Welcome to the realm of research excellence at UTS. Our commitment to research is multifaceted, reflecting our dedication to fostering both professional growth and academic collaboration.

At our institute, we hold practitioner research, conducted by our esteemed educators, in high regard. This approach underscores our belief in the power of real-world insights to shape impactful educational practices.

Furthermore, we take pride in orchestrating and nurturing various research partnerships between UTS and the University of Toronto. These collaborations stand as a testament to our pursuit of knowledge and innovation.

Join us in our mission to cultivate a vibrant research community where expertise meets exploration.


Fong, C. (2023, April 26). Early Attempts at Igniting Hope via Action-Oriented Sustainability Learning: Within- and Cross-Grade Collaborations on Student-Driven Sustainability Campaigns . IALS Conference. Toronto, ON, Canada.

Fong, C., & MacKinnon, K. (2023, April 26). Supporting Laboratory Schools as Practitioner Research Communities: From Reflective Practitioner to Co-design Researcher. IALS Conference. Toronto, ON, Canada.

IALS. (2023, April 27). Designing Cultures of Learning at UTS. University of Toronto Schools.



MacKinnon, K., Fong, C., & Chalmers, G. (2022). Understanding the Experiences of Grade 7-12 Laboratory School Teachers with Supporting Remote Learning During the COVID-19 PandemicIALS JournalXII(2), 44–54. 




Brims, M. (2019). (rep.). Kahoot! in the History Classroom: An Exploration of the Value of  Gamified Quizzes.

Chalmers, G. (2019). (rep.). An Examination of Preferred Instructional Techniques Among Seventh-Grade Students

Dawe, N. (2019). (rep.). Looking in on New Teacher Induction and Support

Kosnik, C. (2019). (rep.). Introduction: Still the Same But Different

Rousseau, T. (2019). (rep.). How Children See Art; How They See Themselves As Artists



Chalmers, G. (2016). An Examination of Admission Profiles and Early Student Success at UTS.

Evans, R. (2016). Teacher Co-Designed Research: Contributing to Evidence-based Knowledge and Decision-Making.

Farley, M. (2016). Exploring the Use of the Fort McMoney Documentary-Game in Grade 9 Geography Classrooms.

Federico, C. (2016). Self-Reporting of Most Significant Change by Teachers and Students Employing Integrative Thinking in a Classroom Setting.

French, S. E. (2016). Perspectives on the Eureka! Program.

Fullan, J. (2016). Maximum City.

Henricks, H. (2016). Eureka! – Coming Together: A Synthesis of Findings.

Kosnik, C., Murphy, S., & Dharamshi, P. (2016). Reflections on the Eureka! Fellowship Program for Teacher Researchers.

Paradine, A. (2016). The Eureka! experience: An observer’s perspective.

Wachter, C. (2016). Using Digital Tools in the Guidance Classroom.


Learn More About Research Partnerships

As an affiliate of the University of Toronto, the school participates in a number of research partnerships across a broad range of faculties and departments. To date, these have included, though are not limited to, the Ontario Institute for Studies in Education (OISE), the Faculty of Pharmacy, the Department of Psychology, the Munk School of Global Affairs, the Rotman School of Management, the Department of Physiology, the Department of Geography, and the Department of Chemistry.

The Eureka! Research Institute at UTS also coordinates the conduct of research in the school by external partners and supports the development of research partnerships with a broad range of external and international partners.

Researchers who are interested in partnering with UTS can contact the Eureka! Research Institute at [email protected] to learn more.


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