Dr. Nancy Maynes | Nipissing University Skip over navigation
[X] close
Switch Contrast

Dr. Nancy Maynes

Schulich School of Education - Associate Professor
office: H234
email: nancym@nipissingu.ca
tel:  (705) 474-3450      
ext: 4388
fax: 705-474-1947

Education:

BA, Brock University;
MEd, Brock University;
EdD, University of Toronto

Areas of Specialization:

Dr. Maynes has focused on the study of curriculum concepts especially related to the development and implementation phases of instruction and specifically for complex thinking skills.

Research Interests:

Dr. Maynes is interested in research related to teacher education and professional growth. This includes aspects of teacher education that influence strategy efficacy, service learning, professional reflection, and the internalization of key curriculum concepts.

Current & Future Research:

All current and future research relates to the broad area of teacher education and professional growth. Current research is being conducted to investigate: the use of direct instruct instruction in classrooms; the value of service learning and other alternative practica to teachers’ perceptions of differentiation; the use and value of curriculum conceptual models to teachers’ understanding of lesson planning, delivery, and assessment; and the shift in professional perspective from focusing on one’s teaching toward focusing on one’s students’ learning.

Publications:

Books Authored

Maynes, N, & Hatt, B. E. (2016). Assessment, evaluation, and communication of student learning: A professional skills development approach. Toronto: Pearson Learning Solutions.

Maynes, N. & Hatt, B. E. (2014). When the Interview is not enough: A multi-stage high impact process for hiring new teachers. Köhn, DE: Lambert Academic Press.  

Maynes, N. (2014). Focus on learning: The art and science of planning, delivering, and assessing lessons 2e. Toronto: Pearson Education. 

Maynes, N. & Sharpe, G. (2013). Ten things you need to know before you interview for a teaching job. Indiana: Xlibris Publishers. 

Maynes, N. (2011). Kindergarten in Canada: A play-based approach for educatorsToronto: Pearson Education. 

Maynes, N. (2011). Focus on learning: The art and science of planning, delivering, and assessing lessons. Toronto: Pearson Education. 

Maynes, N. & Straub, J. (2010). Social studies: Innovative approaches for teachersToronto: Pearson Education.  

Drake, S., Bebbington, J., Laksman, S., Mackie, P., Maynes, N., & Wayne, L. (1992). Developing an integrated curriculum using the story model. Toronto, ON: OISE Press. 

Maynes, N. et al (1993)   (for the Lincoln County Board of Education). Growing collaboratively. Scarborough: Prentice Hall Canada Inc. 

Books Edited

Maynes, N. & Hatt, B.E. (Eds.) (2015). The complexity of hiring, supporting, and retaining new teachers across Canada. Canadian Association of Teacher Educators / Association canadienne pour la formation à l’enseignement. 

Articles in Refereed Journals & Refereed Book Chapters

Refereed Chapters

In Press

Maynes, N. & Mottonen, A-L. (2016. Self-report perceptions of knowledge and confidence to engage in the roles of teachers through two programme routes: Consecutive and concurrent. In D.C. Young, W.L. Kraglund-Gauthier, & T.G. Ryan (Eds.). Readiness for the Field: Perspectives from Within the Triangle of Teacher Education.

Published

Hatt, B. E., Maynes, N. & Kmiec, J. (2015). What’s wrong with getting teacher hiring right?.  In N. Maynes & B. E. Hatt (Eds.) The Complexity of Hiring, Supporting, and Retaining New Teachers in Canada. (pp. 179-194).  Canadian Association for Teacher Education/Association canadienne pour la formation à l’enseignement. 

Maynes, N., & Hatt, B.E., (2014). An Online Learning Model for a Graduate Degree Environment. In T. Ryan (Ed.), The Online Teaching Online: Stories from Within (111-130). Campaigne. IL:Common Ground Publishing.  

