Eds.), Proceedings of the nineteenth annual conference of the cognitive science society (p. 1007). Hillsdale, NJ: Erlbaum.

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