Dr. Daniel Jarvis

Dan Jarvis Profile Photo
Professor / Faculty of Education and Professional Studies - Schulich School of Education
Position
Full-time Faculty
Graduate Program Faculty
Office
H331
Extension
4445
About
Dr. Jarvis teaches courses in the teacher education (BEd) and graduate education (MEd/PhD) programs within the Schulich School of Education at Nipissing University, North Bay, Ontario. He has completed a SSHRC-funded international (Canada/UK) research project exploring the use of Computer Algebra Systems (CAS) technology in undergraduate mathematics instruction. He has also worked on the following collaborative research projects: GeoVisage, a spatial decision support tool for northeastern Ontario farmers (with Geography and Computer Science colleagues); technological and mathematical demands on nurses and nursing students (with School of Nursing and BPHE colleagues); innovative CAS technology use in undergraduate mathematics teaching and assessment (with Dr. C. Buteau, Brock U; Dr. C. Doran, U Alberta); the Education for Innovation (E4I) Canadian Teacher Resource (with SSoE colleagues); and, the Mathematics Knowledge Network of Ontario.
Education
BA, University of Waterloo
BEd, Nipissing University
MEd, Nipissing University
PhD, Western University
Research
Areas of Specialization:

​Mathematics Education, Technology in Education, Interdisciplinary Studies, Teacher Professional Learning

Research Interests:

Teacher Education, Instructional Technology, Mathematics of the Workplace, Curriculum Integration, and Innovation Education

Current & Future Research:
  • Nurse Education and Mathematics Competency: A Research Study Analyzing the Perceived and Practical Effectiveness of a Multi-Year, Self-Directed, Online Software Approach
  • Exploring Teacher Candidate Perceptions of Francophone Home-Stay Community Learning Experiences
Publications

Jarvis, D. H., & Jarvis, A. E. (forthcoming). Teacher-student reciprocities within multiple educational contexts. In M. Hughes & K. Badley (Eds.), Joyful Resilience as Educational Practice: Transforming Teaching Challenges into Opportunities. New York, NY: Routledge.

Black, G. L., Jarvis, D. H., & Cantalini-Williams, M. T. (2020). Engaging teacher candidates in a curriculum development initiative: Education for Innovation (E4I). In J. Nichol & M. Jacobsen (Eds.), Preparing teachers as curriculum designers. Canadian Association of Teacher Educators (CATE). [Online]

Jarvis, D. H. (2019). Transitions in secondary education in Canada. In M. Teresa Tatto & I. Menter (Eds.), Bloomsbury education and childhood studies [Online]. London, UK: Bloomsbury. 

Corkett, J., Jarvis, D. H., Scott, J., & Steele, A. (Eds.). (2018). Beyond and within: Living and teaching in majority world countries. CreateSpace. (ISBN 9781718971677)

Jarvis, D. H., & Kariuki, M. (Eds.). (2017). Co-teaching in higher education: From theory to co-practice. Toronto, ON: University of Toronto Press.

Jarvis, D. H. (2016). Messy but meaningful: Exploring the transition to reform-based pedagogy with teachers of mathematics and coordinators in Ontario, Canada. Teacher Development, 20(1), 18-39. DOI: 10.1080/13664530.2015.1108928

Jarvis, D. H., Kozuskanich, A., Law, B., & McCullough, K. D. (2014). The techno-numerate nurse: Results of a study exploring nursing student and nurse perceptions of workplace mathematics and technology demands. Quality Advancement in Nursing Education, 1(2), Article 5. DOI: 10.17483/2368-6669.1024 

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

Jarvis, D. H. (2013). Exploring a “family of schools” model for cross-panel mathematics teacher professional development. In S. E. Elliott-Johns and D. H. Jarvis (Eds.), Perspectives on transitions in schooling and instructional practice. Toronto, ON: University of Toronto Press.

Buteau, C., Jarvis, D. H., & Lavicza, Z. (2013). On the integration of Computer Algebra Systems (CAS) by Canadian mathematicians: Results of a national survey. Canadian Journal of Science, Mathematics and Technology Education.