Maynes, N. & Hatt, B. E. (2013). Beginning at the Beginning: Early Years Kindergarten Education across Canada and in Canadian Faculties of Education.  In L. Thomas (Ed.), What is Canadian about Teacher Education in Canada? Multiple Perspectives on Canadian Teacher Education in the Twenty-First Century (pp. 323-358). Canadian Association for Teacher Education/Association canadienne pour la formation à l’enseignement. 

Hatt, B. E. & Maynes, N. (2013). Thin ICE for pre-service teachers: An examination of imagination creativity education in Canadian teacher education In L. Thomas (Ed.), What is Canadian about Teacher Education in Canada? Multiple Perspectives on Canadian Teacher Education in the Twenty-First Century (pp. 420- 442). Canadian Association for Teacher Education/Association canadienne pour la formation à l’enseignement. 

Maynes, N. & Julien-Schultz, L. (2012). Do visual frameworks for professional reflection on planning and lesson delivery impact the range of reflections? In F. Doynan (Ed.), Research on Teacher Education and Training. Athens, Greece: University of Athens, ATINER. 

Maynes, N., & Hatt, B. E. (2011). Grounding program change in students’ learning: A model for the conceptual shift in thinking that will support valuable program change in response to faculty of education reviews. In T. Falkenberg & H. Smits (Eds.), The question of evidence in research in teacher education in the context of teacher education program review in Canada (2 vols.). Winnipeg, MB: Faculty of Education of the University of Manitoba.  

Refereed Journals  

Maynes, N. & Hatt, B.E. (2016). Six strategies for tiering to differentiate for successful knowledge acquisition in an inquiry learning environment. Journal of Global Research in Education and Social Science, 8(3), 166-178. 

Maynes, N. & Hatt, B.E. (2016). Two ways to teach: Direct instruction and indirect instruction/inquiry: simplifying planning concepts for early career teachers. Journal of Studies in Education. 6(3), 113-123. 

Maynes, N. & Cantalini-Williams, M., & Gibert, J. (2016). To play or not to play: That is NOT the question. The International Journal of Holistic Early Learning And Development (IJHELD), 3, 4-20. 

Maynes, N. & Kmiec, J. (2016). Resilience, hope, and concrete plans of action for schools and caring communities, The Journal of Educational Thought, 49(1), 71-87. 

Maynes, N., Mottonen, A-L., Sharpe, G. (2015). Dealing with student both verbally and physically: A comparison of perceptions of readiness to address classroom management issues. Journal of Marketing and HR, 1(1), 1-9. 

Maynes, N., & Hatt, B.E. (2015). Conceptualizing how mature teachers can influence students’ growth in learning, Brock Journal, 24(2), 4-19. 

Maynes, N., Mottonen, A-L., & Sharpe, G. (2015). A comparative examination of teacher candidates’ professional practicum experiences in two program models. International Journal of Learning, Teaching and Educational Research, 11(1), 36-52. 

Maynes, N. & Hatt, B.E. (2015). Teacher hiring: Exploring the dilemmas and the solutions. Journal of Studies in Education, 5(2), 56-74. 

Maynes, N., Mottonen, A-L., Sharpe, G. (2015 ). Confidence to differentiate and knowledge to assess: do these differ between concurrent and consecutive teacher candidates?. Journal of Studies in Education, 5(1), 74-91. 

Maynes, N., Hatt, B.E., & Mottonen, A-L. (2014). From their eyes: a students’ perspective on the benefits and challenges of online courses in a graduate education degree program. European Journal of Business and Social Science (EJBSS), 3(6), 35-45.  

Maynes, N. & Hatt, B.E. (2014). When the interview is not enough: A proposal for a new way of selecting the best teachers, European Journal of Business and Social Science, 2(11), 165-178. 

Maynes, N., Cantalini-Williams, M., & Tedesco, S. (2014). Alternative service learning placements for teacher candidates. Toronto: Higher Education Quality Council of Ontario. 

Maynes, N. & Julien-Schultz, L. (2014). Tiering: Sites of opportunity for differentiation. International Journal of Business and Social Science, 5(3), 23-33. 

Maynes, N. & Hatt, B. (2013/2014). Threading the discussion: A model to examine the quality of posts in an online learning environment. Teaching and Learning Journal, 8(1), 72-88. 

