Faculty of Education

Faculty of Education
Faculty of Education

Pamela Beach

Assistant Professor
Office:
A201
Phone:
613-533-6000 ext. 78026
Affiliation:
About:

MA, PhD (Toronto)
Assistant Professor of Language and Literacy

Research Interests
  • Elementary reading and writing instruction
  • Online professional development
  • Teacher cognition and learning
  • Early literacy
  • Critical literacy
Biography

Pamela Beach is currently an Assistant Professor in Language and Literacy at the Faculty of Education, Queen’s University. Pamela completed her MA in Child Study and Education at the Dr. Eric Jackman Institute of Child Study, University of Toronto and her PhD in Developmental Psychology and Education at the Ontario Institute for Studies in Education, University of Toronto.

Pamela has nearly a decade of elementary classroom experience, teaching a range of grades and subject areas from junior kindergarten to seventh grade. Her background as an elementary teacher has influenced her research which centres on the dissemination of research-informed literacy practices in online environments. Pamela’s work explores how online resources can be used in teacher education and professional development. She has been involved in the development of a multimedia website for K-6 literacy teachers called The Balanced Literacy Diet: Putting Research into Practice in the Classroom (www.LitDiet.org). Pamela is currently examining the use of internet technologies in teacher education and how online resources influence literacy practices at the elementary level.

Selected Publications

Beach, P. (2017). Teacher’s self-directed online learning: Cognitive processes and experiences. Queen’s Education Letter, Spring/Summer 2017, 21-24. Retrieved from  http://educ.queensu.ca/sites/webpublish.queensu.ca.educwww/files/files/Community/2017%20Spring%20Education%20Letter.pdf

Beach, P. (2017). Self-directed online learning: A theoretical model for understanding elementary teachers’ online learning experiences. Teaching and Teacher Education, 61, 60-72.

Beach, P., & Willows, D. (2017). Understanding teachers’ cognitive processes during online professional learning: A methodological comparison. Online Learning Journal, 21(1), 60-84.

Beach, P., & Cleovoulou, Y. (2014). An inquiry-based approach to critical literacy: Pedagogical nuances of a second grade classroom. Alberta Journal of Educational Research, 60 (1).  Available at http://hdl.handle.net/10515/sy56h4d66

Beach, P., & Willows, D. (2014). Investigating teachers’ exploration of a professional development website: An innovative approach to understanding the factors that motivate teachers to use Internet-based resources. Canadian Journal of Learning and Technology, 40 (3). Available at https://journals.library.ualberta.ca/cjlt/index.php/cjlt/article/view/26278

Beach, P. (2014). Virtual classroom visits in teacher education: An innovative and motivating approach to teaching and learning. In G. Sheppard (Ed.), Creating circles of hope in teacher education (pp. 52-61). Sudbury, Laurentian E-Press. Available at https://zone.biblio.laurentian.ca/dspace/bitstream/10219/2185/3/circles%20of%20hope%20e-book.pdf

Beach, P. (2012). Virtual classroom tours as an interactive online professional resource for elementary teachers and administrators. In S. Van Nuland & J. Greenlaw (Eds.), Social media and teacher learning (pp. 3-14). Oshawa, Ontario: UOIT E-Press. Available at http://shared.uoit.ca/shared/faculty/fed/documents/Social%20Media%20and%20Teacher%20Learning.pdf