Completed Projects

Supporting Literacy Instruction in Cross-Cultural Classrooms by Angela Ward and Linda Wason-Ellam (1995) 

Adolescent Girls and Classroom Discourse by Heather Blair, Agnes Rolheiser, and Susan Reschny (1995) 

Two Teachers’ Classroom Practice of Gender Equity by Gillian Francis, JoAnn Bergsma, Dr. Ling Zhang, and Dr. Lorraine Cathro (1996) 

Closing the Gap: Addressing the Attitudes and Experiences of Young Women in Physical Education Classes by Patricia Avery, Tammy Girolami, and Louise Humbert (1998) 

Exploring Identity and Social Justice Through Drama in Schools by Rhonda Rosenberg (2001) 

It’s OK to Have this Book in your Public-School Library by Kim Tadei (2002) 

The Yellow Bus Project by Diana Clarke (2002) 

Below the Radar: Teachers Boys, and School by Jeff Park, Sam Robinson, Anne Browne, Vicki Summerfeldt, Mark Wilderman, Barry Gay, and Al Luciuk (2005)  

Que(e)rying Inclusive Practice: Exploring and Challenging Homophobia in Curricula and Schools by Dr. James McNinch, Dr. Scott Thompson, and Marilyn Totten (2005) 

Creating a Culturally Affirming Learning Community by Yves Bousquet and Ted Amendt (2006) 

Do Gender Specific Classrooms Increase the Success of Students by Dave DePape, Harry Horejda, Sarah Kukurudza, Stacey Moser, and Renée Kammer (2006) 

Walking in Two Worlds: The Role of Drama in Creating Cross-Cultural Understanding and Student Engagement in School by Carol Fulton and Melissa Marley (2010) 

Ongoing Projects:

Visible and Valued: Exploring the Stories of Queer Teachers in Saskatchewan by Jen Green and David Popoff

How Do We Support Gender Diverse Students Now? By j wallace skelton, Ashlee Sandiford, Hannah Paul, and Alex Schmidt

Social Media as Anti-Racist Teacher Education: Implications and Possibilities by Dr Carmen Gillies and Melchior Sysing

Completed Projects: 

Voices of Northern Teachers by David W. Friesen and Jeff Orr (1995)

Aboriginal Students’ Writing by Sherry Detchon, Sandra Harris, Bernice Odeen, and Lucy Howes (1995)

Urban Aboriginal Students and ESL by John Taras (1996)

Dreams and Involvement: A Black Lake Quest for (2000): Interpretations and Recommendations for Improved Teaching by Ann Alphonse, Sheena Koops, and Joyce Mercredi (1999)

An Action Research Report: Connecting Wanuskewin and Saskatchewan Schools by Doug Smith and Sam Robinson (2000)

Reflections on Implementing Traditional Dene Teaching Methods, Skills and Values: Success Redefined by Sheena Koops, Ann Alphonse, and Joyce Mercredi (2002)

Reshaping Classroom and School Contexts: Learning from Stories of Aboriginal Children and Families by Janice Huber, Jean Clandinin, Marilyn Huber, Karen Keats Whelan, Dawna Labbe, Shaun Murphy and Pam Steeves (2002) 

Respecting and Responding to the Voices of Aboriginal Students by Dr. Richard Julien, John Hanssen, and Norine Tourangeau (2004) 

Making our Ancestors Proud: The Isbister Park Heritage Project by Westview Community School Kistapinanihk at Isbister Park (2004) 

Voices of the Dropout: A Study of Early School Leavers at one First Nations School by Joseph Belhumeur, Rick Closs, and Mario Kaun (2005) 

Addressing Barriers That Impede the Success of Aboriginal Students at Cochrane High School by Juanita Tuharsky, Nancy Buisson, Sue Burns, Cory Britton and Greg Enion (2005)

Teaching Aboriginal Literature Through the Lenses of Contemporary Literacy Theories by Geraldine Balzer (2006) 

Elders and Teachers Are Cree-ative Collaborators by Lily McKay-Carriere (2009)

Involving Community Members to Develop Culturally Relevant Word Lists for First Nations and Metis Students by Minnie McKenzie, Leda Corrigal, and Otto Fietz (2009)