Maynes, N., Mottonen, A-L, Sharpe, G. & Curwen, T. (2013). Educational software use: A comparative examination of teacher candidates’ knowledge and confidence in the use of educational software. International Journal of Science, Commerce, and Humanities, 1(8). 

Maynes, N. & Hatt, B, (2013). Online learning: Growing into our capacity for flexible learning. Journal of Transformative Entrepreneurship, 1(2), 83-92.  

Maynes, N., & Hatt, B. (2013). Hiring and supporting new teachers who focus on students’ learning. Canadian Journal of Educational Administration and Policy. 144, 1-37.

Maynes, N., Allison, J., & Julien-Schultz, L. (2013). An examination of longevity of impact of an international practicum experience on teachers’ beliefs and practices four years later, International Education Studies.6(4), 154-163.

Maynes, N., Hatt, B. & Wideman, R. (2013). Service learning as an alternative practicum experience in a pre-service education program. Canadian Journal of Higher Education, 43(1), 80-99. 

Maynes, N., Curwen, T. & Sharp, G. (2012). Examining self-reported knowledge and confidence to communicate with parents as pre-service teacher. In Education Journal, 18(2), 2-17. 

Maynes, N. and Hatt, B.E., (2012). Shifting the focus to student learning: characteristics of effective teaching practice as identified by experienced pre-service faculty advisors, Brock Education Journal, 22(1), 93-110. 

Maynes, N., & Julien- Schultz, L. (2012). Complex instructional knowledge made accessible for teacher candidates through the alignment of concepts in visual format. Teaching and Learning, 7(1), 21-36. 

Maynes, N., Allison, J., & Julien-Schultz, L. (2012). International practica experiences as events that of influence in a teacher candidates’ development. McGill Journal of Education, 47(1), 69-90. 

Maynes, N. (2012). Examining a false dichotomy: The proper place of direct instruction and problem-solving approaches in today’s classrooms. International Journal of Business and Social Science (IJBSS), 3(8), 40-46. 

Maynes, N., & Julien-Schultz, L. (2011).  The impact of visual frameworks on teacher candidates’ professional reflection. LEARNing Landscapes Journal, 5(1), 193-210. Available at http://www.learninglandscapes.ca 

Maynes, N. & Scott, J. (2011). Modeling in the classroom: What approaches are effective to improve students’ writing? In Education, 17(1), 14-28. 

Maynes, N., Julien-Schultz, L. & Dunn, C. (2010). Modeling and the gradual release of responsibility: What does it look like in the classroom? Brock Education Journal, 19(2), 65-77.  

Maynes, N., Julien-Schultz, L. & Dunn, C. (2010). Managing direct and indirect instruction: A visual model to support lesson planning in pre-service programs. The International Journal of Learning, 17(2), 125-139. 

Other on-line publications 

Maynes, N. & Kmiec, J. (2015). Aligning our expectations for pre-conditions to develop resilience as a school outcome. TeachOntario. 

Magazine Articles 

Maynes, N. & Hatt, B. (2014). Hiring Effective Teachers: A Moral and Practical Role for Today’s Principals. Canadian Association of Principals Journal (CAP). 

Maynes, N. & O’Melia, P. (1997). Career education in an intermediate classroom for students with general learning disabilities. Curriculum Direction, Ontario Association for Supervision and Curriculum Development (OASCD), 4(2). 

Maynes, N. & Hirst, V. (1996). A Curriculum planning framework for teacher and student use: Moving toward teaching student to design the specifics of their personal curriculum within a provincial framework, 2(3), 32-45. 

Maynes, N. (1995). Working with essential learning outcomes: Growth scheming for instruction and assessment. Curriculum Directions, Ontario Association for Supervision and Curriculum Development (OASCD), 1(2), 15-32. 

Maynes, N. (1994). Integrated curriculum: Part of a larger plan. Curriculum Directions, Ontario Association for Supervision and Curriculum Development (OASCD), 1(1), 4-11. 

