Dr. Barroso Da Costa’s research focuses on how teachers’ quality of life and psychological well-being are affected by the COVID-19 pandemic, as well as on evaluation, learning, and engagement in the classroom.
Dr. Bernard’s research is focused on discovering which pedagogical and technological conditions best support effective distance education and online learning, as well as technology integration in the classroom.
Dr. Chapleau’s research is focused on interventions designed to help students experiencing learning difficulties, and on how to effectively teach lexical orthography and derivational morphology.
Dr. Chastenay is an astronomer and researcher. His work focuses on how to improve science teaching in schools, as well as on how individuals construct their scientific identify.
Dr. Fejzo’s work investigates the mechanisms that make word recognition, spelling, vocabulary growth, and reading comprehension possible through the development and implementation of pedagogical interventions.
Dr. Galante’s research focuses on pluralism and pluriculturalism, and more specifically on language learning, language teaching, and language factors that either facilitate or hinder plurilingual competence amongst speakers of several languages.
Dr. Laplante’s research focuses on collaborating with school-based practitioners to develop reading and writing assessment and intervention strategies for teachers and special eduation teachers.
Dr. Lau holds a Canada Research Chair (Tier 2) in Integrated Plurilingual Teaching and Learning. She specializes in critical literacies, second language and plurilingual education, teaching English as a second language, participative-based research methodologies, and related teacher education.
Dr. Lira-Gonzales specializes in technology-enhanced second language learning, with a focus on artificial intelligence and digital platforms in language instruction.
Dr. Roussel's research focuses on the teaching and learning of writing at the secondary level, with a particular emphasis on writing processes, syntax, and the evaluation of written texts. She is also interested in the pedagogical potential of generative artificial intelligence for secondary-level classes.
Dr. Schmid’s research focuses on the applications of technology to improve pedagogy and training in the workplace and schools, especially as applied to computer-supported collaborative learning and performance.
Dr. Sénéchal's research is based on collaboration with practitioners and currently focuses on the teaching and learning of oral language in elementary school, the link between oral language didactics and classroom management, the articulation of French language skills, and teacher training.
Dr. Chang-Kredl’s research takes place at the intersection of teacher education, curriculum studies, media literacy, children’s popular culture, and early childhood education.
Dr. Charland’s research focuses on science education, curriculum development, neuroeducation, and teacher training.
Dr. Côté’s research centers on the cross-linguistic transfer of literacy skills between languages in the early elementary school years.
Dr. Cyr's research examines curricular reforms at the primary, secondary and university levels in several African countries.
Dr. Dion specializes in the prevention of learning difficulties in reading in the first cycle of elementary school (grades 1 and 2). He is particularly interested in the development and evaluation of the effectiveness of peer tutoring activities.
Dr. Dubeau’s research centers on the well-being of students in professional programs, teacher training, motivation, and vocational training.
Dr. Gauvin’s research focuses on grammar teaching and learning, teacher training on the subjects of grammar and writing, as well as on how high school aged children use their knowledge of grammar when writing.
Dr. Goulet's research currently focuses on student well-being and perseverance in schools, program development and evaluation, developmental psychopathology, school-based mental health, and behavioral disorders.
Dr. Kennedy’s research investigates teachers’ second-language acquisition beliefs, second language comprehension, and how bias can affect second language learners. She is also interested in the lived experiences of teachers.
Dr. Masson’s research centers on the brain-based mechanisms related to school learning and teaching, as well as on the effects of science education on the brain and the role of inhibition and neuronal recycling in school learning.
Dr. McDonough’s research centers on psycholinguistic approaches to second-language acquisition, second-language writing development, and task-based language teaching through classroom-based research.
Dr. Michelot's research examines the integration of digital technology in higher education, focusing on developing 21st-century skills such as critical thinking, digital literacy, and media literacy. His work explores the adoption of educational technologies in e-learning contexts and investigates the environmental impacts of misinformation and online disinformation. Currently, Dr. Michelot is studying the role of artificial intelligence in academic settings, examining its influence on teaching practices and student engagement with digital information.
Dr. Recchia’s research focuses on children's social and moral development in the context of their close relationships with parents, siblings, and friends, and more particularly on how children make sense of and resolve conflict with others.
Dr. Riopel’s research centers on computer-assisted learning, serious games, learning models and neuroeducation.
Dr. Cécile Rousseau, M.D., is a transcultural psychiatrist who works as a clinician and conducts research on prevention programs in multiethnic schools, the impact of migratory policies, and models of collaborative mental health care.
Dr. Trofimovich’s research focuses on the cognitive aspects of second-language processing, second-language speech learning, sociolinguistic aspects of second-language acquisition, and the teaching of second-language pronunciation.
