Lecturer, School of Education and Professional Studies
Post-doctoral Research Fellow
Dr Riley’s research interests are in the areas of Aboriginal Education and Research, Social Issues in Education, Gender and Sexual Health Education, and Community Research Partnerships. Riley’s SSHRC-funded doctoral dissertation considered the significance teachers’ expectations and biases have upon their educational decision-making. Riley recently completed an AEL Postdoctoral Research Fellowship at the Griffith Institute of Educational Research where her study combined the insights of data-driven theories such as self-fulfilling prophecy and attribution in order to consider the ways in which discrimination occurs or is reinforced by the decisions teachers make about Aboriginal and Torres Strait Islander learners. Riley has contributed to projects such as the Principals as Literacy Leaders with Indigenous Communities (PALLIC) research and development project, in association with the Australian Primary Principals Association (APPA). Dr Riley a member of the Griffith Institute for Educational Research and lecturer in the School of Educational and Professional Studies teaching in the areas of diversity and education and society. She has published in the fields of Aboriginal education, teacher development, and gender and sexual health education.
Fields of Expertise
- Aboriginal Education and Research
- Social Justice Issues in Education
- Critical Pedagogy
- Gender and Sexual Health Education
- School-Community Engagement
- Community Participatory Research Partnerships
Dr Riley has presented at a number of national and international conferences on her various research interests. She was awarded the Early Career Researcher Grant (2012) to develop an online research tool for her AEL Post-Doctoral research on the influence of teachers’ expectations on Aboriginal and Torres Strait Islander students. Dr Riley and Dr Michelle Pidgeon (Simon Fraser University) were recently awarded the Griffith University/Simon Fraser University Collaborative Research Grant (2015-2016) to investigate the role multiple stakeholders (e.g., teachers, community, faculty, etc.) have in inspiring and promoting Indigenous educational success.
Dr Riley has extensive training and experience developing and delivering curriculum on social issues related to education and gender and sexual health. Highlights include:
- Education Coordinator for AIDS Vancouver-Community Health Organisation
- Co-author of Educate to Empower: Training of Trainers Curriculum (Riley,T. & Gacoin, A., 2011) funded by M.A.C AIDS, currently available on the Canadian AIDS Treatment Information Exchange (CATIE) website.
- Youth Trainer Facilitator for Vancouver Legal Education Action Fund (LEAF)’s “No means No” and “Youth Work Place Rights” programs delivered in primary and secondary schools across British Columbia, Canada.
Publications and Reports
Refereed Journal Articles
- Riley, T. & Webster, A. (2015). Principals as Literacy Leaders with Indigenous Communities (PALLIC) building relationships: One school’s quest to raise Indigenous learners’ literacy. Teaching Education, 1-20. doi: 10.1080/10476210.2015.1049261.
- Riley, T. (2014). Raising awareness to transcend disciplines: Developing teachers’ critical awareness across disciplines to increase Indigenous learner engagement. The Australian Journal of Indigenous Education, 43(2), 144-153. doi: 10.1017/jie.2014.20.
- Riley, T. (2014). “I know I’m generalizing but…”: How teachers’ perceptions influence ESL learner placement. TESOL Quarterly, 1-22. doi: 10.1002/tesq.191.
- Riley, T. (2014). “Boys are like puppies, girls aim to please”: How teachers’ gender stereotypes may influence student placement decisions and classroom teaching. Alberta Journal of Educational Research, 60 (1), 1-21.
- Riley, T. (2014). Deciding factors: Do factors beyond achievement influence teachers’ student placement decisions? Journal of Education for Teaching, 40 (1), 94-96. doi: 10.1080/02607476.2013.864020
- Riley, T. (2013). Into the community and not on the shelf: Learning to develop a meaningful HIV/AIDS curriculum for multiple communities. Sex Education: Sexuality, Society and Learning, 14(1), 42-56, doi: 10.1080/14681811.2013.822363
- Riley, T. (2012). Self-fulfilling prophecy: How teachers’ attributions, expectations, and stereotypes influence the learning opportunities afforded Aboriginal students. Canadian Journal of Education, 35 (2), 303-333.
