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Katie brings over a decade of experience to her role from the public and private sectors, including her time spent teaching at the secondary level and consulting both in the small business and non-profit sectors. She holds a BSc. in Human Ecology from the University of Alberta and an MBA from Concordia University, and believes in holistic, individualized solutions. Her mission is to help Bishop’s students reach their fullest potential on-campus, so that they feel empowered to fulfill their dreams wherever they may go from here.
B.A. (Mount Allison), M.A., Ph.D. (University of Western Ontario)
Dr. Haigh became a professor in the School of Education in 2010. She received her B.A. (Hons.) in Psychology from Mount Allison University and then went on to complete her graduate work at the University of Western Ontario, in the areas of Educational and Cognitive Psychology. She recently completed a postdoctoral fellowship at McGill University and the Centre for Research on Language, Mind, and Brain, where she led a project investigating literacy development in elementary school students in French Immersion programs, with a particular emphasis on children at-risk for difficulty with decoding, reading comprehension, or a combination of these skills. Dr. Haigh teaches in the area of special needs education, and gives courses on individual differences, educational psychology and the psychology of reading.
My main area of research investigates cross-linguistic aspects of language processing in bilinguals. I have examined individual differences in language and literacy development in school-aged children enrolled in bilingual education programs. The particular focus of this work is on reading development, and more specifically on reading comprehension skills. I have recently extended this work to investigate naturally occurring reading comprehension strategy instruction in the L1 and L2 classroom at the upper elementary school level, and the relationship between this strategy instruction and L1 and L2 reading comprehension outcomes. I eventually hope to broaden this program of research to include an investigation of early intervention initiatives for students at-risk for reading difficulty in second language programs, with a particular focus on reading comprehension. I am also interested in issues related to motivation, engagement and achievement in male and female readers during classroom based literacy activities. My earlier work investigated how the interaction of sound information from both of a bilingual’s languages interacts during silent word reading word reading.
L’enseignement de stratégies naturelles dans les classes de langue maternelle et de langue seconde : les conséquences sur l’évaluation du rendement en lecture des élèves du troisième cycle du primaire (2014-2017) – funded by a Fonds de recherche sur la société et la culture (FRQSC) Établissement de nouveaux professeurs-chercheurs grant ($39,475)
Reading comprehension is an essential academic skill, and also an area of specific difficulty for about 10% of upper elementary school students, and many students reading in a second language. To improve comprehension, students must develop a repertoire of comprehension strategies specific to their needs. In order to support all students, it is necessary to have a clear understanding of the types of strategy instruction that naturally occur in both the upper elementary grades. The proposed research project has four primary objectives: (1) To provide a descriptive analysis of naturally occurring reading comprehension strategy instruction in both L1 and L2 classrooms; (2) To determine whether the amount and type of strategy instruction are associated with strategy use, and specific comprehension skills; (3) To examine the relationships between strategy variables and reading comprehension performance; and (4) To investigate the within- and cross-language concurrent predictors of L1 and L2 reading comprehension. Pairs of English Language Arts and French Second Language teachers at the same school and grade level (4 and 5) will be recruited, and their lessons will be videotaped once a week, for a period of 6 weeks. Students will participate in the group administration reading comprehension and comprehension strategy use measures, and individual sessions involving reading, language, and nonverbal intelligence measures. The results of this study will inform individualized reading comprehension interventions and allow for the creation of professional development programs for teachers that are based in their current classroom practice.
Le développement de la compétence à écrire en langue première et seconde à la fin du primaire dans des contextes d’intensification de l’enseignement de la langue seconde (2014-2017) – funded by a Social Sciences and Humanities Research Council (SSHRC) Insight grant ($251,230)
Research team: Olivier Dezutter (principal investigator), Lynn Thomas, Véronique Parent (University of Sherbrooke), Corinne Haigh and Sunny Man Chu Lau (Bishop’s University) and Cécile Sabatier (Simon Fraser University).
