2026-2027 Scholars & Dragons: Promoting Student Engagement Through the Gamification of Learning Behaviours and Activities
- Unfunded project
- Principal Investigator: Dr. M. Lovell Johnston; Co-Investigators: N. Fiannaca, A. Gardiner, D. Johnston
- Project Description: The purpose of this study is to examine student engagement in learning tasks across three activity types: [1] Academic tasks (Termed: Artisan) that include knowledge gathering and generating; [2] Communication tasks (Termed: Soldier) that include communication, leadership, and/or teamwork; and [3] Self-Care tasks (Termed: Healer) that include mental and physical wellness and other self-care activities over the course of a three-month period for Teacher Candidates, Masters, and Doctoral students using the Scholars & Dragons application, a gamified learning tool we have developed for the Discord platform.
2024-2026 Developing Employability and Entrepreneurial Skills in Adults with Developmental Disabilities at Camphill Communities Ontario
- SSHRC SIG Community-Engaged Research Grant (CERG; Internal)
- Principal Investigator: Dr. S. Mastrangelo; Co-Investigators: Dr. M. Lovell-Johnston, Dr. G. Reyes, Dr. Y. Wu
- Partnered Institution: Camphill Communities Ontario
- Project Description: Using a community-based participatory action research model, the research team is embarking on a research project with our existing partner, CCO (Camphill Communities Ontario), which signals a commitment to our shared principles of developing self-determination and self-agency among those who are differently abled. Using an employment and entrepreneurship training module, the project team will work with the supported adults at CCO to foster their labour skills.
2022-2026 Humanizing Learning in Online and Offline Spaces for Instructors Working with Adult Learners Who Face Barriers to Postsecondary Education
- SSHRC Insight Development Grant
- Principal Investigator: Dr. Meridith Lovell-Johnston; Co-Investigators: Dr. Sonia Mastrangelo and Dr. Joan Chambers
- Collaborators: Helen DeWaard, Lucas Johnson, Steven Secord, Sabreena MacElheron, Wayne Brown (Georgian College), Kimberly Veneziale (Confederation College)
- Project Description: The primary objective of this research is to design and implement four online modules that teach the Humanizing Learning principles of (1) culturally responsive teaching, (2) social presence, (3) universal design for learning, (4) liquid syllabus, (5) adaptive teaching, and (6) asynchronous video discussions/communications to postsecondary instructors teaching first year students and those who traditionally face barriers to postsecondary learning, such as those in academic upgrading programs, Indigenous students, international students, and mature students. The modules will be administered to educators, along with a pre- and post-survey to assess learning. A pilot study using humanizing learning principles for online courses in the Faculty of Education will follow.
2022-2025 An Exploration of Well-being in Adults with Developmental Disabilities Residing at Camphill Communities Ontario
- SSHRC Partnership Engage Grant
- Principal Investigator: Dr. Sonia Mastrangelo; Co-Investigator: Dr. Meridith Lovell-Johnston
- Partner Organization: Camphill Communities Ontario
- Project Description: The goal of this research project is to document the well-being of those with developmental disabilities residing at Camphill Communities Ontario (CCO) by honoring their voice and perspectives in the process. By using an Inclusive Community-Based Participatory Action Research (ICBPAR) model, a melding of the approaches of inclusive research and participatory action research, we challenge traditional research relations where research is done “on” rather than by or with people identified with developmental disabilities.
2019-2025 Supporting the Development of Young Children’s Self-Regulation Capacities and Literacy Skills in Ontario’s Northern Communities: Engaging Families and Educators
- SSHRC Partnership Development Grant
- Principal Investigator: Dr. Sonia Mastrangelo; Co-Investigator: Dr. Meridith Lovell-Johnston
- Partner Organizations: Kwayaciiwin Education Resource Centre and The Self-Regulation Institute
- Project Description: The goal and objectives of the partnership are to create new synergies among three organizations invested in children, families, and educators to develop new knowledge and understanding of self-regulation practices and literacy development. Through this partnership, we will share research, perspectives, and experiences that contribute to our knowledge of children’s overall well-being. The partnership also signals an engagement to enter into a meaningful dialogue about the cultural values specific to northern Ontario communities. Issues of social justice, children’s ways of knowing, and navigating the world will be at the forefront of our discussions. More broadly, the partnership will: a) work as a collective to foster collaborative relationships between participants and researchers through a working group structure (self-regulation, community members, and literacy); b) mobilize working groups consisting of researchers, educators, and community members to co-construct knowledge on self-regulation and literacy resulting in impactful community engagement; c) utilize trauma-informed practices to support the well-being and academic progress of Indigenous children; d) reflect on and respect the visions and goals that individual communities have for their youngest citizens and families; and e) honour children’s voice in the research process through photo/video elicitation of their understanding of self-regulation within a community-based participatory research model.
2018-2020 Enhancing Instruction in Early Literacy, Inquiry-Based Kindergarten Classrooms
- SSHRC Partnership Engage Grant
- Co-Investigator Dr. Sonia Mastrangelo
- Partner Organization: Simcoe County District School Board
- Project Description: The Ontario full-day, inquiry-based curriculum for Kindergarten (Ministry of Education, 2016) requires educators to provide both child-initiated free play and structured play-based learning experiences for children to investigate, problem solve, think creatively, and share their learning. Our institutional partner has identified several key priorities for their Kindergarten educators including increased professional development to understand the program document, plan and implement inquiry effectively, and integrate literacy learning within play. Our action research project bridges the gap between theory and practice in literacy instruction and inquiry-based pedagogy for Kindergarten educators. As we work towards improving educators' ability to effectively implement the Kindergarten Program and support their students' transition to formal education, the PI and CI will collect data on program implementation in participating classrooms to support our institutional partner's leadership and decision-making around professional learning for their educators.
2018-2019 Children's Measured Reading Performance using Traditional and Digital Reading Assessments
- Project Description: Traditional reading assessment measures require the child to read aloud to the teacher and answer questions or retell content read. These assessments are time-consuming. Current trends towards computerized comprehension questions have emerged, where children are assigned a level of proficiency, often without reading to the teacher. How does reading achievement compare using these measures in terms of accuracy and thoroughness?