- Riley, T. (2010). Stigma, stereotypes, and attributional theory: A successful theoretical merger. Journal of Educational Thought, 44(2), 229-246.
- Riley, T., & Ungerleider, C. (2008). The face of achievement: Influences on teacher decision making about Aboriginal students. The Alberta Journal of Educational Research, 54(4) 378-387.
- Llewellyn, K., Wall, S., Kelly, F., Riley, T., & Cunliffe, E. (2005). The F word(s): A five part conversation by gen-X feminists. Atlantis: A Women’s Studies Journal, 29(3), 61-75.
Scholarly Book Chapters
- Riley, T. (2013). Purpose of public schooling: Perspectives from Emily Elizabeth and Sandra Montgomery. In D. Laitsh, J. L. View, & P. M. Farley (Eds.), The purpose of public schooling in the 21st century: Voices from the U.S. and Canada (pp.94-105). Charlotte, NC: Information Age Publishing.
- Riley, T., & Rich, S. (2011). No more boundaries: Narrative pedagogies, curriculum, and imagining who we might become. In D. Stanley & K. Young (Eds.), Contemporary studies in Canadian curriculum: Principles, portraits, & practices (pp. 101-123). Calgary, AB: Detselig Press.
- Johnson, G., Dempster, N., McKenzie, L., Klieve, H., Fluckiger, B., Lovett, S., Riley, T., Webster, A. (2014). Principals as literacy leaders with Indigenous communities: Leadership for learning to read - both ways, i–59.
- Riley, T., & Gacoin, A. (2011). Educate to empower: Training of trainers’ curriculum. Co-funded by M.A.C. AIDS Fund and AIDS Vancouver. Available on the Canadian AIDS Treatment and Information Exchange (CATIE) website at http://www.catie.ca/en/resources/educate-empower-training-trainers-curriculum.
- Riley, T. (2009). Hepatitis C curriculum workbook: An introductory curriculum guide to hepatitis C and related issues. Co-funded by the Public Health Agency of Canada and AIDS Vancouver. Available on AIDS Vancouver website at: http://www.aidsvancouver.org/content/prevention-program-materials
- Riley, T., & Oliveria, N. (2008). Youth in the workplace: Your rights and responsibilities. Funded by British Columbia’s West Coast Legal Education Action Fund.
- Riley, T. (2013, 1-5 December). Raising awareness that transcends borders: Developing teachers’ critical consciousness-raising abilities across disciplines for Indigenous learner success. Annual conference of the Australian Association for Research in Education (AARE). Adelaide, Australia.
- Riley, T. (2013, 1-5 December). “I know I’m generalizing but…”: How teachers’ assumptions regarding the family background and social behaviour of ESL learners influence learner assessment. Annual conference of the Australian Association for Research in Education (AARE). Adelaide, Australia.
- Riley, T. (2013, 1-5 June). Boys are like puppies, girls aim to please: The influence teachers’ gender stereotypes may have upon teaching and assessment. Annual conference of The Canadian Society for the Study of Education (CSSE). University of Victoria. Victoria, British Columbia.
- Riley, T. (2013, 1-5 June). Into the community and not on the shelf: Learning to develop meaningful HIV/AIDS curriculum for multiple communities. Annual conference of The Canadian Society for the Study of Education (CSSE). University of Victoria. Victoria, British Columbia.
- Riley, T. (2012, 2-6 December). Exceeding expectations: How teachers’ attributions and biases influence the educational success of Aboriginal learners. Annual conference of the Australian Association for Research in Education (AARE). Sydney, Australia.
- Riley, T. (2010). Self-fulfilling prophecy: Teachers’ decision making regarding Aboriginal Students. Annual conference of the American Education Research Association (AERA). Denver, Colorado.
- Riley, T. (2010). An issue of perceptions: The influence teachers’ attributions and stereotypes have upon ESL and Aboriginal learner success in the classroom. Annual conference of The Canadian Society for the Study of Education (CSSE). Concordia University. Montreal, Quebec.
- Riley, T. (2009). Beyond all expectations: An assessment of teachers' decision making. Annual conference of the American Educational Research Association (AERA). San Diego, California.