Dr. Susan Drake

Professor (PhD)
Department of Graduate and Undergraduate Studies in Education
Full Advisement Load: Contact for Availability for Graduate Advisement

Courses Taught

EDUC 5P01: Innovative Models of Integrated Learning
EDUC 5P30: Introduction to Studies In Teaching and Learning
EDUC 5P58: The Reflective Practitioner
EDUC 5P60: Educational Administration: The Theoretical Context
EDUC 5P72: Effecting Change in Organizations
EDUC 5P94: Advanced Writing Seminar
EDUC 5P97: Introduction to Integrated Studies
EDUC 5V02: Innovative Assessment
EDUC 5V06: Narrative: Learning, Teaching and Research
EDUC 5P90: Research Proposal Tutorial
EDUC 5P93: Research Project
EDUC 5F95: Thesis Tutorial in Educational Studies
EDUC 5P98: Independent Study in Education
EDUC 5V96: Internship in Educational Issues

Research Interests

Educational reform; Innovative educational practices (integrated curriculum, assessment for learning, instructional strategies) collaboration; Narrative research; Action research (living educational theory); Self-study

Publications
Books

Drake, S. M. (2007). Creating standards-based integrated curriculum Second Edition: Aligning curriculum content, assessment and instruction. Thousand Oaks, CA: Corwin Press.

Drake, S, M. & Burns, R, C. (2004). Meeting standards with integrated curriculum. Association of Supervision and Curriculum Development. Alexandria: VA

Drake, S. M. (2000) Integrated Curriculum: A Chapter of the Curriculum Handbook. Association of Supervision and Curriculum Development. Alexandria: VA

Drake, S. (1998). Creating Integrated Curriculum: Proven Ways to Increase Student Learning. Thousand Oaks, CA: Corwin Press.

Drake, S. M., & Jones, G. (1997). Finding your own voice in academic publishing. Stillwater, OK: New Forum Press.

Drake, S. (1993). Planning for integrated curriculum: The call to adventure. Alexandria, VA: Association of Supervision and Curriculum Development.

Drake, S., Bebbington, J., Laksman, S., Mackie, P., Maynes, N., & Wayne, L. (1992). Developing an integrated curriculum using the story model. Toronto, ON: OISE Press.

Drake, SM., & Klopstock, C.D. (Eds.) (1992). Healing Journeys. South Surrey, BC: Pinecrest Publishers.

Miller, J., Cassie, B., & Drake, S. (1990). Holistic learning: A teacher's guide for integrated studies. Toronto: OISE Press.

Selected articles since 2000

Drake, S.M. (In press). Enhancing teacher education using a a story framework. Canadian Journal for the Scholarship of Teaching and Learning. Available at http://ir.lib.uwo.ca/cjsotl_rcacea/

Volante, L. Drake, S.M. & Becket, D. (2010, Summer) Formative assessment: Bridging the research-practice divide. Education Canada. 44-47.

Clausen, K. & Drake, S. M. (2010). Interdisciplinary practices in Ontario: past and present. Issues in integrative studies.28.

Drake, S. M. & Reid, J. L. (2010, September). Exploring the impact of integrated curriculum on classroom practice. What works? Research in Practice. Toronto, ON: Ontario Ministry of Education. Available at www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

Drake, S. M. & Reid, J. L. (2010). Exploring interdisciplinary assessment. Academic Exchange Quarterly. 14(1), 51-56.
Volante, L., Beckett, D., Reid, J. & Drake, S. (2010). Teachers' views on conducting formative assessment within contemporary classrooms. Paper presented at the Annual Meeting of the American Educational Research Association,
Denver, CO. Retrieved from http://eric.ed.gov (ED509293).

Volante, L, Cherubini, L. & Drake, S.M. (2008). Examining factors that influence school administrators responses to large-scale assessment. Canadian Journal of Educational Administration, 84. Downloaded from http://www.umanitoba.ca/publications/cjeap on Oct 18. 2008.

Drake (Feb, 2008). Building teacher efficacy by integrating curriculum using the design down process Changing perspectives, 15-18

Drake, S.M. (2007). Discovering interdisciplinary assessment: three teachers' journey. Brock Education, 16,1, 16-32,

Drake, Susan, M. (April, 2007). Discovering identity as a teacher leader. Voices, 12-13.

Lang, M., Drake, S. M., & Olsen, J. (2006). Discourse and the New Didactics of Scientific Literacy, Journal of Curriculum Studies, 38, 2, 177-188.

Drake, S.M. (2003). Guided imagery and education: Theory, practice and experience. Journal of Mental Imagery, 27, 1 &2. Reprinted.

Drake, S. M. & Earl., L. (2003). Is there light at the end of the tunnel? The perils and promises of educational reform., Changing perspectives, 1,1, 15-21.

Drake, S. M. (2002) The international reemergence of integrated curriculum: Can environmental educators lead the way? Pathways: The Ontario Journal of Outdoor Education, 14,4, 20.

Drake S.M. (2001), Castles, Kings .and standards. Educational Leadership. 59,1, 38-42.

Drake S. M. (2001). Collaboration as central ingredient for systemic change. In M. Richards, A. Elliott, V Woloshyn & C. Mitchell (Eds.) Collaboration uncovered; The forgotten, the assumed and the unexamined
in collaborative education. Westport CT: Bergin & Garvey

Drake S. & Miller, J., (2001). Teachers' perceptions of their roles; Life in and beyond the classroom. Curriculum and Teaching. 16,1,5-23.

Drake, S.M. (2001). Reversal of fortunes: girls are outperforming boys. CASWE News, 7,1, 1-7.

Miller, J. P., Drake, S.M., Molinaro, V. & Harris, B. (2000). Mandated curriculum change in Ontario: Stories of the change experiences. Curriculum Perspectives, 20, 3, 1-12.

Current Research Grants

Exploring assessment literacy of administrators and teachers. Funded by SSHRC with Louis Volante.