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Dr. Susan Elliott-Johns

Dr. Susan Elliott-Johns
​Dr. Susan Elliott-Johns
Schulich School of Education - Associate Professor
office: H159
email: susanej@nipissingu.ca
tel: (705) 474-3450      
ext: 4483
fax: 705-474-1947

Biography:

 

Dr. Elliott-Johns teaches courses in teacher education (B.Ed. pre-service program) and graduate education (M.Ed./Ph.D. studies) in the Schulich School of Education; she also supervises the work of masters and doctoral students. Research interests include self-study of teacher education practices (S-STEP), professional learning for teacher educators, literacy teacher education, and educational leadership for contemporary contexts. Dr. Elliott-Johns is a member of the research collaborative on a SSHRC-funded, pan-Canadian international research project exploring, ‘What is Learning in a (Teacher Education) Professional Programme?’ https://transformteachereducation.wordpress.com She was PI on a research study completed in 2016, a project funded by the Ontario Ministry of Education in partnership with the Algoma District School Board, entitled ‘Characteristics of effective school and community partnerships, building community capacity, and strategies for student achievement and well-being: The Algoma Model’. As Editor of the book, Leadership for Change in Teacher Education: Voices of Canadian Deans of Education (Sense Publishers, 2014), Dr. Elliott-Johns worked with Deans of Education across the country. She was also Co-editor (with Dr. Daniel Jarvis) of the book, Perspectives on transitions in schooling and instructional practice (University of Toronto Press, 2013). Dr. Elliott-Johns is currently in her second two-year term as Vice Chair and Secretary of the International Study Association on Teachers & Teaching (ISATT), and is a former Board member of the International Congress on School Effectiveness & Improvement (ICSEI). In 2015, she was elected to a three-year term on the 7th Council of the Ontario College of Teachers (2015-2018). Dr. Elliott-Johns is a member of the International Advisory Board for the journal, Studying Teacher Education (STE) and is an Associate Editor for the ISATT journal, Teachers and Teaching: Theory and Practice.

 

Education:

BEd (Honours), University of London;
MEd, McGill University;
PhD, McGill University

Areas of Specialization:

Literacy Teacher Education, Reflective Practice, Educational Leadership

Research Interests:

Self-Study of Teaching and Teacher Education Practices (S-STEP), Developing a Pedagogy of Teacher Education, Reflection and Reflective Inquiry, Literacy Teacher Education, Educational Leadership

Publications:

Chapters in Books:

Elliott-Johns, S.E. & Richardson, C. (2017). The first year of implementation: The enhanced teacher education program at the Schulich School of Education (Nipissing University) (pp. 127-154). In D. Petrarca & J. Kitchen, J. (Eds.). Initial teacher education in Ontario: The first year of four-semester teacher education programs. Ottawa, ON: Canadian Association for Teacher Education. http://cate-acfe.ca/polygraph-book-series/ 

Elliott-Johns, S.E. (2016) (2nd Edition). Literacy teacher education and the teaching of adolescent literature: Perspectives on research and practice. In Hayn, J. & Kaplan, J. (Eds.). Teaching Young Adult Literature Today: Insights, Considerations and Perspectives for the Classroom Teacher (pp. 27-45). Lanham, MD: Rowman & Littlefield.

Elliott-Johns, S.E. (2016). The long and winding road: Reflections on experience of becoming teacher educator. In M.Hayler & J. Williams (Eds). Transitions and transformations: Teacher educators’ journeys of becoming. Rotterdam, The Netherlands: Springer Publications.

Elliott-Johns, S.E. (2015). Leadership for change in contemporary teacher education: Why a focus on the role of deans of education? In S.E. Elliott-Johns (Ed). Leadership for teacher education:Voices of Canadian deans of education (pp. 1-6). Rotterdam, The Netherlands: Sense Publishers.

Elliott-Johns, S.E. (2015). Coda: Insights Gleaned from the Voices of Deans of Education. In S.E. Elliott-Johns (Ed). Leadership for Teacher Education:Voices of Canadian Deans of Education (pp. 97-105). Rotterdam, The Netherlands: Sense Publishers.

Elliott-Johns, S.E. (2013). Transitions in instructional practice: Teachers’ voices on classroom reading instruction. In Elliott-Johns, S.E. & Jarvis, D.H. (Eds). Perspectives on transitions in schooling and instructional practice. Toronto, ON: University of Toronto Press.

