Amy Burns

Amy Burns

Associate Dean, Undergraduate Programs

Werklund School of Education

Associate Professor

Werklund School of Education, Specialization, Leadership

Web presence

Phone number

Office: 403.220.3625

Location

Office: EDT230

Background

Educational Background

Doctor of Philosophy , University of Calgary, 2008

M.A. , University of Calgary, 2001

Bachelor of Education University of Lethbridge, 1996

B.F.A. , University of Lethbridge, 1996

Biography

Dr. Burns has been a public school teacher and leader in various school divisions across Alberta since convocating with a Bachelor of Education and a Bachelor of Fine Arts from the University of Lethbridge in 1996. In 2001, she completed her MA in Educational Leadership and in 2008 her PhD in Educational Leadership, both from the University of Calgary. In 2014, Dr. Burns joined the Werklund School of Education at the University of Calgary where she acts as the Director of Field Experience and then was appointed Associate Dean of Undergraduate Programs in Education in 2018. She teaches both graduate and undergraduate courses and is the co-creator and academic coordinator for the Leading with Heart certificate in the Interdisciplinary Master of Education program.

Research

Areas of Research

Scholarly Activity

Dr. Burns’ research is focused on two distinct yet interconnected topics. In this work she explores the narrative lifeworlds of both preservice and in-service teachers and leaders as well as women in leadership both in K-12 and postsecondary contexts. Her most recent work examines the ways in which female postsecondary leaders conceptualize their experiences within the academy. Dr. Burns is also interested in the ways in which preservice teachers conceptualize their roles as teacher leaders and the organizational narratives that shape leadership within K-12 and postsecondary education. Her work has been published in education, student affairs and leadership journals.

Interests:
  • Case study research
  • Critical discourse analysis
  • Educational administration and leadership
  • Educational policy
  • Female leadership
  • Feminist theory/research
  • Leadership development
  • Narrative inquiry
  • Poststructural Feminist Theory
  • Teacher education

Projects

Current:
  • PI - Leading from the Middle: Understanding the Lifeworlds of Female Middle-Level Leaders in Postsecondary Education (SSHRC funded)
  • Co-I - Combating Racism towards Indigenous Peoples through the Inclusion of Indigenous Perspectives in the Classroom: Bachelor of Education Programs and Schools Working Together (SSHRC funded)
  • PI - Leadership as Theatre: Organizational Metaphors from the Stage

Awards

  • Awarded, Werklund School of Education Excellence in Service Award, Werklund School of Education. 2018
  • Awarded, Werklund School of Education Excellence in Teaching Award, Werklund School of Education. 2017
  • URGC Faculty Conference Travel Grant, 2015
  • Canadian Association for the Study of Educational Administration Thesis Award 2002, Canadian Association for the Study of Educational Administration. 2003
  • Louise McKinney Scholarship for Undergraduate Academic Excellence, Government of Alberta. 1998

