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Dr. Tina Benevides

Photo of Tina Benevides
Assistant Professor / Faculty of Education and Professional Studies - Schulich School of Education
Position
Full-time Faculty
Extension
4392
Website
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About
Dr. Tina Benevides is an Assistant Professor in the Schulich School of Education at Nipissing University. In 2013, she was named an Apple Distinguished Educator for her research into the innovative uses of technology to assist struggling readers. Tina has taught a number of courses in the Schulich School of Education and presented at numerous conferences both nationally and internationally. Tina’s research interests lie in early literacy, new literacies, children’s literature, and children’s mental health. Recently, in partnership with Nipissing University, Dr. Benevides has been awarded a $112,000 research grant from Mental Health Research Canada and the Knowledge Institute on Child and Youth Mental Health and Addictions (CHEO). The title of the project is Community capacity-building for trauma informed and addiction approaches for youth in Northern Ontario.
Education
BA (Hons), Nipissing University
BEd, Nipissing University
MEd, Nipissing University
PhD, Ontario Institute for Studies in Education, University of Toronto
Research
Areas of Specialization:

New Literacies

Early Literacy

Children’s Literature

Children’s Mental Health

‪‪Elementary Science Education

‪Research Grants:

Enhancing access to child and youth mental health services through an improved referral pathway from police officers (https://www.mhrc.ca/northern-ontario)

Community capacity-building for trauma informed and addiction approaches for youth in Northern Ontario (https://www.mhrc.ca/mhrc-ki-grant)

 

Publications
Publications:
Journals:

Benevides, T., & White, S. (2016). An innovative approach to delivery of the Skills System to people with developmental disabilities in northern Ontario. The NADD Bulletin, 19(4), 66-71.

Corkett, J. K., & Benevides, T. (2016). iPad versus handwriting: Pilot study exploring the writing abilities of students with learning disabilities. Journal of International Special Needs Education, 19(1), 15-24.

Corkett, J. K., & Benevides, T. (2015). Preservice teachers’ perceptions of technology and multiliteracy within the inclusive classroom. International Journal of Psychology and Educational Studies, 2(2), 35-46.

Corkett, J. K., Hatt, B., & Benevides, T. (2011). Student and teacher self-efficacy and the connection to reading and writing. Canadian Journal of Education, 34(1), 65-98.

Benevides, T., & Stagg-Peterson, S. (2010). Literacy habits, attitudes, and achievements of future teachers. Journal of Education for Teaching, 36(3), 291-302.

Proceedings:

Corkett, J. K., & Benevides, T. (2014). Do iPads affect the writing of students with learning disabilities? In P. F. Ferreira (Ed.). Proceedings of Braga 2014 Embracing Inclusive Approaches for Children and Youth with Special Needs Conference (pp. 132-136). Braga, Portugal: Research Centre on Education (CIEd)/Institute of Education.

Benevides, T., & Corkett, J. K. (2012). Preservice teachers’ self-efficacy and perceptions of App Integration. Conference Proceedings for The Society for Information Technology and Teacher Education. Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Corkett, J. K., & Benevides, T. (2012). Apps for All: Education App Integration Procedia-Social and Behavioural Journal (ISSN: 1877-0428)

Contributions to Books:

Booth, D., & Coles, R. E. (2017). What is a good teacher? Pembroke Publishers.

Booth, D. (2014). Exploding the reading: Building a world of responses from one story. Pembroke Publishers.

Booth, D. (2013). I’ve got something to say: How student voices inform our teaching. Pembroke Publishers.

Booth, D. (2011). Caught in the middle: Reading and writing in the transition years. Pembroke Publishers.