Maynes, N. et al, (1994) Evaluation in the Transition Years, Lincoln County Board of Education, St. Catharines, ON. 

Maynes, N. (1994) Reflective practice in an age of accountability. Curriculum Directions, Ontario Association for Supervision and Curriculum Development (OASCD), 1(2). 

Maynes, N. (1994). Professional development through professional training: From a provincial vision to a professional growth plan. Curriculum Directions, Ontario Association for Supervision and Curriculum Development (OASCD), 1(1), 20-28. 

Maynes, N. (1993). Integrated curriculum, Curriculum Directions, Ontario Association for Supervision and Curriculum Development (OASCD). 

Maynes, N., (1988). Decision making in Geography. Monograph Magazine, Ontario Association of Geography Educators (OAGE). 

Maynes, N. (1986). Decision making in a History context. Rapport Magazine, Ontario History and Social Science Teachers (OHASSTA). 

Technical Reports

  • 2016 - SSHRC Grant Applications Reviewed (January 2016) 
  • 2014 - Summary Report on HEQCO Project: Teaching and Learning CFP 020-4; Maria Cantalini-Williams, Lesley Cooper, Arlene Grierson, Nancy Maynes, Sharon Rich, Mary Lynn Tessaro; Courtney Anne Brewer, Stephen Tedesco, Taunya Wideman-Johnston. Innovative Practicum Models in Teacher Education: The Benefits, Challenges and Implementation Implications of Peer Mentorship, Service Learning and International Practicum Placements, HEQCO. 
  • 2014 - External Referee Report to Memorial University Newfoundland; Tenure and Promotion of an Assistant Professor 
  • 2012 - Ontario Ministry of Education - Review report on the proposed new Social Studies (Grades 1-8) Curriculum Guideline 
  • 2010 - Isreal Science Foundation (ISF) - Invited Research Proposal Reviewer

Curriculum Reports and other Professional Contributions (Education) 

Presentations: Professional Meetings/Workshops: 

Maynes, N. & Julien-Schultz, L. (2014). Kekeenamawkayo 2014 Conference, Winnipeg, Manitoba – Presented 6 connected workshops over three days – Topic: Teaching with Purpose 

Maynes, N. & Julien-Schultz, L. (2011). Resources to Support Understanding of the Resource Document Growing Success. Ontario Ministry of Education Curriculum Forum on Curriculum, OISE: Toronto. 

Maynes, N., Julien-Schultz, L. & Hatt, B. (2011). From Instructional Action to Conceptualizing Teachers' Focus on Students' Learning: A Journey in Progress. Research Luncheon Presentation, Nipissing University (January 12, 2011). 

Maynes, N. & Scott, J. (2010). Complex Skills Writing Partnership: The project that led to a useful classroom model for direct instruction. Research Luncheon Presentation, Nipissing University (November 3, 2010).  

Maynes, N. & Julien-Schultz, L. (2010). Modeling and the Gradual Release of Responsibility: What does it look like in a classroom? Ontario Ministry of Education Curriculum Forum on Curriculum Integration, OISE: Toronto. 

Maynes, N., & Straub, J. (2009). Imaginative approaches for use in your social studies classroom. Imagination and Creativity Conference, Nipissing University, North Bay.  

Maynes, N, Dunn, C. & Julien-Schultz, L. (2009). The role of modeling in direct and indirect instruction in a creative classroom environment. Imagination and Creativity Conference, Nipissing University, North Bay. 

Maynes, N., Julien-Schultz, L. & Dunn, C. (2009). Modeling and the gradual release of responsibility. St. Hubert’s School Staff, North Bay, Professional Development Day workshop. 

Maynes, N. (1994). Presenter of several workshops and keynotes speeches both in and outside of Lincoln County District School Board (Beamsville District Secondary School, Laura Secord Secondary School, O.S.S.T.F. Evaluation Conference, Brant County Teachers (two in elementary panel; one in secondary panel), Hamilton Elementary Teachers)  

Maynes, N. (1992). Presenter, Grimsby Secondary School, Professional Development Day, Preparing Students to Participate in the Evaluation Process. 

