Cathlene Hillier, PhD, OCT

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Cathlene Hillier, PhD, OCT Assistant Professor of Education

Ph: 506-858-8970 Ext. 193
Email: cathlene.hillier@crandallu.ca

Education

BTh (Hons), Master’s College and Seminary
BA, University of Waterloo
BEd, University of Windsor
MEd, University of Toronto
MA, Wilfrid Laurier University
PhD, University of Waterloo

Courses Taught

  • Theory and Practice: Elementary
  • Social Studies Education
  • Research Methods in Education

Honours & Scholarships

Postdoctoral Fellowship, Nipissing University, Department of Sociology & Anthropology (Statistics Canada, Research Data Centre) (2018–2020)

Outstanding PhD Student Award, Canadian Sociological Association (elected by the Department of Sociology & Legal Studies, University of Waterloo) (2018–2019)

Social Sciences and Humanities Research Council Doctoral Award (2014–2017)

Select Publications

Hillier, C. (forthcoming). A seasonal comparison of the effectiveness of parent engagement on student literacy achievement. Canadian Journal of Education.

Hillier, C., Y. Sano, D. Zarifa, & M. Haan (2020). Will they stay or will they go? Examining the brain drain in Canada’s provincial north. Canadian Review of Sociology, 57(2), 174–196. doi.org/10.1111/cars.12276

Rizk, J., & C. Hillier (published online first 2020, coming in-print 2021). “Everything’s technology now”: The role of technology in home- and school-based summer learning activities. Journal of Children and Media. doi.org/10.1080/17482798.2020.1778498

Hillier, C., E. Milne, & J. Aurini (2019). “It’s not just helping your kid with homework anymore”: The challenges of aligning education policy with parents and teachers. Canadian Public Policy, 45(4), 497–510.

Hillier, C., & J. Aurini (2018). What role does the ‘parent-effect’ play in child-centered research? A photo-interview study of home reading practices. Qualitative Research, 18(4), 492–509.

Hillier, C., & J. Aurini (2018). The summer reading blues: Children’s accounts of summer literacy practices.  In P. Albanese, L. Tepperman, & E. Alexander (Eds.), Reading sociology: Canadian perspectives (3rd edition) (pp. 64–68). Don Mills, ON: Oxford University Press.

Hillier, C., & E. Milne. (2018). “You’re an alien to us”: Autoethnographic accounts of two researchers’ experiences in an organizational setting. In S. Kleinknecht, L. van den Scott, & C. B. Sanders (Eds.), The craft of qualitative research (pp. 98–105). Toronto, ON: Canadian Scholars.

Aurini, J., & C. Hillier (2018). Re-opening the black box of educational disadvantage: Why we need new answers to old questions. In J. Mehta & S. Davies (Eds.), Education in a new society: Renewing the sociology of education (pp. 309–333). Chicago, IL: University of Chicago Press.

Aurini, J., E. Milne, & C. Hillier. (2016). The two sides of ‘vigilance’: Parent engagement and its relationship to school connections, responsibility and agency. In W. Lehmann (Ed.), Education and society: Canadian perspectives (pp. 90–102). Don Mills, ON: Oxford University Press.

Hillier, C. (2014). “But we’re already doing it”: Ontario teachers’ responses to policies on religious inclusion and accommodation in public schools. Alberta Journal of Educational Research, 60(1), 43–61.

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