Dr. Mike Parr

Mike Parr Profile Photo
Associate Professor / Faculty of Education and Professional Studies - Schulich School of Education
Full-time Faculty
Graduate Program Faculty
L. Michael Parr is an Associate Professor in the pre-service Teacher Education Program at the Schulich School of Education as well as a full-time member of their graduate faculty. His teaching currently focuses on Education and Schooling: History, Law, Philosophy, and how each of these impact issues and challenges facing us as educators in the 21st Century. He also has a long-standing record of service teaching in-service courses for teachers including Special Education Part 1, 2 and Special Education Part 3 (Specialist).
BSc, University of Toronto
BEd, Nipissing University
MEd, Nipissing University
PhD, University of Toronto

Areas of research include educational leadership & change; inclusive schools; principals' impact on school climate and culture; special education; students at risk; and students with behavioural disorders and/or ADHD, impact of male teachers in the primary/junior grades. 

His current research has three inter-related foci: 

  • the principals' role in developing inclusive schools; 
  • addressing the needs of the behavioural, at risk student (including ADHD); 
  • investigating the role male teachers play in the early, school related development of boys & girls.

Allison, J., Gosse, D., Parr, M. (2014). “If You Hit, You Sit”: Implications of a Pilot Case Study of the Retired Male Primary Teacher. New Male Studies: An International Journal.

Parr, M. & Gosse, D. (2012). The perils of being a male primary/junior teacher: Vulnerability and accusations of inappropriate contact with students, McGill Journal of Education, February 2012

Lafrance-Rich, N., Parr, M., Richardson, W, Boyle, T. Improving Educational Outcomes for Young People in Care: Innovative partnerships between Children's Aid Societies and district school boards. Child and Family Professional Journal, Spring 2011, pp. 22-40

Parr, M. (2008). Reflections on the Importance of the Purpose of Education and the Role of Teacher, in W. Richardson & C. Richardson (Eds.), Walking the Talk: Putting Theory into Practice: Twenty-five Narratives from a Faculty of Education. Calgary, Alberta: Detselig Enterprises Ltd.

Parr, M., & Richardson, W., Scott, J. (2008). Profiles of “At Risk”: Perceptions From the Field.  International Journal of Learning, Vol. 15 (7), pp. 279-287

Scott, J., Parr, M., & Richardson, W. (2008). By Hook or by Crook: Engaging reluctant Readers and Writers through the Use of Technology and Virtual field Trips. International Journal of Diversity in Organizations, Communities & Nations, Vol. 8(4), pp. 35-42

Richardson, W., Parr, M., Scott, J., & McCabe, M. (2008). Viewing Juvenile Delinquency through a Canadian Educational Lens: A Mixed Methodological Approach, International Journal of the Humanities, Vol. 6(1), pp. 119-132

Parr, M., Gosse, D., & Allison, J. (2008). The Professional Journey of Male Primary Teachers: Experiences and Perceptions of Entering into a “Sacred Female Space”. International Journal of Diversity in Organizations, Communities & Nations, Vol. 7(6), pp. 258-265

Gosse, D., & Parr, M. (2008). Researching the Halted Paths of Male Primary School Teacher Candidates, The Journal of Men’s Studies, Vol 16 (1), pp 57-68

Richardson, P., & Parr, M. (2008). Youth At-Risk or Marginalized: Issues of Serious Concern for Educators who Work Exclusively with Adolescents who are Incarcerated. International Journal of Diversity in Organizations, Communities & Nations, Vol. 7(1), pp. 157-167.

Gosse, D., Parr, M., & Allison, J. (2007). You’re out! Calling for debate on male primary school teacher candidates. The Canadian On-Line Journal of Queer Studies in Education, 3(1).

Parr, M., & Richardson, W. (2006). Meeting the Needs of Students At Risk: A Preliminary Case Study of the Role of Child Development Counsellors in an Urban Elementary & High School Setting, International Journal of Learning, Vol. 12(10), pp. 93-102

Richardson, W., & Parr, M. (2006). The Diagnosis, Misdiagnosis and Treatment of the Identified Behavioural / Emotional Student: A Canadian Perspective, International Journal of Learning, Vol. 12(8), pp. 115-122