Peter Gamlin

Professor
Ph.D. (Cornell)

Department of Adult Education, Community Development and Counselling Psychology
Learning and Teaching Specialization

Telephone: (416) 923 - 6641 ext. 2593
Fax: (416) 926 - 4749
email: pgamlin@oise.utoronto.ca

Address:

AECDCP
OISE/UT
252 Bloor Street West
Toronto, Ontario
M5S 1V6

Research Interests

My work integrates socio-cultural theory across five themes:

1. equity studies/minority issues emphasizing intercultural relations in plural societies. I have a book underway with several current and former students of 1177 (Cross cultural roots of minority child development). The book is an outgrowth of course discussion on identity development and issues of acculturation in first and second generation Newcomers to Canada from both child and adult perspectives. The organizational strand explores the meaning of creative lifelong learning in plural societies.

2.Aboriginal education and indigenous knowledge. I am active on a number of projects with Aboriginal colleagues in their home communities.

3.maximizing human potential. My scholarship in the field of Dynamic Assessment for Instruction takes a perspective on development and adult learning derived from Vygotsky and Bakhtin. I explore the tension between formal and informal learning by developing criteria for assessing movement in the ZPD (zone of proximal (next) development). The work is particularly relevant to educators oriented to issues in lifelong learning who want to take a developmental approach to learning and teaching.

4. Discursive learning. Papers underway show how dialogue, both internal and in collaborative activity, is transformative of the self as well as transformative of what one counts as knowledge.5.

5. Creative lifelong learning. Papers underwat explore change and transformation in self-directed, informal learning, as well as through dialogical processes that are co-creative in mutual inquiry/collaboration.

Courses:

AEC 1177 Cross cultural roots of minority child development

AEC 3174 Dynamic instruction: Maximizing the potential for learning in collaborative/teaching environments. Part 1

AEC 3175 Dynamic Instruction: Maximizing the potential for learning in collaborative/teaching environments. Part 2

AEC 3177 Cross-Cultural Roots of Identity Development: Intercultural Relations and Creative Lifelong Learning in Plural Societies

Publication titles representative of my research include:

Recent Publication Titles

Gamlin, P.J. (1996) Issues in dynamic assessment/instruction. In (1996). M.G. Luther, E. Cole & P.J. Gamlin, (Eds), Dynamic Assessment for instruction: From theory to application. Toronto: Captus university Press. pp79-87.

 

Gamlin, P.J. & Koo, K. (1996). The similiarity thinking instrument (STI): An Assessment of generalization skills in Korean, Korean-Canadian & Canadian children. In (1996). M.G. Luther, E. Cole & P.J. Gamlin, (Eds.), Dynamic assessment for instruction: From theory to application. Toronto: Captus University Press. pp 103-126

 

Sani Khani, M. & Gamlin, P.J. (1996). Validating the similarity thinking instrument with preschool children: An investigation of the ability of young children to generalize knowledge. In (1996). M.G. Luther, E. Cole & P.G. Gamlin, (Eds.), Dynamic assessment for instruction: From theory to application. Toronto: Captus University Press. pp 127-145.

 

Correia, O.V. & Gamlin, P.J. (1996) From theory to practice: The application of Vygotsky's Zone of Proximal Development to intermediate and senior students' Production of literary essays. In (1996) M.G. Luther, E. Cole & P.J.Gamlin, (Eds.), Dynamic Assessment for instruction: From theory to application. Toronto:Captus University Press. pp. 225-253

 

 

Gamlin, P.J. Elmpak, M. Franke-Wager, P., Lotfabadi,H., Nourani, K. & Wang, L. (1996) Teaching concepts to young children: A dynamic approach for linking relational amount concepts to a formal number system. In (1996). M.G. Luther, E. Cole & P.J. gamlin, (Eds), Dynamic Assessment for instruction: From theory to application. Toronto:Captus University Press. pp. 272-297.

 

Schardt, A., Whitten, C. &b Gamlin, P.J. (1996). A walk in our moccasins: Applying dynamic approaches in a remote Native community. In (1996). M.G. Luther, E. Cole & P.J. Gamlin, (Eds.), Dynamic Assessment for instruction: From theory to application. Toronto:Captus University Press. pp. 316-325.

 

Recent Paper Presentations

 

Gamlin,P.J. (1997). Applying Vygotsky's ZPD to Preschoolers' Similiarity Reasoning in Two Studies. Paper presented to APA Annual Convention, chicago, Illinois. (Aug. 15-19)

Gamlin, P.J. (1997). With Mohammad Sani Khani. Vygotsky'sZPD Construct Applied to Preschoolers Understanding of Similiarity Reasoning. Paper presented at the CPA Annual Convention, Toronto, ON. (June 12-14)

Gamlin, P.J. (1997). With Anna Woo. Ethnic Identity Development in Chinese Canadians. Paper presented at the CPA Annual Convention, Toronto, ON. (June 12-14)

Gamlin, P.J. (1997). With Kahil Nourani. Social Skills and Adaptive Behaviour of Iranian Preschoolers: Teachers'and Parents' Rating. P\aper presented at the CPA Annual Convention, Toronto, ON. (June 12-14)

Gamlin, P.J. (1998). With Li Zhu Hui. Mediated Compliance Training for Children with Developmental Disability. Paper presented at the American Orthopsychiatric Association Meeting, Washington DC (April 17-19).

Gamlin, P.J. (1998). With Sheila Cook. Discursive Learning. Paper presented at the annual meeting of the Canadian Association for the Study of Adult Education, Ottawa,. (May)

Field activities

o I have completed an evaluation for the Walpole Island Aboriginal community concerning the high dropout rate as Walpole youth move into the main stream school system in Wallaceburg. I interviewed the teachers and grade 7 and 8 students at the Walpole reserve school as well as Walpole students in grades 9 and 10 at the Wallaceburg District Highschool. I also interviewed high school teachers and Native support staff at the high school. As well, I interviewed a number of parents. The Transition Years Project resulted in many significant recommendations for change at the reserve school as well as at the Wallaceburg high school.

 

o I have been working for several years with the Windego Education Authority in Sioux lookout. I have been on site at Bearskin Lake for several years developing a culturally appropriate mathematics curriculum for all grades in the school. We are currently producing a video that will be shown to all the teachers and schools in that area. This work is ongoing and should make a significant contribution to Aboriginal education.

o I have recently undertaken a project with the algonquins of barrier/Rapid Lake. I am working with Ed Connors to do an evaluation of their reserve school in respect to the curriculum and support services. One of their major objectives is to bring Algonquin into the school as the language of instruction. They want a comprehensive evaluation of the school in relation to the needs of the community and the needs of the youth of the community.

o I am currently working with Aboriginal colleagues of the Child and Family Services Unit at Six nations of the Grand River to develop a culturally appropriate approach to the assessment and treatment of Aboriginal youth.

o I am currently working with Laara Fitznor and other OISE/UT colleagues, along with colleagues from the Moose Deer Point First Nation, to develop an approach to sustainable economic development that will ensure the future health of the community.

o I am currently working with Laara Fitznor and Ontario Provincial Police colleagues on a project that will improve relations between the O.P.P, Aboriginal Peoples and First Nations communities.

Links

IEN homepage

Aboriginal Resources Data Base home page