In Quebec, an increasingly large number of French and English primary schools offer intensive second language (L2) teaching. Several studies demonstrate the positive impact of the implementation of these intensive education or immersion models tested in other provinces. However, the implementation of such models represents a challenge for teachers. For the general public, these models may raise a number of concerns, in particular about the impact of second language learning on competency in the language of instruction, and opportunities for students with learning difficulties to take full advantage of these intensive models of second language education.
The study focuses in particular on the conditions necessary for the development of writing skills in both the language of instruction and in second language contexts involving an intensification of L2 instruction. It aims to better understand how students in both the anglophone and francophone sectors exposed to various models of second language instruction in the school context (intensive, immersion or enriched program), develop their writing skills over the course of one school year in both their second language and the language of instruction.
Individual differences in second language reading acquisition: A longitudinal study of English-speaking students in French immersion programs (2007-present) – funded in 2011-2014 by a Social Sciences and Humanities Research Council (SSHRC) Insight Development grant ($70,228)
French immersion programs were first created in order to provide anglophone children residing in Quebec with enhanced opportunities to become bilingual in English and French within the context of public schooling (Lambert & Tucker, 1972; Genesee, 1987). Research has shown that early immersion students attain the same levels of reading achievement in English as native English-speaking students in English language programs, and that they attain a level of proficiency in all aspects of French as a second language that is superior to that of English-speaking students who receive language arts instruction in French for short periods each day (Genesee, 2004). However, there is relatively little empirical investigation of individual differences in achievement among immersion students and, in particular, individual differences in reading achievement. Learning to read is critical for ensuring academic success in school because beyond the primary grades reading is essential for learning academic subject matter and skills. Studying reading development is equally, if not more, important, in immersion because, despite the overall success of students in reading achievement, there is a high rate of attrition from immersion programs, in part at least, due to reading difficulty (e.g., Halsall, 1994; Hogan & Harris, 2004; Obadia & Thériault, 1997; Parkin, Morrison & Watkin, 1987). We have virtually no evidence on the performance of students at-risk for reading difficulty in immersion programs, and to date no study has monitored the reading development of immersion students into the upper elementary school years.
This research project aims to answer the following questions:
Students who struggle with reading are often counselled out of French immersion programs. This may put these students at a disadvantage later on in life, as they will not be proficient in both English and French. However, counselling them to remain in immersion requires the provision of a full range of support services that meet their specific needs. At present, most schools are not equipped to provide such services, and researchers lack empirical evidence to advise schools on the best course of action. Results from this project will offer educators, policy makers, and parents a better understanding of the profiles of strength and need exhibited by children at-risk for reading difficulty in immersion programs and will allow schools to make more informed judgments on such matters.
Collectif de recherche sur la continuité des apprentissages en lecture et en écriture (Collectif CLÉ) (2012- present) – funded in 2012-2014 by a Fonds de recherche sur la société et la culture (FRQSC) Soutien aux équipes de recherche grant ($349,076)
I am part of a multi-institutional research team, chaired by researchers at l’Université de Sherbrooke, with the goal of conducting original research on the theme of reading and writing development, bringing together experts from different disciplines such as first language, second language, and/or foreign language teaching, psychology, special education, linguistics, and literary studies. Research revolves around three axes: Axis 1 – Continuity through different levels education; Axis 2 – The continuity between various languages and school subjects; Axis 3 – The continuity between backgrounds and learning contexts (formal and informal).
Erdos, C., Genesee, F., Savage, R., & Haigh, C. A. (2014). Predicting risk for oral and written language learning difficulties in students educated in a second language. Applied Psycholinguistics, 35(2), 371-398.
Genesee, F., Savage, R., Erdos, E., & Haigh, C. A. (2013). Identification of reading difficulties in students schooled in a second language. In Gathercole, V. (Ed.). Bilinguals and assessment: State of the art guide to issues and solutions from around the world. Clevedon: Multilingual Matters.
Newman, R. L., Jared, D., & Haigh, C. A. (2012). Does phonology play a role when skilled readers read high frequency words? Evidence from ERPs. Language & Cognitive Processes, 27(9), 1361-1384. doi:10.1080/01690965.2011.603932.
