B.AH. (Smith College), M.A. (Sussex), M.Sc. (LSE), B.Ed., M.Ed., Ph.D., (Queen's)
Associate Professor of Inclusive Education and Teacher Development, Graduate Faculty
Phone: 613-533-6000 x 77237
Dr. Andrea Martin is an Associate Professor in the Faculty of Education, Queen’s University, where she has taught since 1997. Her background is in education and social work and she has taught and worked with children and youth at the elementary and secondary levels with a particular focus on supporting exceptional learners, including the at-risk population. Her research interests centre on teacher education, with an emphasis on the quality and impact of practicum learning experiences and on the process of collaboration and school-university partnerships, as well as on differentiating instruction for struggling readers with exceptionalities in regular classrooms and on developing instructional interventions to assist them. She is co-author of a textbook entitled Inclusive Classrooms in Ontario Schools, published by Pearson Education Canada. She holds a B.A. degree from Smith College, a B.Ed. from Queen’s, an M.A. from the University of Sussex, an M.Sc. from the London School of Economics in Social Administration and Social Work Studies, an M.Ed. in Educational Psychology and a Ph.D. degree in Cognitive Studies and Curriculum Studies from Queen’s University.
2010 SSHRC Standard Research Grant entitled, Improving the quality of practicum learning: Case studies of four Canadian teacher education programs.
Russell, T., & Martin, A. K. (in press). Learning to teach science. In N. Lederman & S. Abell (Eds.), Handbook of research on science education, Volume II. London, UK: Routledge.
Russell, T., & Martin, A. K. (2013). Challenges to promoting quality in preservice practicum experiences. In M. A. Flores, A. A. Carvalho, F. Ferreira, & T. Vilaça (Eds.), Back to the future: Legacies, continuities and changes in educational policy, practice and research (pp. 219-230)Rotterdam, The Netherlands: Sense Publishers.
Russell, T., Martin, A., O’Connor, K., Bullock, S., & Dillon, D. (2013). Comparing fundamental conceptual frameworks for teacher education programs in Canada. In L. Thomas (Ed.),What is Canadian about teacher education in Canada? Multiple perspectives on Canadian teacher education in the 21st century (pp. 10-36). Canadian Association for Teacher Education/Association Canadienne pour la Formation á l’enseignement. Published online
Russell, T., & Martin, A. K. (2013). Preservice teacher education. Oxford Bibliographies. Published online
Hutchinson, N. L., & Martin, A. K. (2012). Inclusive classrooms in Ontario Schools. Toronto: Pearson Canada.
- FOCI 295: Program Focus: Exceptional Learners
- EDST 476: Exceptional Children and Adolescents
- PROF 190: Theory and Professional Practice
- PRAC 190: Practicum: Consecutive (Primary/Junior)
- PROF 210: Self as Learner
- PROF 100: Critical Issues in Education (Equity and Exceptionality)
- PROF 100: Critical Issues in Education (Exceptionality)
- CURR 355: Language and Literacy: Development and Practice (Primary-Junior)
- CURR 371: Reading and Language Arts, Primary/Junior
- FOUN 465: Learning and Development in Adolescence
- FOUN 476: Exceptional Children and Adolescents
- SOCS 485: Sociology of Deviance