Faculty of Education

Faculty of Education
Faculty of Education

CGS and SSHRC Recipients

The Joseph-Armand Bombardier CGS Doctoral Scholarships and SSHRC Doctoral Fellowships aim to develop research skills and assist in the training of highly qualified personnel by supporting students who demonstrate a high standard of scholarly achievement in undergraduate and graduate studies in the social sciences and humanities.

2019-20 Recipients

Congratulations to our 2019-20 CGS and SSHRC Recipients: Jackson Pind and Dawei Yang, recipients of the CGS Doctoral Scholarship, Sara Karn and Christine Romain-Tappin, recipients of the SSHRC Doctoral Fellowship, Sunaira Tejpar and Elizabeth Sharp, recipients of the CGS - Master's Program. 

Headshot of Jackson Pind

Jackson Pind (CGS Doctoral Scholarship)

My research examines the history of Indian Day Schools in Ontario during the 20th century. This study plans to use both Indigenous and historical methods to determine the legacy of these institutions in the province. Through the combination of archival research and oral history interviews this research intends to provide a better understanding of this understudied era of educational history. For truth and reconciliation to occur with these individuals an accurate history is required.

Headshot of Eleftherios (Terry) Soleas

Dawei Yang (CGS Doctoral Scholarship)

My research focuses on language and literacy interventions in classroom settings as well as home settings for children with Autism Spectrum Disorder (ASD). Specifically, my doctoral research investigates emergent/early reading skills of young children with ASD and examines the effects of a modified dialogic reading intervention on these children’s vocabulary, reading comprehension, and social-emotional development. 

Headshot of Christine

Christine Romain-Tappin (SSHRC Doctoral Fellowship)

Through my past experiences as a Register Early Childhood Educator (ECE), an Ontario Certified Teacher (OCT), and an ECE college Faculty member I’ve developed a diverse view of the role of assessment within early years’ environments. As a result, I am now intrigued in discovering the unique view that other educators hold surrounding the intersecting constructs of assessment in play. My research interests include: the assessment practices of educators using a play-based curriculum approach, how educators’ curriculum stance affect assessment and play in the early years, and the collaboration of ECEs and OCTs as educator teams within Kindergarten classrooms.

Headshot of Sara Karn


Sara Karn (CGS Doctoral Scholarship)

My PhD research explores how the social memory of the First World War has informed conceptions of citizenship and national identity among Canadian youth. Through integrating the disciplines of education and history, this project will bridge the past and present while offering practical applications for educators and curriculum developers looking for ways to engage students in learning about the First World War. My interest in history education and experiential learning is inspired by my experience teaching high school history and leading student battlefield tour programs.

Headshot of Sunaira

Elizabeth Sharp (CGS - Master's Program)

Elizabeth’s research focuses on self-regulation in kindergarten contexts. She recognizes that improving teacher knowledge of self-regulation is essential in fostering self-regulation in the early years. To do so effectively, there is a need to understand what educators know about self-regulation and what strategies they are currently using to support self-regulation skills. As such, the objective of her research is threefold: 1) to examine the ways early years educators define self-regulation, 2) to understand the strategies and practices that early years educators use to foster self-regulation, and 3) to articulate the ways educator training influences teacher beliefs and self-regulation practices in kindergarten.

Headshot of Sunaira

Sunaira Tejpar (CGS - Master's Program)

I am a first year Master’s student at Queen’s University. I have had experience working with students with exceptionalities. My research interests include, self-efficacy, self-regulation, parent involvement and students with exceptionalities. More specifically, how to better support students with exceptionalities in both a classroom and home environment. My research plan includes looking at how parental involvement plays a role in the academic achievement of students with exceptionalities.