University of Calgary

Sarah Elaine Eaton

  • Assistant Professor

Currently Teaching

Not currently teaching any courses.

Profile

Dr. Eaton earned her B.A. (Hons.) from Saint Mary’s University and then moved to Calgary where she earned both her M.A. (Spanish) and Ph.D (Educational Leadership) from the University of Calgary. Eaton joined the Werklund School of Education in 2011 as a sessional instructor and is currently an Assistant Professor, specializing in Educational Leadership, Policy and Governance. Her teaching background focuses on adult and post-secondary learners. She has conducted teacher training and faculty development and seminars in Mexico, Honduras, Cuba and the United States.

Research & Scholarly Activity

Dr. Eaton’s research is strongly interdisciplinary and includes scholarly investigations and action research on topics relating to educational leadership, academic integrity, language learning and educational technology.

Funded Reserach:

  • Academic Integrity Online: Developing Support Mechanisms for Online Graduate Students to Understand Plagiarism. University of Calgary Teaching and Learning Grant. Sarah Elaine Eaton (P.I.), Jennifer Lock (Co-Investigator) and Meadow Schroeder (Co-Investigator) $35,206.00 CAD
  • Research Development Grant, Werklund School of Education. Sarah Elaine Eaton (P.I.) $1,500 CAD
  • Investigating academic integrity in the Werklund School of Education: Process, policy and perceptions. Werklund School of Education, Office of Teaching and Learning, Scholarship of Teaching and Learning Grant.  Sarah Elaine Eaton (P.I.) $10,000 CAD.
  • Student Learning in Synchronous Online Classes. Werklund School of Education, Office of Teaching and Learning, Scholarship of Teaching and Learning Grant.  Barbara Brown, (P.I.), Sarah Elaine Eaton (Co-investigator) and Meadow Schroeder (Co-investigator) $10,000 CAD.
  • Developing a Community-Based Bachelor of Education Program, Dr. Dianne Gereluk (P.I.), Dr. Roswita Dressler (Co-investigator) and Dr. S. Eaton (Co-investigator), SSHRC Insight Development Enhancement Grant, Werklund School of Education, University of Calgary. $2500 CAD
  • Building a Robust Online Teacher Education Program - Dr. Dianne Gereluk (P.I.), Dr. Roswita Dressler (Co-investigator) and Dr. S. Eaton (Co-investigator), Werklund School of Education, Office of Teaching and Learning, Scholarship of Teaching and Learning Grant. $10,000 CAD.

Education

Doctor of Philosophy
University of Calgary

Master of Arts
University of Calgary

Bachelor of Arts (Honours)
Saint Mary’s University

Professional & Community Affiliations

Dr. Eaton offers expertise to a variety of government and non-profit organizations. Since 2012 she has supported the U.S. Department of State, Bureau of Educational and Cultural Affairs, Office of English Language Programs with her knowledge in the areas of program development, evaluation and strategic planning for educational organizations. Her work has contributed to the ongoing development and improvement of public diplomacy programs enacted through the teaching of American English that operate in more than 100 countries worldwide.

Selected Publications

Journal Articles

  1. Lock, J. V., Eaton, S. E., & Kessy, E. (2017). Fostering self-regulation in online learning. Northwest Journal of Teacher Education, 12(2), 1-13. Retrieved from http://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=1004&context=nwjte
  2. Eaton, S. E. (2017). Perceptions of ESL program management in Canadian higher education: A qualitative case study. International Journal of Learning, Teaching and Educational Research, 16(9), 13-28. Retrieved from http://ijlter.org/index.php/ijlter/article/view/980/pdf doi:https://doi.org/10.26803/ijlter.16.9.2
  3. Eaton, S. E. (2017). Under pressure: English-language program managers as time management masters. English Leadership Quarterly, 40(2), 10-13. Retrieved from http://www.ncte.org/journals/elq/issues/v40-2
  4. Kessy, E., Eaton, S. E., & Lock, J. V. (2017). Developing teachers: Reflections on self-regulated learning in professional graduate education. Canadian Journal for Teacher Research. Retrieved from http://www.teacherresearch.ca/blog/article/2017/06/25/330-developing-teachers-reflections-on-self-regulated-learning-in-professional-graduate-education
  5. Burns, A., Brown, B., Eaton, S. E., & Mueller, K. (2017). A day in the life: An examination of women's choices in the academy. Journal of Educational Thought, 50(2&3), 118-137. 
  6. Eaton, S. E. (2017). Comparative Analysis of Institutional Policy Definitions of Plagiarism: A Pan-Canadian University Study. Interchange: A Quarterly Review of Education. doi: 10.1007/s10780-017-9300-7. Retrieved from: http://rdcu.be/oCx2
  7. Brown, B., Dressler, R., Eaton, S. E., & Jacobsen, D. M. (2015). Practicing what we teach: Using action research to learn about teaching action research. Canadian Journal of Action Research, 16(3), 60-77.
  8. Brown, B., Eaton, S. E., Jacobsen, D. M., Roy, S., & Friesen, S. (2013). Instructional design collaboration: A professional learning and growth experience. MERLOT Journal of Online Learning and Teaching, 9(3). Retrieved from http://jolt.merlot.org/vol9no3/brown_0913.htm
  9. Eaton, S. E. (2012). How will Alberta’s second language students ever achieve proficiency? ACTFL Proficiency Guidelines, the CEFR and the “10,000-hour rule” in relation to the Alberta K-12 language-learning context. Notos, 12(2), 2-12.
  10. Eaton, S. E. (2010). How to Use Skype in the ESL/EFL Classroom. The Internet TESL Journal, XVI(11).
  11. Eaton, S. E. (2010). Leadership Through Language Learning and Teaching: Gandhi as a Role Model. Notos, 11(1), 2-7.
  12. Eaton, S. E. (2005). How to promote your language program in a tough market. International Journal of Foreign Language Teaching, 1(2), 23-26.