Elliott-Johns, S.E. (2013). What are the merits and challenges of reading aloud in class? In K. James, T. Dobson, & C. Leggo (Eds.), English in Middle and Secondary School Classrooms: Creative and Critical Advice from Canada’s Teacher Educators (pp. 168-171). Toronto, ON: Pearson Education.

Elliott-Johns, S.E. (2012). Literacy teacher education and the teaching of adolescent literature: Perspectives on research and practice. In Hayn, J. & Kaplan, J. (Eds.). Teaching Young Adult Literature Today: Insights, Considerations and Perspectives for the Classroom Teacher (pp. 41-58). Lanham, MD: Rowman & Littlefield.

Elliott-Johns, S.E. & Ridler, O. (2010). Field experiences in the teacher education programs at Nipissing University. In T. Falkenberg & H. Smits (Eds), Field experiences in the context of reform of Canadian teacher education programs (pp. 147-164). Winnipeg, MB: Faculty of Education of the University of Manitoba.

Elliott-Johns, S.E. (2010). Teaching and Learning Strategies for Increased Understanding: Promoting Active Engagement with Assigned Readings. In Simmons, N. (Ed.), (2010). Opportunities and new directions: Canadian scholarship of teaching and learning (pp. 79-88). Waterloo, ON: Centre for Teaching Excellence (CTE), University of Waterloo.

Edited Books:

Elliott-Johns, S.E. (Ed). (2015). Leadership for Teacher Education:Voices of Canadian Deans of Education. Rotterdam, The Netherlands: Sense Publishers.

Elliott-Johns, S.E. & Jarvis, D.H. (Eds). (2013). Perspectives on transitions in schooling and instructional practice. Toronto, ON: University of Toronto Press.

Articles in Refereed Journals:

Elliott-Johns, S.E., & Puig, E.A. (2015). Collaborative read aloud: Engaging middle school students in thoughtful reading. Voices from the Middle {Vol.22, #4, pp. 26-30}.

Elliott-Johns, S.E. (2015). Redefining literacy and instruction for contemporary classrooms: Reflections on literacy teacher education and the work of Dr. David Booth. The Reading Professor, Volume 37, No.1, pp. 29-32. (Spring, 2015).

Elliott-Johns, S.E. (2014). Working towards meaningful reflections in teacher education as professional learning. LEARNing Landscapes Vol. 8, #1, Autumn 2014, pp. 105-122. Themed Issue: Teacher Education: Learning from Experience. Montreal, QU: LEARN Publications.

Black, G.L., Cantalini-Williams, M., Elliott-Johns, S.E., Wideman, R. (2013). Evaluation of a Family and Community Engagement Strategy in three Ontario communities. Alberta Journal of Educational Research, Vol. 59, #4 (pp. 1-22). Edmonton, AB: University of Alberta.

 Elliott-Johns, S.E., Wideman, R., Black, G.L., Cantalini-Williams, M., & Guibert, J. (2013). Developing Multi-Agency Partnerships for Early Learning: Seven Keys to Success. LEARNing Landscapes Vol. 7, #1, Autumn 2013 (pp. 149-169). Themed Issue: Early Childhood Education: Successes and Challenges. Montreal, QU: LEARN Publications. www.learninglandscapes.ca

Elliott-Johns, S.E. & Tidwell, D.L. (August, 2013). (Guest Editors). Different voices, many journeys: Explorations of the transformative nature of the self-study of teacher education practices. Studying Teacher Education: A journal of self-study of teacher education practice Vol. 9, #2, pp. 91-95.

Elliott-Johns, S.E., Peterson, S., Allison-Roan, V. & Ramirez, L. (August, 2012). Supporting one another as beginning teacher educators: Forging an online community of critical inquiry into practice. Studying Teacher Education: A journal of self-study of teacher education practice Vol. 8, #2, pp. 109-126.

Elliott-Johns, S.E., Booth, D., Rowsell, J., Puig, E. & Paterson, J. (January 2012). Using student voices to guide instruction. Voices from the Middle Vol. 19, #3, pp.25-31.

Elliott-Johns, S.E. (2011). Exploring Multi-modal literature response with pre-service teachers. LEARNING Landscapes Vol. 4, #2, Spring, 2011 (pp. 169-186). Themed Issue: Inquiry: Perspectives, Processes and Possibilities. Montreal, QU: LEARN Publications. www.learninglandscapes.ca

Elliott-Johns, S.E. (2011). Reclaiming a writing voice as a new teacher educator – SoTL as portal. International Journal of Scholarship of Teaching and Learning, Vol. 5, No. 2 (July, 2011) pp. 1-9. http://academics.georgiasouthern.edu/ijsotl/v5n2.html.