Haigh, C. A., Savage, R., Erdos, C., & Genesee, F. (2011). The role of phoneme and onset-rime awareness in second language reading acquisition. Journal of Research in Reading, 34(1), 94-113. doi: 10.1111/j.1467-9817.2010.01475.x
Erdos, C., Genesee, F., Savage, R., & Haigh, C. A. (2011). Individual differences in second language reading outcomes. International Journal of Bilingualism, 15(1), 3-25. doi:10.1177/1367006910371022.
Haigh, C. A., & Jared, D. (2007). The activation of phonological representations by bilinguals while reading silently: Evidence from interlingual homophones. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33, 623-644.
Genesee, F., Haigh, C. A., & Erdos, C. (2009). Apprendre à lire dans le cadre des programmes d’immersion en français: Reconnaître les élèves qui ont davantage besoin d’aide. Réflexions, 28, 18-22.
Erdos, C., & Haigh, C. A. (2013, March). Comment identifier et intervenir auprès des élèves anglophones qui sont à risque de présenter des problèmes de lecture et qui fréquentent des programmes d’immersion français. Workshop presented at the 38e Congrès annuel de l’AQETA, Montreal, Quebec.
Haigh, C. A., Erdos, C., Genesee, F., & Savage (2012, July). Predicting risk for oral and written language learning difficulties in English-speaking students in French Immersion programs. Paper presented at the Nineteenth Annual Meeting of the Society for the Scientific Study of Reading, Montreal, QC.
Haigh, C. A., & Erdos, C. (2012, February). Identifying and helping English-speaking French Immersion students who are at-risk for reading difficulties. Workshop presented at the 2012 Annual Conference of the Leadership Committee for English Education in Quebec (LCEEQ), Laval, QC.
Haigh, C. A., Savage, R., Erdos, C., & Genesee, F. (2011, July). The role of phoneme and onset-rime awareness in second language reading acquisition. Poster presented at the Eighteenth Annual Meeting of the Society for the Scientific Study of Reading, St. Pete Beach, FL.
Haigh, C. A., Erdos, C., Genesee, F., & Savage, R. (2011, April). Individual differences in language and literacy outcomes in English-speaking students in French immersion programs. Poster presented at the 2011 Biennial Meeting of the Society for Research in Child Development, Montreal, Quebec.
Erdos, C., Genesee, F., Savage, R., & Haigh, C. A. (2010, June). Individual differences in typically-developing and at-risk readers in French immersion. Paper presented at the Annual Conference of the Canadian Association of Applied Linguistics, Montreal, Quebec.
Haigh, C. A., Erdos, C., Genesee, F., & Savage, R. (2010, May). Indices de troubles de la lecture et de troubles du langage oral chez des élèves anglophones scolarisés dans un programme d’immersion française. Paper presented at the 78th Congress of the Association francophone pour le savoir (ACFAS).
Mercier, J., Pivneva, I., Haigh, C. A., & Titone, D. A. (2009, November). Individual differences in executive function affect spoken word recognition. Paper presented at the 50th Annual Meeting of the Psychonomic Society, Boston, Massachusetts.
Haigh, C. A., Erdos, C., Genesee, F., & Savage, R. (2009, July). Individual differences in L2 literacy outcomes in English-speaking students in French immersion programs. Paper presented at the 7th International Symposium on Bilingualism, Utrecht, Netherlands.
Haigh, C. A., Erdos, C., Genesee, F., & Savage, R. (2009, June). Individual differences in L2 literacy outcomes in English-speaking students in French immersion programs. Poster presented at the Sixteenth Annual Meeting of the Society for the Scientific Study of Reading, Boston, MA.
Haigh, C. A., Erdos, C., Genesee, F., & Savage, R. (2009, June). Individual differences in literacy outcomes in French immersion students. Poster presented at the National Conference on Bilingualism and Biliteracy Development: Contextualizing Bilingualism and Biliteracy, Halifax, Nova Scotia.