Refereed Conference Proceedings

  1. Anselmo, L., & Eaton, S. E. (2017). Making evidence informed decisions about formative written feedback. In A. P. Preciado Babb, L. Yeworiew, & S. Sabbaghan (Eds.), Selected Proceedings of the IDEAS Conference 2017: Leading Educational Change Conference (pp. 57-65). Calgary, Canada: Werklund School of Education, University of Calgary. Retrieved from https://prism.ucalgary.ca/handle/1880/52096
  2. Eaton, S. E., Guglielmin, M., & Otoo, B. (2017). Plagiarism: Moving from punitive to pro-active approaches. In A. P. Preciado Babb, L. Yeworiew, & S. Sabbaghan (Eds.), Selected Proceedings of the IDEAS Conference 2017: Leading Educational Change Conference (pp. 28-36). Calgary, Canada: Werklund School of Education, University of Calgary. Retrieved from https://prism.ucalgary.ca/handle/1880/52096
  3. Brown, B., Eaton, S. E., & Schroeder, M. (2017). Signature pedagogies in online classes. In A. P. Preciado Babb, L. Yeworiew, & S. Sabbaghan (Eds.), Selected Proceedings of the IDEAS Conference 2017: Leading Educational Change Conference (pp. 66-74). Calgary, Canada: Werklund School of Education, University of Calgary. Retrieved from https://prism.ucalgary.ca/handle/1880/52096
  4. Brown, B., Schroeder, M., & Eaton, S.E. (2016, May). Designing Synchronous Online Interactions and Discussions. In M. Takeuchi, A.P. Preciado Babb, & J. Lock. IDEAS 2016: Designing for Innovation Selected Proceedings. Paper presented at IDEAS 2016: Designing for Innovation, Calgary, Canada (pg 51-60). Calgary, Canada: Werklund School of Education, University of Calgary. Available from: http://hdl.handle.net/1880/51209
  5. Brown, B., Eaton, S. E., Dressler, R., & Jacobsen, D. M. (2015). Professional collaboration as responsive pedagogy, Proceedings of the IDEAS: Rising to Challenge Conference. Calgary: Werklund School of Education, University of Calgary.

Book chapter

  1. Eaton, S. E. (2013). The Administration of English as a Second Language (ESL) Programs in Higher Education: Striking the Balance Between Generating Revenue and Serving Students. In Y. Hébert & A. A. Abdi (Eds.), Critical Perspectives on International Education (pp. 165-180). Rotterdam: Sense.

Reports and Research Briefs

  1. Eaton, S. E., Brown, B., Schroeder, M., Lock, J., & Jacobsen, M. (2017). Signature pedagogies for e-learning in higher education and beyond. Retrieved from http://hdl.handle.net/1880/51848
  2. Eaton, S.E., Brown, B., & Schroeder, M. (2017). Student learning in synchronous online classes: Research project brief. Retrieved from http://hdl.handle.net/1880/51792 doi:10.13140/RG.2.2.29667.55844
  3. Eaton, S.E. (2016). Technology in English at The White House: Report. Retrieved from University of Calgary: http://hdl.handle.net/1880/51772
  4. Eaton, S.E. (2016). Investigating academic integrity in the Werklund School of Education: Process, policy and perceptions: Research Project Brief. Retrieved from http://hdl.handle.net/1880/51764

Pedagogical and Training Materials

  1. Eaton, S. E. (2017). Academic integrity and plagiarism: Supplementary materials for educator workshops. Calgary: University of Calgary. Retrieved from: http://hdl.handle.net/1880/51859
  2. Eaton, S. E. (2017). Research assistant training manual: Focus groups. Calgary: University of Calgary. Retrieved from http://hdl.handle.net/1880/51811 doi:10.13140/RG.2.2.28751.69288

Book reviews

  1. Eaton, S. E. (2017). Review of the book Research methods and methodologies in education, edited by Coe, R., Waring, M., Hedges, L. V., & Arthur, J. Canadian Journal of Educational Administration and Policy, (184). Retrieved from https://journalhosting.ucalgary.ca/index.php/cjeap/article/view/42501/30934

  2. Eaton, S. E. (2017). Review of the book The thoughtful leader: A model of integrative leadership by J. Fisher. Journal of Educational Thought, 50(1), 69-70.
  3. Eaton, S.E. (2016). Review of the book From trainee to teacher: Reflective practice for novice teachers by T.S.C. Farrell. TESL Canada Journal, 33(2), 85-86. Retrieved from  doi:http://dx.doi.org/1018806/tesl.v33i2.1238

Awards

  • Werklund School of Education, University of Calgary, Teaching Excellence Award, 2015

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