Dr. Bures’ research investigates how to support innovative learning processes through computer-mediated communication, the use of electronic portfolios in higher learning, and how online systems can improve the quality of dialogue amongst university-level students.
Dr. Carignan’s research involves performing content analyses of reporting on crises, journalistic ethics and practices.
Dr. Gagné’s research focuses on the interpretation and reception of the Bible, political theology, and religion and violence. He also conducts research on evangelical movements in and outside of Quebec.
Dr. Maxwell's research deals with ethical and legal issues in education. His current projects touch on teacher free speech and teacher impartiality, and the relationship between professional identity development and ethical competency in teaching.
Dr. McDonough’s research is conducted in the areas of philosophy of education, moral and political philosophy, civic education and inclusive education, and cognitive disability.
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Dr. McLarnon’s community-based research explores the extent to which adult and environmental education can achieve aims of social and environmental justice.
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Dr. Nelson’s research seeks to help understand the ways in which science and technology structure our cognitive and artistic relationship with the worlds around us through the exploration of the works of baroque and contemporary authors such as Cervantes and Philip K. Dick.
Dr. Plante’s research investigates many different areas related to education, including gender differences in education, the link between parental beliefs and student motivation, and school performance and stress in high school.
Dr. Querrien’s research centers on the practices and initiatives used by schools to promote allophone students’ French language skills, as well as on how French as a second language is taught in higher education.
Dr. Singh's interests include Asian and Arab diasporic cultural studies, visual culture and contemporary art. Her work is centred on the racial, gendered, and sexual politics of embodiment, surveillance, and policing.
Dr. Tiflati is humanities professor at John Abbott College and the Islam expert at the Center for Civic Religious Literacy. His research explores religion, politics, and secularism, with a focus on radicalization, Muslim identities, and Islamic schooling.
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Dr. Villella's research interests span leadership, inclusion, anti-racism, interculturalism, linguistic exogamy, curriculum studies, and linguistic minority environments.
Dr. Waddington’s research focuses on teacher free speech, video games and citizenship, philosophical questions in science and technology education, and the history and philosophy of progressive education.
Dr. Zrudlo is a philosopher of education. He investigates the capacities young people require in order to contribute to the development of their communities and the role of philosophy in teacher education.
Dr. Abrami’s work is centered on research integrations and primary investigations in support of applications of educational technology in distance and higher education, in early literacy, and in the development of higher order thinking skills.
Dr. Bluteau’s research focuses on stress and adaptation, well-being in schools, educational practices in the classroom, the elaboration and evaluation of pedagogical programs, and classroom architecture and layout.
Dr. Cardoso’s research focuses on second-language acquisition from an applied linguistics perspective, language teaching and phonetic transcription.
Dr. Corrigan conducts research in the fields of technology, literacy, and assessment. She focuses on designing interventions aimed at improving students' ability to evaluate the credibility of online information; and on developing a virtual platform to teach, assess, and research complex workplace communication tasks.
Dr. Lalonde is interested in the impact of mobile digital technologies on teaching and learning, the intersection of art education and social work disciplines in the context of intervention with at-risk populations, and amateur practices in visual and media creation among youth.
Dr. Venkatesh’s research and research-creation projects are numerous and follow a public pedagogy approach, and touch on the topics of hate, hate speech, resilience, radicalization and the prevention of radicalization.
Annabelle Brault’s research interests include the role of the creative arts therapies in fostering digital well-being in youth, the use of music technology as a creative medium to instill social change, as well as resource-oriented approaches in clinical and educational contexts.
Dr. Castro's research focuses on the dynamics and qualities of knowing, learning and teaching art through social and mobile media as understood through complexity thinking, network theory, and mobility studies.
Dr. Chapman is interested in the place of sound in everyday life, a subject he explores through producing “soundscapes”, as well as in using music to explore issues related to hate speech and the contemporary proliferation of online forms of cyber pressure.
Dr. Cook’s research is centered on the areas of intercultural relations, reconciliation between Indigenous and non-Indigenous persons, and colonialism and decolonization.
Dr. Hassan’s research centers on the prevention of radicalization and violent extremism, how to effectively train individuals who work with refugees and immigrant families, and the mental health and well-being of refugees.
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Dr. Mekki-Berrada’s research interests include the anthropology of well-being and distress; of Islam; of refugees and undocumented persons; as well as on ethnomedical and ethno-psychiatric traditions.
Dr. Miconi’s research interests are focused on the field of developmental, clinical, and cultural psychology, and share as a common feature the adoption of a resilience and positive youth development approach.
Dr. Morin’s research is centered on Canadian foreign policy, international relations with Quebec, and on issues of national and international security, especially as they relate to radicalization and terrorism.
Dr. Pariser’s research is centred on the evolutionary and biological roots of art; on linking art and our experience of art to biology and neurology; as well on finding effective ways to “deliver” art education in schools.
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