Haigh, C. A., Erdos, C., Genesee, F., & Savage, R. (2009, May). Individual differences in L2 language and literacy outcomes in English-speaking students in French immersion programs. Paper presented at the “Language Immersion as Formal and Informal Learning: New Perspectives for Research and Public Policy” Conference, The Canadian Center for Studies and Research on Bilingualism and Language Planning, Ottawa, Ontario.
Haigh, C. A., & Jared, D. (2008, October). Phonological priming effects in bilinguals. Paper presented at the International Conference on Models of Interaction in Bilinguals, Bangor, Wales.
Jared, D., Friesen, D. C., & Haigh, C. A. (2008, October). Cross-language phonological activation in bilingual word naming. Paper presented at the International Conference on Models of Interaction in Bilinguals, Bangor, Wales.
Erdos, C., Genesee, F., Savage, R., & Haigh, C. A. (2008, June). Predictors of reading and language impairment in majority language second language learners. Paper presented at the 32nd Annual International Academy for Research in Learning Disabilities Conference, Toronto, Ontario.
Erdos, C., Genesee, F., Savage, R., & Haigh, C. A. (2008, June). Individual differences in L2 language and literacy outcomes in English-speaking students in French immersion programs. Paper presented at the “Bilingualism in a Plurilingual Canada: Research and Implications” Conference, Official Languages and Bilingualism Institute, Ottawa, Ontario.
Newman, R. L., Jared, D., & Haigh, C. A. (2007, November). The role of phonology in the activation of word meaning: Evidence from event-related brain potentials. Poster presented at the 48th Annual Meeting of the Psychonomic Society, Long Beach, California.
Haigh, C. A., & Erdos, C. (2014, October). Identifying and helping elementary school age second language learners who are at-risk for reading difficulties. Workshop presented at the 2014 Advancing Learning in Differentiation and Inclusion (ALDI) Symposium, Pointe-Claire, QC.
Haigh, C. A., & Erdos, C. (2014, March). Identifying and helping elementary-school students who are instructed in a second language: Disentangling true reading difficulty from reading delay due to incomplete second language acquisition. Workshop presented at the first annual First Nations Education Council (FNEC) Reading Symposium, St-Sauveur, QC.
Haigh, C. A., Erdos, C. E., Genesee, F., & Savage, R. (2012, December). Apprendre à lire dans une langue seconde: Reconnaître les élèves qui ont davantage besoin d’aide. Paper presented at the Journée d’étude du Collectif CLÉ: Lire-écrire entre les langues, Sherbrooke, Quebec.
Erdos, C., Genesee, F., & Haigh, C. A. (2010, May). At-risk students and French immersion. Paper presented at the Heritage Canada Second-Language Learning Research Round Table, Ottawa, Ontario.
Erdos, C., Genesee, F., & Haigh, C. A. (2008, November). Comment identifier les élèves en immersion qui présentent des difficultés en lecture? Comment les aider? Paper presented at the 2008 Congrès annuel de l’Association des professeurs d’immersion, Ottawa, Ontario.
Haigh, C. A., Erdos, C., Genesee, F., & Savage, R. (2008, October). Students with academic challenges in FSL programs. Paper presented at the 2008 Annual Meeting of Canadian Parents for French, Ottawa, Ontario.
Jennifer Harvey holds a Master’s degree in Business, Entrepreneurship and Technology from the University of Waterloo, as well as a Bachelor’s degree in Environment and Business from the same institution. As Founder of S3 Environmental Consulting Inc., she assists clients to start, scale or sustain their environmental organization by providing market research, commercialization support, fundraising guidance, communications expertise and social enterprise planning strategy support. Her current clients are in the non-profit, retail and energy storage sectors. She is also currently working towards a Master of Science degree in Carbon Management from the University of Edinburgh. Jennifer has been lecturing at the Williams School of Business since January 2017.
