Research Biography

Dr. Shields' research focuses on issues of leadership and social justice in diverse contexts. I have conducted various studies including research into transformative leadership in cross-cultural communities and the role of dialogue and spirituality in creating more holistic and inclusive school communities. One educational structure I have studied in terms of its potentiaI to facilitate more equitable achievement (broadly conceptualized) for all students is commonly known as year-round schooling (more correctly identified as modified or balanced calendars). I have focused on the role of leaders in implementing change and the potential of this calendar to provide more equal and more inclusive learning environments for students who, by virtue of membership in specific social classes, ethnic groups, home language other than English, and so forth, tend to be the least successful in more traditional school settings.

My current research relates to summer learning loss in balanced calendar schools, the motivations of educators for doing social justice workin the face of contemporary political climates that tend to discourage such work, and leadership issues in diverse and/or bilingual schools.

Degrees

Ph.D., Educational Administration, University of Saskatchewan, 1991

M.A., French, Queen's University, 1970

B.A., French & English, Queen's University, 1968

Key Professional Appointments

• Professor, Educational Organization & Leadership, University of Illinois, Urbana-Champaign, 2005
• Department Head, Educational Organization & Leadership, University of Illinois, Urbana-Champaign, 2005
• Director, School Leadership Centre, University of British Columbia, 2003-2005
• Professor, Educational Studies, University of British Columbia, 2001-2005
• Associate Professor, Educational Studies, University of British Columbia, 1997-2001
• Assistant Professor, Educational Studies, University of British Columbia, 1994-1997
• Assistant Professor, University of Utah, 1991-1994
• Lecturer, University of Saskatchewan, 1989-1991

Activities & Honors

• Elected Fellow, Commonwealth Council for Educational Administration and Management, highest honor- elected fellow, Commonwealth Council for Educational Administration and Management, 2004

Special Professional Qualifications

1993            Certificate, Problem-based Learning

1993            National Association of Secondary School Principal's Assessment Training Certification

1986            Certificate, Creative Problem Solving, Creative Education Foundation, Buffalo, NY and Vancouver, BC

1982            Superintendent’s Certificate, Ontario Ministry of Education

1983            Saskatchewan Teacher Certification

1982            Ontario Type A, French Specialist Certification

1980            Specialist Certificate in Special Education, Ontario Ministry of Education

1976            Ontario Teacher Certification

1970            Newfoundland and Labrador Teacher Certification

Teaching

Exemplary teaching is central to my role as a professor of education. I believe that excellence in teaching at all levels, from kindergarten to graduate school, in formal and informal settings, is based on a clear understanding of the goals, aims, and moral purposes of education and on consistent ethical and philosophical approaches. In pre-service or graduate programs, in theoretical or applied courses, the goal is the same – to encourage reflection and application that may lead to the improvement of educational practice in terms of increased social justice as well as broadly defined academic success for all students. All of my courses are designed to facilitate the integration of theory and practice. These principles are so important that whether I am teaching in a seminar class or large lecture theatre, in person or through interactive television, they form the basis for my instruction. I make a special effort to model creative, interactive, and constructivist approaches to teaching and learning in all of my classes. Whether I am teaching pre-service teachers or experienced administrators, I encourage students to reflect carefully on their educational practice, to examine who is well served by existing approaches and who may be disadvantaged, and to explore the relationships among power, knowledge, curriculum, and pedagogy. I urge them to consider the extent to which, as educators, they will perpetuate inequities in the status quo or become agents of change in order to best contribute to the improvement of a just and democratic society.