Asokan (The Bridge): Teachers’ Work with Elders by Linda Goulet, Sarah Longman, Joanne Pelletier, Shauneen Pete, and Calvin Racette (2009)

Ochapan: Elders’ and Students’ Perspectives of the Elders in Residence Program by Russell Fayan, Linda Goulet, Sarah Longman, Joanne Pelletier, Aimee Osmundson, and Bev Sheirer (2010)

Using Traditional Aboriginal Teachings and the Leader in Me (7 Habits) Concept to Improve Communication and Technology Skills in the Nehiyawewin Cree Language and Culture Program by Norine Tourangeau, Sheila Kennedy, and Lesley Walters (2014)

Ē-kiwēyitotamāhkKitāyisinēwinānāw: Reclaiming our Cree Language Through Oral Tradition by Diane Peekeekoot, Charlotte Campbell, Emily Weenonis, and Shaun Saskamoose (2015) 

Identifying Consistent Supports for First Nations, Inuit, and Metis Adult Learners at Royal West Campus by Kim MacLeod, Khodi Dill, and Deidra Evans (2015) 

Exploring the Work of Treaty Catalyst Teachers in Selected Saskatchewan Schools by Brandon Needham and Michael Cottrell (2016) 

Treaty4Project: Student’s Perceptions of Their Relationship to Treaty 4 and First Nation’s People by Naomi Fortier-Fréçon and Leia Laing (2017) 

L’impact du Projet Traité no 4 sur les élèves et les enseignants et enseignantes : Apprendre de notre expérience by Naomi Fortier-Fréçon and Leia Laing (2017) 

High School Teachers Working Towards Reconciliation: Examining the Teaching and Learning of Residential Schools by Tana Mitchell and Jennifer Tupper (2017) 

The Journey to Reclamation Through Oral Tradition by Diane Peekeekoot and Charlotte Campbell (2018)

Culture Based School Mathematics for Reconciliation and Professional Development by Sharon Meyer, Glen Aikenhead, Kelley Cardinal, Danny Sylvestre and Ted View (2019) 

History Underground: The Road to Reconciliation by Denee Repski (2020) 

Improving Indigenous Students’ Success Through an Analysis and Implementation of Promising Teaching Practices by Terry Craig and Cheryl Treptow (2020) 

How Does a Teacher Incorporate Place-Based First Nations Way of Living in Nature in a Classroom to Teach High School Science in a Northern Reserve School? by Nadeeka Obada Lekamlage and Geraldine Red Iron with Gratitude to Canoe Lake Miksew School,  North West College, and Transition Place Education Centre (2022) 

A Narrative Inquiry into the Experiences of Indigenous High School Students Enrolled within a Youth Leadership Pathway by Brian Lewis, Michael Dubnewick, Tamara Ryba, Brett Kannenberg, Tristan Hopper, Sean Lessard, and Joseph Naytowhow (2022) 

George Gordon First Nations Mikiwahp Project: Our Learning Story by Katherine Oviatt, Amanda Moosemay, Heidi Linford, Lana Steiner, Bryan McNabb, Tammy McNab, Lindsey Bear, Alberta-Rose Bear, and Sonia Kinequon (2022)

Ongoing Projects:

The Effect of a Community of Teachers Doing the Unsettling Work of Treaty Education in Rural Saskatchewan Classrooms by Raquel Bellefleur and Michael Graham

Exploring Indigenous Student Sense of Belonging in a Saskatchewan High School by Raquel Bellefleur

Leading Reconciliation in Rural Schools by Jade Ballek, Stacey Becker, Kim Fick, Jason Low, and Angela Sparks

Using Community-Based Participatory Action Research to Foreground Local Wisdom Traditions in the Creation of a Holistic and Culturally Sensitive Transition to Kindergarten by Jacqui Gibbs

miyo ācimo: S/He Tells Good Stories for Jumping Fences and Crossing Barriers by Sheena Koops 

Culturally Relevant Reading Intervention by Danene Kopperud, Dawn Paylor, and Mathew Grupp

Completed Projects:

Implementation of “A School-Based Anti-Violence Program” by Brenda Tenold-Phillips (1995) 

Improving the Social Skills of Children with Moderate Cognitive Challenges using Self-Evaluation via Videotape Feedback by George D. Falk and Faithe C. Daniels (1995)

