呱呱爆料

Dr. Todd Milford is an Associate Professor at the 呱呱爆料 and a recognized leader in science education research. His scholarship spans Canadian and international contexts, with a particular focus on data-driven approaches to educational policy, curriculum development, and teacher preparation. As co-editor of the landmark volume Science Education in Canada: Consistencies, Commonalities, and Distinctions, Dr. Milford has played a pivotal role in shaping the national conversation around science education, offering nuanced analysis that bridges provincial practices and global trends. His research portfolio includes extensive work with large-scale survey data and international assessments such as PISA, as well as innovative studies on the integration of STEM education in early childhood settings.

Recent selected publications include “Findings from a pre-kindergarten classroom: Making the case for STEM in early childhood education” (International Journal of Science and Mathematics Education, 2017), “The Design and Validation of an Early Childhood STEM Classroom Observational Protocol” (International Research in Early Childhood Education, 2015), “Science teacher preparation in a North American context” (Journal of Science Teacher Education, 2015), and the forthcoming Seeing Science Through the Eyes of Canadian Teachers and Learners: Research in Secondary and Tertiary Science Education (2025). A former president of the Science Education Research Group (SERG), Dr. Milford is widely recognized for his collaborative leadership and his commitment to advancing science education through rigorous research and meaningful engagement with policy and practice.

• Science Education

• Classroom Assessment

• Teacher Education

• EDCI 403 Elementary Science Methods

• EDCI 581/681 Educational Research Methods

• EDCI 335 Learning Design

Articles Published in Refereed Journals

Macoun, S. J., Evancio, L., Rose, C. A., & Milford, T. (2024). Development and Piloting of an Abbreviated Bullying Assessment Tool for Youth with and without Special Education Needs: The Adolescent Risk and Connectedness Survey and Interview (ARC-S and ARC- I). Exceptionality, 1–16.

Rinehart, R., Kuhn, M., & Milford, T. M. (2020). The relationship of epistemic cognition and dialogic feedback in elementary and middle school science classrooms. Research in Science & Technological Education.

Davis, S. K., Edwards, R. L., Hadwin, A. F., & Milford, T. M. (2020). Using prior knowledge and student engagement to understand student performance in an undergraduate learning-to-learn course. International Journal for the Scholarship of Teaching and Learning, 14(2), 1-12.

Lawrence, B. C., Ntelioglou, B. Y., & Milford, T. M. (2020). It’s complicated: Learning and teaching is not about “Learning Styles.”, 8. Frontiers.

Lawrence, B. C., Harrison, G. L., & Milford, T.M. (2019). Effects of positive parenting on mental health in adolescents with learning disabilities. Learning Disabilities: A Contemporary Journal, 17(2), 223-244.

Tippett, C. D., & Milford, T. M. (2017). Findings from a Pre-kindergarten Classroom: Making the Case for STEM in Early Childhood Education. International Journal of Science and Mathematics Education, 15(1), 67-86.

Books, Chapters, Monographs

Tippett, C.D. & Milford, T. M. (Eds.). (2025). Seeing science through the eyes of Canadian teachers and learners. Dordrecht, The Netherlands: Springer

Tippett, C. D., & Milford, T. M. (Eds.). (2023). Exploring elementary science teaching and learning in Canada. Dordrecht, The Netherlands: Springer

Tippett, C. D., & Milford, T. M. (Eds.). (2019). Science education in Canada: Consistencies, commonalities, and distinctions. Dordrecht, The Netherlands: Springer

Milford, T. M., & Tippett, C. D. (2025). Recognizing—and reframing—secondary and tertiary science education trends in Canada. In C. D. Tippett & T. M. Milford, (Eds). Seeing science through the eyes of Canadian teachers and learners. Springer.

Gonzalez, R. Y., Tippett, C. D., & Milford, T. M. (2023). Theory and Application of an Emergent Curriculum. In: Trifonas, P. P., & Jagger, S. (eds.) Handbook of Curriculum Theory and Research. Springer International Handbooks of Education. Springer.

Tippett, C. D., McDermott, M. A., & Milford, T. M. (2023). The multimodal affordances of language in STEM education. In: X. Liu & L. Wang (eds.) International Encyclopedia of Education (4th ed.): Vol. 13. STEM and beyond. Elsevier Ltd.

Milford, T., Lawrence, B., McGhie-Richmond, D., Brenton-Haden, S. (2022). Inclusive Education in British Columbia: Teaching to Diversity. In: Beamish, W., Yuen, M. (eds) The Inclusion for Students with Special Educational Needs across the Asia Pacific. Advancing Inclusive and Special Education in the Asia-Pacific. Springer, Singapore.

Gonzalez, R. Y., Tippett, C. D., & Milford, T. M. (2022). Saving the world: One R at a time. In: F. Allaire & J. Killham (eds.) Teaching and Learning Online: Science for Elementary Grade Levels. Information Age Publishing.

Milford, T. M., Lawrence, B., Beamish, W., Meadows, D., & Davies, M. (2020). A Strategy for Building post-school transitions. In: E. A. Marshall & J. E. Symonds (eds.) Young adult development at the school-to-work transition: International pathways and processes. Oxford, England: Oxford University Press.

Other

Milford, T. M. (2024). Advisor on the Future Curriculum Development Project. Bangkok, Thailand: Institute for the Promotion of Teaching Science and Technology (IPST).

Milford, T. M., Glickman, V., & Hawkey, C. (2024). Numeracy and Literacy Preparation for Pre-Service Teachers in British Columbia. Victoria, BC: Ministry of Education and Child Care.

Glickman, V., Milford, T. M., & Anderson, J. O. (2022). Data Literacy for Pre-Service Teachers Project. Victoria, BC: Ministry of Education.

Anderson, J. O., Glickman, V. & Milford, T. M. (2021). Intercultural Education Research Project. Victoria, BC: Ministry of Education.