Maynes, N. (1992). Keynote presenter to 200 Metropolitan Toronto Teachers, Evaluation and Reporting in the Transition Years. 

Maynes, N. (1992). Presenter to Oxford County Train the Trainers Workshop, Three Tried ‘n True Evaluation Workshops 

Maynes, N. (1987-1994). Instructor for Parts 1 & 2 of the Principals’ Qualification Courses, Nipissing University. 

Maynes, N., (1986-1994). Led a variety of professional development workshops in various jurisdictions; Niagara South (1986); Hamilton (1987); Etobicoke (1987); Kingston (1990); Sault Ste. Marie (1992); Windsor (1992); North Bay (1993); Haldimand (1993); Hamilton (1994); Brantford (1994); Toronto (1994); Waterloo (1994). 

Conference Papers 

Refereed Conference Presentations/ Peer-reviewed 

Maynes, N. & Mottonen, A-M. (2015). Outcomes of Different Program Routes CSSE/CATE, Ottawa, Ontario. 

Maynes, N. & Hatt, B.E. (2014). Online graduate learning: The methods, the threads, and a new understanding of how professors lead learning. 19th Annual Values and Leadership Conference 2014, Huntsville, Ontario. 

Maynes, N. & Hatt, B.E. (2014). International Council on Education for Teaching - ICET World Assembly. Teacher Hiring: Exploring the Dilemmas and the Solutions, Oshawa, Ontario. 

Maynes, N. & Mottonen, A-L. (2014). International Council on Education for Teaching- ICET World Assembly. Teacher Candidate Perspectives on the Practicum Experience: Comparison of Consecutive vs. Concurrent Perspectives of their Knowledge and Confidence, Oshawa, Ontario. 

Grierson, A., Cantalini-Williams, M., Tessaro, M.L., & Maynes, N., (2014). Teacher candidates’ perceptions of the benefits and challenges of three innovative practicum models: Peer mentorship, service learning, and international placements, CSSE/CATE 2014 St. Catharines, Brock University 

Mottonen, A-L., & Maynes, N. (2014). Educational Software Use: A Comparative Examination of Teacher Candidates’ Knowledge and Confidence in the Use of Educational Software, St. Catharines, Brock University 

Maynes, N. & Sharpe, G. (2014). When the Interview is the Only Hiring Filter: 10 Things New Teachers Need to Know, St. Catharines, Brock University 

Arlene Grierson, Maria Cantalini-Williams, Mary Lynn Tessaro, Nancy Maynes (2012). Innovative Practicum Models in Teacher Education, ISSOLT Conference. 

Grierson, A., Cantalini-Williams, M., Tessaro, M.L., & Maynes, N., (2013). Teacher candidates’ perceptions of the benefits and challenges of three innovative practicum models: Peer mentorship, service learning, and international placements. Symposium on Scholarship of Teaching and Learning, Banff, Alberta. 

Maynes, N. & Hatt, B.E. (2013). Hiring and Supporting Teachers who Focus on Students’ Learning. CSSE, Victoria, British Columbia. 

Maynes, N. (2012). Ten Ways to Nail a Teaching Interview. ICE for Life Conference. Nipissing University. 

Maynes, N. & Hatt, B. E. (2012). Hiring the best: How do schools ensure that they hire teachers who understand their role in students’ learning?, CSSE, Waterloo, Ontario. 

Maynes, N. & Julien-Schultz, L. (2012). The perceived value of visual frameworks to support professional reflection, CSSE, Waterloo, Ontario. 

Maynes, N., Curwen, T. & Sharp, G. (2012). Working with parents: Do teacher candidates feel that they have the knowledge and confidence to do this successfully? CSSE, Waterloo, Ontario. 

Maynes, N. & Hatt, B.E. (2011). The Continuum of Teacher Preparation: Focused Growth or Diffused Efforts? Paper presented at the American Educational Research Association Conference, New Orleans. 