Sexual Victimization: Strategies for Teachers who Teach Children with Intellectual Disabilities by Bobbi Shinske (1996)

The Development of Collegiality in Specialized Education Programs by Sue Brooks, Dennis Flaherty, Katherine Flaherty, David Forbes, Grier Swerhone, Susan Kargut, Alicia Klopoushak, Kit Loewen, and Lorraine Stephanson (1997)

“Together Against All Odds”: Learning from Portraits of Teachers of “At Risk” Students by Sandra Finney, David Friesen, Caroline Krentz, Sandra Garratt, Brenda Martin, Terri Mayne and Dianne Stark (1997)

Improving Self-Esteem: A Handbook for Teachers by Majella Gareau, Mary Koenig, Linda Cairns, Eric Harder, and Rosella Nelson (1998)

Reaching and Teaching Students At Risk: Voices from the classroom by Bruce Baldwin, Sandra Garratt, Brenda Martin, Terri Mayne, Colleen Meyer, Ronna Schweitzer, and Marg Smith-Windsor (1999)

Building Bridges At Risk Youth: Developing an Alternative Learning Environment to Help Build Success by Catherine Hamblin (2000)

Beyond Duty: A compilation of Teachers’ Roles and Responsibilities with “At Risk” Youth in Saskatchewan Secondary Schools by Sharlene McGowan (2000)

In-School Suspension Is it Working? by Michele Smith and Roza Gray (2001)

An Individualized Computer-Assisted Language Experience Remedial Reading Inquiry: Can Inner-City Students Make the Grade? by Mary Anne Gambell and Gail Neurauter Sajtos (2001)

A New Path: Helping Regular Classrooms Support Lasting Change in Students with Behavioral Challenges by Tami L. Moffatt (2002)

Creating a Safe Place: One School’s Experience by The Staff of Queen Elizabeth School, Saskatoon (2002)

Different Minds Learn Differently by Nicole Smigiel, Kari McKersie, Joyce Kimber Parent, and Tasha Geisel (2004)

Exploring Cognitive Strategy Instruction (CSI), SchemaBased Instruction (SBI), and Strategic Content Learning (SCL) with Students with Learning and Development Disabilities in HigherOrder Mathematics: Two Interrelated Action Research Projects by Kelly Howell Dalziel, Lara Grismer, and Dr. Scott Thompson (2008)

The Road to Finding Rewarding Careers for Youth with Cognitive Disabilities by Vickie Reiman and Patricia Walker (2008)

Exploring Experiences of Educators of Students with Bi-Polar Diagnoses by Erin Richard (2015)

Their Voices: What High School Students are Saying About School-Related Anxiety by Dr. Jenn de Lugt and Jenn Chan (2015)

Current Projects:

Supporting Anxious Students Through the High School to University Transition by Dr. Jenn de Lugt and M. Jolene Smith

High Impact, High Needs: Trauma Informed Education in Early Years by Ryan Lambert and Kelly Lambert

Building Community: An Appreciative Inquiry Focused Research Study at Greystone Heights School by Eric Walker, Melanie Breckon, Russ Munkler, Krista Sego, Cassandra Shangraw, Sara Stone, and Jayden Wiebe 

Completed Projects:

Organizational Learning for School Effectiveness by Coral Mitchell, Irene Friesen, Joel Nostbakken, and Crystal Torgunrud (1995)

Teacher Mentors: Teachers in Conversation by Cort Dogniez, Lynn Fraser, Theresa Mudrik, Ann Tracey, Leo Yahyahkeekoot, Angela Ward, Linda Wason-Ellam, and Karla Jessen Williamson (1997)

Giving Voice to Intercultural Teachers: Finding Common Ground Through Action Research by Linda Wason-Ellam, Angela Ward, Bev Adolph, Sue Barrett, Jan Butler, Sharon Champ, Betty Ferster, Betty Field, Lynn Fraser, Brett Jones, Alanna Lyle, Shelley Marciniak, Brenda Merasty, Bonnie Stephenson, Edith Robinson, Ann Tracey Wason-Ellam, Linda Elliott, and Ruth Elliott (1999)

