Meridith Lovell-Johnston

Associate Professor
Chair

Email: 
gradchair.educ@lakeheadu.ca
Phone Number: 
+1 705-330-4010ext. 2636
Office Location: 
OH 1001L
Office Hours: 
By appointment (www.tinyurl.com/lovelljohnston)
Academic Qualifications: 
Date joined Lakehead: 
August 2015
Previous Teaching/Work: 

Lakehead University Courses (2015 - present)

  • Courses in the Joint PhD In Educational Studies
    • EDUC 6719 Research Proposal Colloquium
  • Courses in the Master of Education Program 
    • EDUC 5414 Literacy Learning in Early Childhood Education
    • EDUC 5437 Curriculum Studies in Language Arts
  • Courses in the Two-Year Bachelor of Education Program
    • EDUC 4031 Curriculum and Instruction in Language Arts (Primary-Junior), Part 1
    • EDUC 4072 Curriculum and Instruction in Language Arts (Primary-Junior), Part 2
  • Courses in the One-Year Bachelor of Education Program (2015-2019)
    • EDUC 3013 Early Reading
    • EDUC 4012 Curriculum and Instruction in Language Arts (Primary-Junior)
    • EDUC 4013 Teaching Early Literacy

University of Alberta Courses (2012-2015)

  • EDEL 305 Language Arts in the Elementary School 
  • EDEL 404 Developing Literacy: Preschool to Grade Three
  • EDEL 407 Reading in the Elementary School
  • EDEL 496 Developing Language and Literacy in Early Childhood Settings 

Publications

Funded Research

2022-2024 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 Build it in "Beta": ePortfolio Use in Teacher Education in Orillia

  • Teacher Education Research Fund (Faculty of Education)
  • Key Investigators: Helen DeWaard, Lucas Johnson, Steven Secord
  • Faculty Liaison/Oversight: Dr. Meridith Lovell-Johnston & Dr. Joan Chambers
  • Project Description: The primary objective of this research is to determine the student and faculty perceptions of satisfaction and efficacy of using electronic portfolios (eportfolio) in the year one EDUC 4350 course work and placement reflections. Additionally, knowing how eportfolios are used or integrated into other Faculty of Education courses in Orillia would be helpful in understanding the depth of use across the teacher education program in Orillia. Determining if student use of eportfolio technology enhances student perceptions of digital literacy and/or competency with technology would additionally support the use of eportfolios in order to meet the Ontario College of Teachers requirements for accreditation of the Lakehead Faculty of Education program.

2022-2023 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.

2019-2023 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?