Elliott-Johns, S.E. (2011). Blazing a Trail for Picturebooks in Canada: The Art of Elizabeth Cleaver. Childhood Education International Themed Issue: Children's Literature Around the World. Vol.87, no.6 (pp.442-443).

Campbell, T., Elliott-Johns, S.E., & Wideman, R. Program, Partnerships and Priorities: Promoting early learning through local leadership (2010). Journal of Authentic Leadership v1, No.4 (pp. 1-8). (December, 2010).

Elliott-Johns, S.E. (2010). Reflections of a Teacher Educator on the Process of Making a Case for Tenure. Kansas English v94, No. 1, (pp. 39-51)

Elliott-Johns, S.E. & Booth, D. (2009). Current research and classroom practice: Toward more inclusive approaches to literacy development in schools. Brock Education Vol. 18 No. 2 (pp. 49-72).

Elliott-Johns, S. E. (2009). Explorations of teacher educators: Forming a community of inquiry. The Reading Professor, V 31, No. 1 (pp. 29-35) (Summer 2009).

Refereed Conference Proceedings

Elliott-Johns, S.E. (2015). Towards meaningful reflection in teacher education as professional learning. In A. Ovens and D. Garbett (Eds.), Teaching for Tomorrow Today. Proceedings of the 17th Biennial Conference on Teachers and Teaching (pp. 33-41). (University of Auckland, New Zealand, 13-17 July, 2015). Auckland, NZ: Edify Ltd. in partnership with the International Study Association on Teachers and Teaching (ISATT).

Elliott-Johns, S.E. (2014). Re-visioning self as educator in and through critical reflection on experience. In A. Ovens and D. Garbett (Eds.), Changing Practices for Changing Times: Past, Present and Future Possibilities of Self-Study Research. Proceedings of the Tenth International Conference on Self-Study of Teacher Education Practices (pp. 21-23). [Herstmonceux Castle, U.K.]. Provo, UT: Brigham Young University.

Wideman, R., Elliott-Johns, S. E., Black, G., Cantalini-Williams, M., & Guibert, J. (2012). Keys to success in multi-agency partnerships: A preliminary report on further research. In M. Bezzina (Ed). Ethical leadership: Building capacity for those moments of challenging choices. Proceedings of the 2012, 17th Annual Values and Leadership Conference, 1-2 October, Brisbane, Queensland: Centre for Creative & Authentic Leadership ISBN: 978-0-9870640-2-8. Available at: http://www.acu.edu.au/411686

Elliott-Johns, S.E., Tessaro, M.L. (2012). Storied Course Outlines: Uncovering and understanding assumptions about teaching about teaching and learning about teaching. Ninth International Conference on Self-Study of Teacher Education Practices: Extending Inquiry Communities: Illuminating Teacher Education Through Self-Study (pp. 94-97). Provo, UT: Brigham Young University.

Elliott-Johns, S.E., Peterson, S., Allison-Roan, V. & Ramirez, L. (2010). A cross-continent collaboration seeking community to support critical inquiry in teacher education. Eighth International Conference on Self-Study of Teacher Education Practices: Negotiating the diverse landscape of teacher education (pp. 81-84). Provo, UT: Brigham Young University.

Elliott-Johns, S.E. What can happen when teacher educators form a community of inquiry? Professors of Reading Teacher Education (PRTE). Paper presented at the 16th European Conference in Reading, International Reading Association, Braga, Portugal. July 19-22, 2009.

Research Reports

Elliott-Johns, S.E.(2016). Characteristics of effective school and community partnerships, building community capacity, and strategies for student achievement and wellbeing: The Algoma Model. Published Report of Research conducted for the Ontario Ministry of Education, Toronto, ON.

Black, G.L, Cantalini-Williams, M., Elliott-Johns, S.E., Guibert, J. & Wideman, R. (2013). Evaluation of the Family and Community Engagement Strategy (FACES). Published Report of Research (Program Evaluation) conducted for The Learning Partnership, Toronto. http://www.thelearningpartnership.ca/what-we-do/knowledge-mobilization/research-and-insights/upcoming-research-projects

Elliott-Johns, S.E. (2008). The effects and perceptions of an in-service series on the use of Question Structure in intermediate and secondary school classrooms. Published Report of Research conducted for the Ontario Ministry of Education, Toronto, ON.

Campbell, T., Elliott-Johns, S.E., & Wideman, R. (2008). Partnerships, and Priorities: Promoting early learning through a community-based approach. Published Report of Research (Program Evaluation) conducted for the Learning Partnership, Toronto, ON.