Maynes, N. &. Hatt, B. (2011).  Alternative Practicum Experiences in Teacher Education through Service Learning, CSSE, Fredericton, New Brunswick. 

Maynes, N. & Julien-Schultz ,L. (2011). Visual Frameworks for Professional Reflection on Planning and Lesson Delivery: Reflection with Impact?, ATINER International Conference, Athens, Greece. 

Maynes, N. (2011).Conceptualizing the shift in teachers’ focus from focusing on teaching to focusing on students’ learning. 3rd. Paris International Conference on Education, Paris, France. 

Maynes, N. (2010). Shifting from focusing on teaching to focusing on students’ learning. Canadian Society for the Study of Education.

Maynes, N. (2010). Conceptualizing the shift in teachers’ focus from focusing on teaching to focusing on students’ learning. Paper presented at the Canadian Society for Studies in Education (CSSE), Montreal, Canada. 

Maynes, N. & Straub, J. (2010). Creative ideas for teaching primary and junior social studies. Imagination and Creativity Conference, Nipissing University. 

Maynes, N. & Scott, J. (2009). Cavitational modeling: A practical framework to maximize the role of direct instruction. Paper presented at the EDGE Conference, St. John’s, Newfoundland. 

Maynes, N. & Julien-Schultz, L. (2009). The Life Changing Experience of an International Practicum Placement. Holistic Learning Conference, Geneva Park, Orillia, Canada. 

Maynes, N. & Julien-Schultz, L. (2009). Modeling and the Gradual Release of Responsibility. Paper presented at Landscapes of Learning Conference, Wilfred Laurier University, Ontario, Canada. 

Maynes, N. & Scott, J. (2009). Cavitational modeling: A practical framework to maximize the role of direct instruction. Paper presented at the Canadian Conference for Studies in Education (CSSE), Ottawa, Canada. 

Maynes, N. (2008). Developmental psychology, cognitive psychology, constructivist theories and brain research: What is a teacher to think about the teaching of thinking? International Imaginative Education Conference, Vancouver, B.C.  

Keynotes, Invited Papers, & public lectures 

2013  Maynes, N. & Julien-Schultz, L. (October 2013). Keynote Speakers for 3 days of Atlantic Canada ASCD Workshops in St. John’s Newfoundland aand Corner Brooke, Newfoundland (over 400 teacher participants) – Topic: Differentiated Assessment and Tiered Lesson Planning 

Courses Taught:

Graduate Courses

EDUC 5116 - Principles of Curriculumand Instruction
EDUC 5256 - Evaluation of Curriculum & Instruction
EDUC 5356 - Supervision of Instruction

Undergraduate Courses 

EDUC 4045 - Intermediate History ABQ
EDUC 4054 - Intermediate History Elective
EDUC 4102 - Education & Schooling (P/J) Concurrent
EDUC 4294 - Social Studies (P/J) Consecutive
EDUC 4354 - Social Studies for the J/I Division (Concurrent)
EDUC 4434 - Curriculum Methods (P/J) Concurrent
EDUC 4454 - Curriculum Methods (P/J) Consecutive
EDUC 4457 - Curriculum Methods
EDUC 4474 - J/I Curriculum Methods
EDUC 4474 - Curriculum Methods (J/I) Concurrent
EDUC 4756 - Curriculum Design and Inquiry (Consecutive Year 2)
EDUC 4762 - Proactive and Inclusive Classroom Management (Consecutive Year 2)
EDUC 4777 - Social Studies for the P/J Division (Consecutive Year 2)
EDUC 4857 - J/I Social Studies (2 year program)

Nipissing University
100 College Drive, Box 5002, North Bay, ON, Canada  P1B 8L7
Tel: 705.474.3450 | Fax: 705.474.1947 | TTY: 877.688.5507
nuinfo@nipissingu.ca
Brantford Campus
50 Wellington St.
Brantford, ON, Canada N3T 2L6
Tel: 519.752.1524 | Fax: 519.752.8372

© Nipissing University 2017DisclaimerPrivacyAccessibility