Gabrielle Minnes Brandes

Department of Curriculum studies
Faculty of Education
The University of British Columbia
Vancouver, B.C. Canada
E-mail: gaby@interchange.ubc.ca

The focus of Dr. Brandes' work is teaching for social justice, teacher inquiry, teacher education, and investigating school/university partnership, creating and sustaining communities of inquiry, teaching on-line, constructing ePortfolio as a reflective and pedagogical engagement.

Recent publications:

Brandes, M. G & Fels, L. (2006) Re-imagining Curriculum: Researching as Curriculum Making Educational  Insights, 10(1). www.educationalinsights.ca

Kelly, D. M., & Brandes, G. M. (in press). Equitable Classroom Assessment: Promoting Self-Development and Self-Determination. Interchange, 35 ms.pp.

Erickson, G. L., Brandes, G. M., Mitchell, J. A., & Mitchell, I. J. (2005). Collaborative Teacher Learning: Findings from Two Professional Development Projects. Teaching and Teacher Education, 21(7) 787-798. 

Kelly, D. M., Brandes, G. M. & Orlowski, P. (2004). Teaching for Social Justice: Veteran High School Teachers’ Perspectives. Scholar-Practitioner Quarterly, 2(2) 39-57.

Brandes, G.M., & Kelly, D. M., (2004). Teaching for Social Justice: Teachers Inquire into Their Practice. Educational Insights (Theme issue—Teaching for social justice and teacher inquiry.) 8(3). Editors of the issue, www.educationalinsights.ca.

Kelly, D. M., & Brandes, G. M. (2001). Shifting Out of Neutral: Beginning Teachers’ Struggles with Teaching for Social Justice. Canadian Journal of Education. 26(4) 437-454.

Brandes, G. M., & Kelly, D. M., (2000). Placing Social Justice at the Heart of Teacher Education, Exceptionality Education Canada 10(1&2) pp. 75-94.

Brandes, G. M. & Seixas, P. C., (2000). “...So that the two can mix in this crucible” Teachers in an Interdisciplinary School-University Collaboration in the Humanities. In S. Wineburg & P. Grossman (Eds.), Interdisciplinary curriculum: Challenges to implementation. 153-170. New York: Teachers College Press.

Recent presentations:

Kelly, Deirdre M., Brandes, Gabriella Minnes, & Higginson, Stephanie. (2006, April 8). An anti-oppressive education approach to teaching for social justice. Paper presented as part of Becoming social justice educators: Experiences of pre- and in-service teachers in Canada, New Zealand, and the United States symposium, annual meeting of the American Educational Research Association, San Francisco, CA.

Brandes, G. M., & Boskic, N. (2005, October, 21) ePortfolios: Promise and Pitfalls, CIDER (Canadian Institute for Distance Education Research) on-line session as a part of the series Research that Matters, University of Athabasca

Boskic, N., Brandes, G. M, Fleming, K. Verpiot, V. Reflection in practice: E-Portfolios and student learning, Town Hall 2005, Reflection e-Strategy: Are we getting it right? University of British Columbia, June, 2005.

Kelly, D. M., & Brandes, G. M. Social justice and equitable classroom assessment: Mapping the connections. Paper presented at the annual meeting of the American Educational Research Association, Montreal. Quebec, April, 2005.

Kelly, D. M., & Brandes, G. M. Connecting social justice to classroom assessment. Paper to be presented at the annual meeting of the Canadian Society for the Study of Education,. London, ON. May 2005.

Brandes, G. M & Kelly, D. M., Teaching for social justice and assessment: Implications for pre-service and in-service teachers. Symposium: The Challenges of Social Justice and Teacher Education: Multiple Approaches to Teaching and Learning for Change American Educational Research Association, San Diego, May 2004.

(updated 04/07)

 

 
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