Associate Professor of Language and Literacy
Language and Literacy
MA, PhD (Toronto)
Associate Professor of Language and Literacy, Graduate Faculty
Website: Literacy Learning Research Team (pamelabeach.ca)
Pamela Beach is currently an Associate 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. Pamela’s work explores how online and multimedia resources can be used in teacher education and professional development. Pamela uses web analytics, screen-capture technology, the virtual revisit think aloud, and eye-tracking technology to study teacher cognition and learning.
- Elementary reading and writing instruction
- Online professional development
- Teacher cognition and learning
- Early literacy
- Critical literacy
Beach, P., Favret, E., Minuk, A., & Martinussen, R. (2022). Canadian teachers’ perceptions of online professional development. Journal of Educators Online.Minuk, A., Beach, P., & Favret, E. (2022). Self-directed online learning and special education teacher professional development: A case study. International Journal on Innovations in Online Education, 6(1).
Beach, P., Minuk, A., & Favret, E. (2021). Online teacher professional development in Canada: A review of the literature. Canadian Journal of Learning and Technology, 47(2).
McConnel, J., & Beach, P. (2021). “I'm not the only writer in the room”: A framework for confident writing classrooms. Language and Literacy, 23(3), 66-84.
Beach, P., *Favret, E., & *Minuk, A. (2021). Exploring teachers’ cognitive processes and web-based actions during a series of self-directed online learning sessions. International Journal of E-Learning & Distance Education.
Beach, P., Henderson, G., & McConnel, J. (2020). Elementary teachers’ cognitive processes and metacognitive strategies during self-directed online learning. Teachers and Teaching: Theory and Practice, 26(5-6), 395-413.
Henderson, G., Beach, P., & Coombs, A. (2021). Financial literacy education in Ontario: A survey of elementary teachers’ perceptions, attitudes, and practices. Canadian Journal of Education, 44(2), 308-336.
Beach, P. (2020). Planning for literacy instruction: An evaluation of online resources used by preservice teachers. Contemporary Issues in Technology and Teacher Education (English).
McConnel, J., & Beach, P. (2020). Co-creating confident writing classrooms: A framework for teachers. Writers Who Care.
Hagerman, M., Beach, P., Cotnam Kappel, M., & Hébert, C. (2020). Multiple perspectives on digital literacies methods in Canada. Special Issue on Teacher Education, International Journal of E-Learning and Distance Education, 35(1)
Henderson, G., Beach, P., Sun, L., & McConnel, J. (2020). Does the content of financial literacy education resources vary based on who made or paid for them? Citizenship, Social and Economics Education.
Bolden, B., & Beach, P. (2020). Integrating music and literacy: Applying music concepts to support prosody and reading fluency. General Music Today.
Beach, P., McConnel, J., & Mendes, B. (2020). Unpacking the code: Exploring teachers’ professional development in reading. Proceedings of the Canadian Society for the Study of Education Conference, Journal of the Canadian Association for Curriculum Studies.
Beach, P., McConnel, J., & Mendes, B. (2020). A structured language course for classroom teachers: Exploring educators’ practices and perceptions of their professional learning in reading. Summary Report. Kingston: Queen’s University.
Beach, P., Kirby, J., McDonald, P., & McConnel, J. (2019). Multimedia learning in teacher education: An eye tracking study. Canadian Journal of Education, 42(4), 1022-1058.
Cleovoulou, Y., & Beach, P. (2019). Teaching critical literacy in inquiry-based classrooms: Teachers’ understanding of practice and pedagogy. Teaching and Teacher Education, 83, 188-198.
Beach, P., & Bolden, B. (2019). Word painting: A creative way to enhance vocabulary. The Reading Teacher, 72(6), 750-754.
Beach, P., & McConnel, J. (2019). Eye tracking methodology for studying teacher learning: A review of the research. International Journal of Research & Method in Education, 42(5), 485-501.
Beach, P., & Bolden, B. (2018). Music education meets critical literacy: A framework for guiding music listening. Music Educators Journal, 105(2), 43-50.
Beach, P., McDonald, P., McConnel, J., & Kirby, J. (2018). Investigating how teachers interact with a visual model of reading development: An eye‐tracking study. Journal of Eye Movement Research, 5(11), 21.
Beach, P., Martinussen, R., Poliszczuk, D., & Willows, D. (2018). A window into the classroom: Examining the use of virtual classrooms in teacher education. Contemporary Issues in Technology and Teacher Education, 18(3), 578-600.
Beach, P. (2018). Examining elementary teachers’ use of online learning environments: An exploratory study. Journal of Research on Technology in Education, 50(1), 34-47.
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, 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), 161-181.
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).
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.
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.