University of Calgary

Jaime Fiddler

  • Sessional Instructor

Currently Teaching

 F2021 - EDUC 530 - Indigenous Education

Profile

Dr. Jaime Leigh Fiddler (formerly Beck) is a sessional instructor in the Werklund School of Education. She is keenly interested in how to create space within the academy for mulitple kinds of knowledge, and advocates regularly for arts-based and Indigenous ways of knowing to be more meaningfully included in education, and especially in the research process.

In the 2020/2021 academic year, Jaime is instructing EDUC 450: Diversity in Learning; EDUC 530: Indigenous Education; and EDUC 556: Professional Development and Lifelong Learning at the undergraduate level, and at the graduate level: EDER 655.16: Decolonizing through Indigenous Arts & Media; and EDER 655.17 Critical Service Learning and Engaged Scholarship in Indigenous Education.

Jaime's research interests include teacher mentorship, beginning teacher induction and attrition, and teacher professional learning and growth. She is currently the Managing Editor of Art/Research International: A Transdiciplinary Journal, a forum dedicated to exploring and advancing art as and/or within the research process across disciplines and internationally.

Jaime is proud to be a member of the Métis Nation of Alberta, and reclaimed her birth name Fiddler in order to remain more connected to this heritage. In addition to Métis ancestry, she also embraces the Swedish, Welsh, Irish, and Cree roots found within the three most recent generations of her family. Jaime is also proud to be a singing member of One Voice Chorus, a mixed-voice choir for LGBTQ* singers and their allies in the Calgary area. 

Select Publications

Fiddler, J. L. (2021) Listening deeply: Indexing research conversations in a narrative inquiry. In C. Vanover, P. Mihas, & J. Saldaña (Eds.), Analyzing and interpreting qualitative data: After the interview. Sage Publications.
 
Smith, C., Dressler, R., Holden, M., Berzins, J., & Fiddler, J (2021). « Au-delà de Duolingo » : La formation d’une communauté de pratique d’adultes qui apprennent le français. Canadian Journal for the Study of Adult Education , 33(1), 85-91.
 
Beck, J. L., Fowler, T., & Brown, B. (2020). Asynchronous professional learning: An online conference to connect pre-service and in-service teachers to current research. In R. E. Ferdig, E. Baumgartner, R. Hartshorne, R. Kaplan-Rakowski, & C. Mouza (Eds.), Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field (pp. 565–567). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/216903/
 
Brown, B., Friesen, S., Beck, J., & Roberts, V. (2020). Supporting new teachers as designers of learning. Education Sciences, 10(8), 207. https://doi.org/10.3390/educsci10080207
 
Roberts, V., Beck, J., & Brown, B. (2020). Connecting Design-Based Research: A Responsive Methodology for Connecting Research and Practice. In S. Friesen, J. Brandon, & M. Jacobsen (Eds.), Selected Proceedings of the IDEAS Conference: Transforming Pedagogies (pp. 9–16). Werklund School of Education, University of Calgary.
 
Beck, J. L. (2019). Three perspectives on Freedom Writers: Considering teaching across the career span. In D. Conrad & M. Prendergast (Eds.), Portrayals of teachers and teaching on stage and in film: Dramatic depictions (pp. 14–22). Intellect Books.
 
Brown, B., Roberts, V., & Beck, J. L. (2019). New Teachers Implementing Professional Practice Standards [Report]. Werklund School of Education. https://prism.ucalgary.ca/handle/1880/111144
 
Beck, J. L. (2017). The weight of a heavy hour: Understanding teacher experiences of work intensification. McGill Journal of Education, 52(3), 617–638.
 
Servage, L., Beck, J. L., & Couture, J. C. (2017). Foundations for professional growth: A longitudinal look at induction practices in Alberta. In The bliss and blisters of early career teaching: A pan-Canadian perspective (pp. 335–350). Word & Deed Publishing.
 
Conrad, D., & Beck, J. L. (2015). Towards articulating an arts-based research paradigm: Growing deeper. UNESCO Observatory Multi-Disciplinary Journal in the Arts, 5(1), 26.
 
Beck, J. L., Belliveau, G., Lea, G. W., & Wager, A. (2011). Delineating a spectrum of research-based theatre. Qualitative Inquiry, 17(8), 687–700. https://doi.org/10.1177/1077800411415498
 
Wager, A., Belliveau, G., Beck, J., & Lea, G. W. (2009). Exploring Drama as an Additional Language through Research-based Theatre. Scenario, 2009(2), 50–62.
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