I.  Chairman:  Peter J. Gamlin Ph.D., C.Psych.

Dr. Gamlin is Professor Emeritus and senior researcher, in the Department of Adult Education, Community Development and Counselling Psychology, the Ontario Institute for Studies in Education of the University of Toronto. His work spans 34 years of specialization in educational psychology, child development and adult education. Dr. Gamlin’s interests have centered on the learning, teaching process using assessments of potential and achievement as a means to prepare students for instruction. In this work, following Vygotsky, the core understanding is that ‘learning leads development’.  He has written articles and books on this subject. He was co-founder  and co-editor of The International Journal of Dynamic Assessment and Instruction. Most recently Dr. Gamlin and his students have begun a collaborative inquiry into ethnic identity development using personal reflections and issues raised by first and second-generation individuals. He is also currently involved with students in collaborative inquiry exploring the meaning of creative lifelong learning.  Dr. Gamlin is actively working with Aboriginal colleagues in the Department of Adult Education to establish an Aboriginal education research centre.  Projects underway inquire into Aboriginal literacy programs to determine to what extent they are culturally appropriate.  Dr. Gamlin is currently working closely with Aboriginal communities, using his expertise in the fields of teaching, learning and adult education, to help deliver culturally appropriate services to families and children.  Dr. Gamlin is a Registered Psychologist with the Ontario College of Psychologists.

 

Recently Dr Gamlin has published two refereed books and several refereed chapters exploring his long-term career interest in adaptive instruction and strategies for enhancing the learning potential of adults and children.   He has most recently focused these interests, applying them to Aboriginal communities and culture.

 

Recent refereed contributions: Books, book chapters

R(Refereed)           Gamlin, P.J., Luther, M.G., & Wagner, G. (Eds.). (2001). Exploring human potential: Facilitating growth in the new Millennium. Toronto: Captus University Press. Senior Editor.

 

R                             Luther, M.G., Cole, E. & Gamlin, P.J. (1996). Dynamic assessment for instruction: From theory to application. Toronto: Captus University Press. Senior Editor.

R                             Chapters in Books

 

Cook, S., & Gamlin, P.J. (2001). Discursiveness in communities of learners: The centrality of values in creative lifelong learning. In P.J. Gamlin, M.G. Luther, & G. Wagner (Eds.). (2001).). Exploring human potential: Facilitating growth in the new Millennium. Toronto: Captus University Press.

 

Gamlin, P.J., Maracle, D.T., Sodhi, P., Eamer A., Komorowsky, L., &Yee, G. (2001). Living authentically in multiple cultures: Responding to diversity is everyone's business. In P.J. Gamlin, M.G. Luther, & G. Wagner (Eds.). (2001).). Exploring human potential: Facilitating growth in the new Millennium. Toronto: Captus University Press.

 

Li, Z.H., Gamlin, P.J., Jain,U.R.K., & Luther, M.G. (2001). Mediated compliance training (MCT): A cognitive intervention for noncompliant behaviour in children with developmental disabilities. In P.J. Gamlin, M.G. Luther, & G. Wagner (Eds.). (2001).). Exploring human potential: Facilitating growth in the new Millennium. Toronto: Captus University Press.

 

Gamlin, P.J., & Sanikhani, C., (2001). Maximizing the potential for creative thought: A framework for charting the development of similarity reasoning. In P.J. Gamlin, M.G. Luther, G. Wagner (Eds.). (2001). Exploring human potential: Facilitating growth in the new Millennium. Toronto: Captus University Press.

 

Gamlin, P.J. (1996). Issues in dynamic assessment for instruction. In (1996). M.G. Luther, E. Cole & P.J. Gamlin, Dynamic assessment for instruction: From theory to application. Toronto: Captus University Press. pp 79-87.

 

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

 

Sanikhani, 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.J. Gamlin, 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, Dynamic assessment for instruction: From theory to application. Toronto: Captus University Press. pp 225-253.

 

Gamlin, P.J., Elmpak, M., Franke-Wagar, P., Lotfabadi, H., Nourani, K. & Wang, L. (1996). Teaching number 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, Dynamic assessment for instruction: From theory to application. Toronto: Captus University Press. pp 272-297.

 

Schardt, A., Whitten, C. & 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, Dynamic assessment for instruction: From theory to application. Toronto: Captus University Press. pp 316-325.

 

Gamlin, P.J., Berndorff, D., Mitsopulos, A., & Demetriou, K. (1993). Multicultural education in Canada from a global perspective: Approaches at elementary and secondary levels including teacher training. In J. Berry & J. Laponce (Eds.), State of the art review of research in Canada's multicultural society. Toronto: University of Toronto Press.