(B.Mus. Western; M.Mus. and D.M.A. Michigan)
The compositions of Andrew Paul MacDonald have won many prestigious prizes, including the 1995 Juno Award for “Best Classical Composition” for his Violin Concerto. His many compositions have been performed across the country by such notable ensembles as the Toronto Symphony Orchestra, l’Orchestre symphonique de Montréal, the Esprit Orchestra, l’Orchestre symphonique de Québec, the Winnipeg Symphony Orchestra, the Manitoba Chamber Orchestra, Symphony Nova Scotia, the Vancouver Symphony Orchestra, the CBC Vancouver Orchestra, the Calgary Philharmonic Orchestra, the Kitchener-Waterloo Symphony Orchestra, the Regina Symphony Orchestra, the Newfoundland Symphony Orchestra, The Evergreen Club and the I Musici de Montréal. He has had works commissioned by outstanding orchestras, chamber ensembles, solo performers, music competitions, the Canadian Opera Company and the Canadian Broadcasting Corporation. His works are frequently broadcast on CBC and Société Radio-Canada, and have been performed in Australia, China, England, France, Germany, the Netherlands, Norway, Russia, Taiwan, Turkey, the United States, Ukraine and Canada. Thirty-three of his compositions have been recorded on eighteen compact discs to date, and two for violin and piano on the ATMA and Centrediscs labels were both nominated for the 2005 East Coast Music Award. Of these, Jasper Wood’s recording of MacDonald’s works won that award, as well as the 2005 Canadian Independent Music Award. MacDonald recently finished Mary’s Wedding, a major opera for Pacific Opera Victoria, with libretto by Stephen Massicotte, which was premiered in November 2011 in Victoria, B. C. and later broadcast by the CBC.
Past Vice-President and Council member of the Canadian League of Composers, Executive Committee member of the Canadian Music Centre and founding Artistic Director of Ensemble Musica Nova, MacDonald performs in concert as a jazz and new music guitarist and as a conductor, and is professor of composition at Bishop’s University in Sherbrooke (Lennoxville), Québec. Biographical articles on MacDonald are to be found in The New Grove Dictionary of Music and Musicians (2ed., 2001), the Encyclopedia of Music in Canada and the Canadian Who’s Who.
Coordinator of the Math-Stats help center
Daniel Miller is Associate Professor, teaching courses in Hebrew Bible/Old Testament, comparative world religions and Biblical Hebrew. He received his PhD in Near Eastern Studies from the University of Michigan. His research areas are Canaanite-Israelite cultic practices, and ancient West Semitic magic. He is currently working on a book on magic in ancient Israelite society.
Dr. Jerald Sabin earned a doctorate in the Department of Political Science at the University of Toronto in 2016. His research interests include identity politics, Canadian politics and public administration, Canadian political development, and the politics of Northern Canada.
Sabin was a Social Sciences and Humanities Research Council (SSHRC) Postdoctoral Fellow in the Department of Political Science at Western University (2017-2018) and a Research Associate with the Carleton Centre for Community Innovation at Carleton University (2009-2018). He holds a Bachelor of Public Affairs and Policy Management from the Arthur Kroeger College of Public Affairs and a Master of Arts (Public Administration) from the School of Public Policy and Administration at Carleton University.
Sabin is the winner of the 2015 John McMenemy Prize for best article in the Canadian Journal of Political Science, titled “Contested Colonialism: Responsible Government and Political Development in Yukon.”
For more information on Dr. Sabin’s publications and research, please visit: jeraldsabin.ca.
Dr. Mike Teed is a full professor for the Williams School of Business in the field of Human Resources. He has completed his Ph.D in Industrial and Organizational Psychology at Saint Mary’s University. He is extremely passionate about teaching and has also garnered experience as a Human Resource consultant in a variety of public and private organizations. His research interests include workplace aggression and violence, occupational stress, and leadership.Contact Information
Dr. Mike Teed is a full professor for the Williams School of Business in the field of Human Resources. He has completed his Ph.D in Industrial and Organizational Psychology at Saint Mary’s University. He is extremely passionate about teaching and has also garnered experience as a Human Resource consultant in a variety of public and private organizations. His research interests include workplace aggression and violence, occupational stress, and leadership.