Publications

  • Genuine collaboration and partnership: Creating a university- and board-led PLC for instructional design. Sara Martin; Adam Turner; Jason Ness; Michael Holden; Amy Marie Burns; Shirley Pepper; Dave Morris. (2020)
  • Living with heart: Self-care, collective care, and justice. Amy Marie Burns. Word and Deed Publishing. (2020)
  • Adapting course assignments to online postings for rural and remote students in a Bachelor of Education program. Amy Marie Burns; Patricia Danyluk. IGI Global Publications. 55-72. (2020)
  • Bringing my past into my future as a woman in the academy. Amy Marie Burns. Springer. 14-Mar. (2020)
  • Postscript: Conclusions drawn from the exercise of writing a book. Amy Marie Burns; Sarah Elaine Eaton. Springer. 199-201. (2020)
  • Preface: Insights into women negotiating life in the academy – A Canadian perspective. Amy Marie Burns; Sarah Elaine Eaton. Springer. v-viii. (2020)
  • Becoming a teacher in a rural or remote community: The experiences of educational assistants. Amy Marie Burns; Patricia Danyluk; David Scott. Springer. 183-202. (2020)
  • Leading with heart: A leadership journey.. K. Walker; A. Burns; S. Cherkowski. Lexington. 363-368. (2018)
  • Critical conversations on reflexive inquiry in field experiences.. K. Crawford; E. R. Lyle; A. Burns; S. L. Hill; P. Danyluk. Brill Sense Publisher. 183-196. (2018)
  • Enhancing instructor capacity through the redesign of online practicum course environments using Universal Design for Learning. C. P. Ostrowski; N. Altowairiki; L. Hill; S. Keengwe; C. Johnson; A. Burns; J. Lock. IGI Global Publications. 20-Jan. (2017)
  • Building new teacher capacities through an innovative practicum. Patricia Danyluk; M Hirschkorn; Amy Burns; J Mueller. Canadian Association for Teacher Education. 192-212. (2016)
  • Women Negotiating Life in the Academy – A Canadian Perspective. Amy Marie Burns; Sarah Elaine Eaton. Springer. (2020)
  • Leading with heart: Enacting self-care, collective care and justice. Amy Marie Burns; Mary-Ann Mitchell-Pellett. Word and Deed Publishing. (2020)
  • Learning to teach on a construction site: Applying Kolb's model to thestudent teaching practicum.. Amy Marie Burns. IDEAS 2016: Designing for Innovation Selected Proceedings. 61-70. (2016)
  • Innovation in pre-service education: An examination of the Canadian field experience.. Amy Marie Burns. Libreriauniversitaria.it. 622-625. (2016)
  • Identifying excellence in partner teachers: A model of innovative partner teacher recruitment in "The Future of Education Conference Proceedings, 2015". Amy Marie Burns. Libreriauniversitaria.it. -. (2015)
  • Three Museums and a Construction Site: A Collaborative Self-Study of Learning from Teaching in Community-Based Settings. E. Hamilton; A. Burns; A. Leonard; L. Taylor. (2019)
  • Preservice teachers' perspectives of failure during a practicum. S. Laurie Hill; Patricia Danyluk; Amy Burns; Kathryn Crawford. (2020)
  • Non-traditional student teaching: Creating future leaders through disruption. Amy Marie Burns. (2019)
  • Aligning goals for certification and professional growth: Building cooperation among Bachelor of Education programs in Alberta. Jodi Nickel; Astrid Kendrick; Amy Marie Burns; Elizabeth McvNeilly; Theodora Kapoyannis; Patricia Danyluk. (2020)
  • The Canadian preservice teacher education practicum: An examination of fostering university and school collaboration, mentor teacher guidance, and re-centring the practicum. Patricia Danyluk; Astrid Kendrick; Theodora Kapoyannis; Jodi Nickel; Elizabeth McNeilly; Amy Marie Burns. (2020)
  • Challenging teacher educators’ apprenticeships of observation: The power and possibilities of community-based field experiences. Linda Taylor; Erica Hamilton; Alison Leonard; Amy Marie Burns. (2020)
  • Leading the pandemic practicum: One teacher education response to the COVID-19 crisis. Kendrick Astrid; Amy Marie Burns; Patricia Danyluk; Kapoyannis Theodora. (2020)
  • Exploring the intersection between culturally responsive pedagogy and academic integrity among EAL students in Canadian higher education.. S.E. Eaton; A. Burns. University of Calgary. (2018)
  • What’s in it for me? Partner teachers and their role in pre-service teacher education in Alberta.. S L. Hill; K. Crawford; A. Burns; P. Danyluk. (2018)
  • Evaluating the effectiveness of academic writing interventions in a community-based B.Ed. program.. P. Danyluk; A. Burns; D. Scott; S. Ulmer-Krol. (2018)
  • Community-based teacher education: Addressing the perennial rural teacher shortage and turnover.. D. Gereluk; A. Burns. (2018)
  • A cross Canada inventory: Evidence of 21st centuryeducational reform in Canada. A. Burns. (2017)
  • A day in the life: An examination of women’s choices in the academy.. S. Mueller B. Eaton; A. Brown Burns; K.. (2017)
  • Applying Kolb’s model to a nontraditional preservice teaching practicum.. P. Danyluk; A. Burns. (2017)

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