Published Book Reviews

Elliott-Johns, S.E. (2014). Jim Gould, 2012. (2nd Ed.). Learning theory and classroom practice in the lifelong learning sector. International Review of Education Vol. 60, #2. (May, 2014) pp. 299-301. UNESCO Institute for Lifelong Learning.  Int. Rev. Educ. (2014) 60: 299-301 DOI 10.1007/s11159-014-9417-1.

Elliott-Johns, S.E. (2013). Stephan Breidbach, Daniela Elsner & Andrea Young (eds.). 2011. Language Awareness in Teacher Education. Cultural-Political and Social-Educational Perspectives. International Review of Education Vol. 58, #5 pp. 701-703. Frankfurt: Peter Lang Internationaler Verlag der Wissenschaften. 281 pp. ISBN 978-3-631-61464-8. (UNESCO Institute for Lifelong Learning).

Elliott-Johns, S.E. (2004). Teachers as Readers, Commeyras, M., Shockley Bisplingshoff, B. & Olsen, J. (Eds.) Professionally Speaking, June 2004, p. 56.

Elliott-Johns, S.E. (2003). The Gift of Reading, Bouchard, D. Professionally Speaking, September 2003, p. 48.

Elliott-Johns, S.E. (2001). The Art of Evaluation, Fenwick, T. & Parsons, J. Professionally Speaking, June 2001, p. 58.​

Recent Professional Publications

Black, G.L., Cantalini-Williams, M., *Elliott-Johns, S.E., Guibert, J. & Wideman, R. (December, 2014). Principles of engagement: The critical role of school principals in family and community engagement. Principal Connections, Vol. 18, Issue 2, pp. 42-43. Toronto, ON: CPCO.

Helling, G. & *Elliott-Johns, S.E. (2014). Effective Principals: Leadership for Global Education - A look inside one of the world’s highest performing school systems. Canadian Association of Principals (CAP) Journal, Winter 2014 (pp. 13-15). Winnipeg, MB: Market Zone Productions. www.cdnprincipals.org

Helling, G. & Elliott-Johns, S.E. (2014). Leadership for Global Education: A look inside one of the world’s highest performing school systems. Canadian Association of Principals (CAP) Journal, Winter 2014 (pp. 13-15). Winnipeg, MB: Market Zone Productions. www.cdnprincipals.org

Elliott-Johns, S.E., & Johns, D. (2013). Effective Principals: A Focus on Working Smarter not Harder. Canadian Association of Principals (CAP) Journal, Fall 2013 (pp. 33-38). Winnipeg, MB: Market Zone Productions. www.cdnprincipals.org

Elliott-Johns, S.E. (2013). Re-thinking transitions: Innovation, improvement and inquiry. Quest Journal. Aurora, ON:York Region District School Board. http://www.yrdsb.ca/Programs/PLT/Quest/Pages/Quest-Journal.aspx

Elliott-Johns, S.E. & Booth, D. (2013). Research + Inclusive Practices = Literacy Development for Boys and Girls. Canadian Association of Principals Journal, Winter 2013 (pp. 26-33). www.cdnprincipals.org

Elliott-Johns, S.E. (2012). Attending to the voices of pre-service teachers: Learning to teach with Young Adult Literature (YAL) in contemporary classrooms. Inspire – The Journal of Literacy & Numeracy for Ontario. Toronto, ON: The Literacy and Numeracy Secretariat of the Ministry of Education. http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/classroom/cheers.html

Elliott-Johns, S.E. (2011). Promoting classroom talk for student learning: Suggested resources for research, practice, and professional learning. The Lexicon, #177, May 13, 2011 (pp. 1-3). The Literacy and Numeracy Secretariat, ON: The Student Achievement Division Staff Newsletter.

Booth, D., Elliott-Johns, S.E., Tessaro, M.L. & Benevides, T. (2009). Gendered Responses to Fiction : A Case study. Prepared for the Council of Ontario Directors of Education, May 2009.

Courses Taught:

​​Bachelor of Education:

  • EDUC 4897: Language & Literacies for the Junior/Intermediate Division
  • EDUC 4214: Junior/Intermediate Language Arts & Literacy

Graduate Studies:

  • EDUC 5356: Supervision of Instruction
  • EDUC 5246: Curricular Issues
  • EDUC 5637: Integrated Approaches to Language
  • EDUC 5416: Developing Curriculum for Adult Learners
  • EDUC 5446: Literature-based Instruction in Language
  • EDUC 6117: Critical Conversations in Educational Theory
  • EDUC 6126: Doctoral Seminar
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