Conceptualising art education as environmental activism in preservice teacher education

Inwood, H. & Kennedy, A. (2020). international journal of art and design education, 39(3), 585-599.

Drawing on methods from arts-based research and qualitative case study, this study investigates what can be learned from creating environmental art installations with preservice teachers in a leading Canadian university. The results of this study inform a developing pedagogy for environmental art education in higher education settings.
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Creating a climate of change: Professional development in Environmental and Sustainability Education through University & school board Partnerships

Inwood, H. & Kennedy, A. (2020). Canadian journal of environmental education, 23(1), 68-84.

This three year, mixed methods research study is a collaboration between OISE and the TDSB that seeks to better understand the learning needs, expectations, experiences and impacts of teacher candidates and EcoSchools teachers involved in the TDSB/OISE collaboration on professional learning in Environmental Education. This article reports on the results of the first year of the study.
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Professional learning in Environmental and Sustainability Education: Identifying Strategies and Supports for Successful School-University Partnerships

In ‘Inquiry into Practice: Learning Global Matters in Local Classrooms’ (Eds. K. Broad, M. Evans, D. Montemurro, & M. Gambhir), OISE/University of Toronto, 2014.

This funded research study is a collaboration between OISE and the TDSB that investigated the potential of using school-university partnerships as a form of professional development for teachers and pre-service students in Environmental and Sustainability Education.
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Tracking the Effects on Teachers of the 2010 Evergreen/TDSB Summer Institute in Ecoliteracy 

Toronto District School Board, 2010.

This report summarizes the effects on professional learning and teaching practices of teachers who participated in the 2009 Summer Institute in Ecoliteracy. Contact me for more information on this report.

Climate Change & Sustainable Development:

The Response from Education in Canada

Ontario Institute for Studies in Education
(Research Report to the IALEI), 2009.

This report, created by a research team at OISE at the University of Toronto, explores the state of education for sustainable development (ESD) and environmental education (EE) in Canada. Read more...

Advising the Arts: Strengthening Arts-based Learning In the ITE Program

Transformation of Teacher Education OISE/University of Toronto, 2007.

This report summarizes the results of an OISE research study led by Hilary Inwood on strengthening the relationships between arts-based associate teachers, teacher candidates and university faculty to improve arts-based learning in preservice teacher education. Read more...

Building Creative Bridges: Integrating Service-Learning into the ITE Program

Initial Teacher Education: Enriching and Extending Partnerships, OISE/University of Toronto, 2008.

This report summarizes the results of an OISE research study led by Hilary Inwood on using service-learning in arts education courses as a means of improving the quality of arts-based learning in a preservice teacher education program. Read more...

Investigating Teachers’ Attitudes Towards Eco-Art Education

Canadian Review of Art Education, vol. 32, 2005.

This article summarizes the results of a pilot study that interviews teachers about their experiences with enviornmental art education. . Read more...