Writing Our Way: Narrative Inquiry and a Teaching, Writing Life by Lace Brogden, Myra Froc, Laureen Hudyma, Gillian Lawson, Cheryl Matei, and Joan Sabo (2001)

Is Surviving Enough? A Study on Mentoring Programs by Darryl Elaschuk, Marea Olafson, and Ellen Owens (2002)

Towards a Culture of Continuous Deliberation: Professional Development through Professional Dialogue by Deborah Mann and Trudy Capes (2003)

A Descriptive Study of Retention and Attrition of Teachers in Northern Lights School Division #113 by Mark Williment (2003)

Professional Growth for Cooperating Teachers by Shannon Ochs (2004)

Refocusing a School: The Professional Learning Community as an Agent of Change by Grier Swerhone, Doug Gilmour, and Susan Pattison (2007)

Towards Successful Teacher Induction through Communities of Practice by Janine Baier, Chris Makahonuk, Michael Pesenti, Michelle Prytula, and Nicole Syrota (2009)

Professional Development on Individuals Engaged in Preservice Teacher Education within a Rural Setting Phase I by Milissa Gavel, Ann Kipling Brown, Lisa Lenkart, Norman Yakel (2010)

• Phase II (2011)

Sustainable Successful Teacher Induction: From Praxis to Practice by Michelle Prytula, Chris Makahonuk, Nicole Syrota, Michael Pesenti, Courtney Archibald, Jason Benson, Laura Froelich, Kent Gauthier, Laura Goodman, Laurie Hellsten, Bonnie Mihalicz, and Jenise Vangool (2010)

Teacher Induction and Learning Through a Professional Development School: The St Anne Inquiry-Based Learning Community by Michelle Prytula, Darren Fradette, Bonnie Mihalicz, Cari Anning, Jayla Irvine and Paul McTavish (2013)

Effectively Supporting the Professional Development and Growth of Teachers by Jennifer Dorval and Susan Plant (2013)

Bridging the Professional Learning Gap: Enhancing the Beginning Teacher Experience Through an Induction-by-Mentoring Model by Lynn Lemisko, Laurie-ann M. Hellsten, and Carol Demchuk-Kosolofski (2015)

To Thrive and Flourish: Supporting Beginning Teachers Through an Induction-by-Mentoring Approach in Rural Saskatchewan by Lynn Lemisko, Laurie-ann M. Hellsten, and Carol Demchuk-Kosolofski (2017)

Teachers Leading Teachers: The Saskatchewan Professional Development Unit’s Facilitator Community by Dr. Pamela Osmond-Johnson (2018)

Smooth Transitions: Integrating a High School and Teacher Education Program by Twyla Salm, Jennifer Minter, and Lisa Williams (2020)

Understanding the Perspectives of Teachers Who Engage in Regular Physical Activity and Subsequent Implications on Teacher Well-being by Seleste Eftoda (2023)

Ongoing Projects:

Linguistic Insecurity of Francophone Teachers in French Immersion Schools: Understanding and Overcoming Obstacles by Oumar Sylla and Wybo Ottenbreit-Born

Towards an Understanding of Teachers’ Retirement Identity Transition in Saskatchewan by Jane Macleod, Sue Amundrud and Anna Wehrkamp

Retired Teachers and their Ongoing Contribution to Teaching and Learning in Saskatchewan by Janet Lowndes

Completed Projects:

Teaching During the COVID-19 Pandemic: The Lived Experience of Saskatchewan by Dr. Madeline Press, Dr. Suzanne Zwarych, TJ Zwarych, Alex Owilli, and Josee Bumphrey (2021)

Creating Community and Social Connection to Support Deep Understanding in Asynchronous Distance Learning by Racquel Biem (2022)

K-12 Saskatchewan Distance Education: Digging Deeper into 21st Century Classrooms During a Pandemic by Kelsey Shields (2022) 

Managing Student Stress During COVID-19 by Brent Keen and Angela Csiki (2002)

Pandemic Thrivers- Investigating Thriving Teacher’s Knowledge, Skills, and Attitudes During the First Two Years of the COVID-19 Pandemic by Ivy Armstrong and Dr. Judy Jaunzems-Fernuk (2023)

Ongoing Projects:

The Impact of COVID-19 on Band Teacher Practices in Saskatchewan by Katlyn Redding & Kristen Myers