I received my PhD in Educational Studies from Western University in 2006 and my Master of Education in Educational Leadership from Brock University in 2000. My BA (Political Science, History) is from Wilfrid Laurier University (1990) and my BEd is from Western University (1992). I was a school administrator, special education teacher and consultant, and classroom teacher for 15 years before coming to Laurier.
I am past-president of the Comparative and International Education Society of Canada and the director of Laurier's Centre for Leading Research in Education (CLRiE).
I am currently Principal Investigator on two SSHRC-funded studies examining how school principals support students with special education needs in their schools. I am also involved in two other major SSHRC-funded studies examining inclusive education in Canada and Ghana. Please see my research site for more information on these projects.
My research interests include inclusion and school leadership in international contexts. I travel regularly to Haiti, Ghana, and Egypt where I am involved in school leadership capacity-building. Recent research studies have been published in International Studies in Educational Administration, Comparative and International Education, Journal of Cases in Educational Leadership, Journal of Teaching and Learning, and Planning and Changing.
Donald F. Morgenson Faculty Award for Teaching Excellence in Internationalization (2019).
Wilfrid Laurier University Residence Academic Partnership Award (2015).
I have research assistantship opportunities available for undergraduate and graduate students interested in special education, school leadership and comparative education.
I am willing to supervise graduate students in the areas of special education, school leadership, and comparative education.
Sider, S., Maich, K., Morvan, J., Villella, M., Ling, P., & Repp, C. (2021). Inclusive school leadership: Examining the experiences of school principals in supporting students with special education needs. Journal of Research in Special Educational Needs, 21(2). https://doi.org/10.1111/1471-3802.12515
MacCormack, J., Sider, S., Maich, K., & Specht, J. (2021). Self-determination and inclusion: The role of Canadian principals in catalysing inclusive-positive practices. International Journal of Education Policy and Leadership, 17(2). https://journals.sfu.ca/ijepl/index.php/ijepl/issue/view/213
Education provides the tools for young people to achieve diversified career options, higher income levels, sustained health, and active citizenship. How do children access a quality education that leads to these outcomes? Through skilled and competent teachers and school leaders who have the capacity to foster these abilities.
The Wilfrid Laurier University Faculty of Education, in partnership with schools in Haiti, Nepal, and Egypt, has developed the Educator and Leadership Institute (ELI) to foster teaching and leadership capacity. The first ELI took place in August 2016, in northern Haiti. The focus of the summer institute is to support the capacity of educators in science, mathematics, critical literacy, early learning, special education and school leadership.
Our vision is founded on a Haitian Creole expression: Piti piti, ti pay pay, zwazo fe nich – little by little, straw by straw, the bird builds its nest. Our goal is to leverage our outstanding school partnerships and solid track record to maximize professional development for teachers and principals in the three countries, thus impacting 100,000 students. The summer institute provides the primary means for this professional development work. In tandem with the face-to-face courses, and with the support of Desire2Learn, we are also developing online resources that support and extend the learning that occurs in the summer institute.
As part of the summer institute, leading educators from Ontario, and up to 10 Laurier students, travel to Haiti, Nepal, and Egypt to provide courses and engage educators in professional learning. The courses occur each morning for three to four hours followed by an afternoon teaching practicum. This unique aspect of the summer institute provides an opportunity for educators to practice the learning that they are experiencing from the morning courses.
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