President, Vice-Chancellor and Professor
Dip.Teaching (1990): Monash University
Grad. Dip. Special Ed. (1992): Deakin University
MEd (1997): Deakin University
PhD (2001): Monash University
Dr. Tim Loreman is President and Vice-Chancellor at Concordia University of Edmonton (CUE) as well as a professor in the Faculty of Education.
Dr. Loreman has taught in a variety of classroom settings in Australia and Canada and before coming to Concordia in 2003, worked in the Faculty of Education at Monash University in Melbourne.
His active research interests include inclusive education and pedagogy, and he has worked, conducted research, and presented at major conferences throughout the world, including in Australia, Hong Kong, the United States, Britain, Ireland, Italy, France, Canada, Spain, Ukraine, Brazil, Bangladesh, India, and the Pacific Islands.
In 2010, Dr. Loreman was Senior Visiting Research Fellow at the University of Bologna in Italy and in 2013 was Visiting Research Professor at Queens University Belfast, Northern Ireland. He has held a number of major Canadian research grants and participated in large cross-institutional and cross-national projects aimed at reform of education systems in Ukraine and various Pacific Island nations in order to better support inclusive education. Dr. Loreman was founding editor of the International Journal of Whole Schooling and past co-editor of Exceptionality Education International. In 2015, Inclusion Alberta awarded him the ‘Community Inclusion Award’ and in 2016, he was presented with Concordia’s ‘President’s Research Award.’
When his office is available as a student study space, Dr. Loreman can be found around campus chatting with students, cheering loudly at Thunder games, and attending student events and performances. Under his leadership, CUE has grown into a place of spirit and discovery, offering students from around the world a personalized learning experience that prioritizes wellness, curiosity, and active citizenship.
Dr. Loreman can be reached at brent.bradford@concordia.ab.ca.
Publications
SELECTED BOOKS
Goldan, J., Lambrecht, J. & Loreman, T. (Eds.). (2021). Resourcing Inclusive Education. International perspectives on inclusive education (Vol. 15). Bingly, UK: Emerald.
Deppeler, J., Loreman, T., Smith, R., & Florian, L. (Eds.). (2015). Inclusive pedagogy across the curriculum. International perspectives on inclusive education (Vol. 7). Bingly, UK: Emerald.
Forlin, C., & Loreman, T. (Eds.). (2014). Measuring inclusive education. International perspectives on inclusive education (Vol 3). Bingly, UK: Emerald.
Boufoy-Bastick, B. (Ed.; T. Loreman, Assoc. Ed.). (2012). Cultures of educational policy: International issues of policy-outcome relationships. Strasbourg, France: Analytrics.
Loreman, T. (2011). Love as pedagogy. Rotterdam, Netherlands: Sense Publishing.
Loreman, T., Deppeler, J.M., & Harvey, D.H.P. (2010). Inclusive education: Supporting diversity in the classroom (2nd Ed.). Sydney: Allen & Unwin. *Winner of the Exceptionality Education International peer-reviewed ‘Book of the Year Award 2011’
SELECTED PEER REVIEWED BOOK CHAPTERS
Bradford, B., Loreman, T., & Sharma, U. (2022). Principles of inclusive practice in schools: What is COVID-19 teaching us?. International Encyclopedia of Education. (4Ed.). Amsterdam, Netherlands: Elsevier. (pp. 115-125). https://www.sciencedirect.com/referencework/9780128186299/international-encyclopedia-of-education
Deppeler, J., Loreman, T., & Smith, R. (2015). Teaching and learning for all. In J. Deppeler., T. Loreman., R. Smith., and L. Florian (Eds.). Inclusive Pedagogy Across the Curriculum. International perspectives on inclusive education (Vol. 5). Bingly, UK: Emerald. (pp. 1-10).
Loreman, T. (2015). Questioning assumptions: Roger Slee and Julie Allan’s reconsideration of inclusive education. In P. Jones and S. Danforth (Eds.). Foundations of Inclusive Education Research. International perspectives on inclusive education (Vol. 4). Bingly, UK: Emerald. (pp. 53-71).
Andrews, J., Drefs, M.A., Lupart, J., & Loreman, T. (2014). Foundations, principles, and student diversity. In J. Andrews & J. Lupart (Eds.), Understanding and addressing diversity in Canadian schools. Toronto, Canada: Nelson. pp. 24-73.
Loreman, T. (2014). Special education in Canada. In A. F. Rotatori, J. P. Bakken, F. E. Obiakor, & S. Burkhardt. (Eds.), Special education: International Perspectives. (Series: Advances in Special Education, Vol. 28). pp. 33-60. Bingley, UK: Emerald.
Loreman, T. (2014). Teacher education, professional development, and student diversity. In J. Andrews & J. Lupart (Eds.), Understanding and addressing diversity in Canadian schools. Toronto, Canada: Nelson. pp. 187-215.
Loreman, T., Forlin, C., Chambers, D., Deppeler, J., & Sharma, U. (2014). Conceptualising and measuring inclusive education. In C. Forlin & T. Loreman, (Eds.). Measuring inclusive education. International perspectives on inclusive education. Bingly, UK: Emerald. * Outstanding Author Contribution in the 2015 Emerald Literati Network Awards for Excellence.
Loreman, T., Forlin, C., & Sharma, U. (2014). The development of international indicators of inclusive education: A systematic review of the literature. In C. Forlin & T. Loreman, (Eds.). Measuring inclusive education. International perspectives on inclusive education. Bingly, UK: Emerald.
Loreman, T. & Lupart, J., & Andrews, J. (2014). A thematic preview. In J. Andrews & J. Lupart (Eds.), Understanding and addressing diversity in Canadian schools. Toronto, Canada: Nelson. pp. 1-23
Loreman, T. (2014). Canadian pre-service teachers and exclusion: Views and origins. In P. Jones (Ed.). Bringing insider perspectives into inclusive teacher learning: Potentials and challenges. Abbingdon, UK: Routledge. pp. 70-83.
Sharma, U., & Loreman, T. (2014). Teacher educator perspectives on systemic barriers to inclusive education: An international conversation. In P. Jones (Ed.). Bringing insider perspectives into inclusive teacher learning: Potentials and challenges. Abbingdon, UK: Routledge. pp. 168-177.
SELECTED PEER REVIEWED ARTICLES
Sahli-Lozano, C., Wüthrich, S., Kullmann, H., Knickenberg, M., Sharma, U., Loreman, T., Romano, A., Avramidis, E., Woodcock, S., & Subban, P. (in press). How do attitudes and self-efficacy predict teachers’ intentions to teach in inclusive classrooms? A cross-national comparison between Canada, Germany, Greece, Italy, and Switzerland. Exceptionality Education International.
Subban, P., Woodcock, S., Bradford, B., Romano, A., Sahli Lozano, C., Kullmann, H., Sharma, U., Loreman, T., Avramidis, E. (in press). What does the village need to raise a child with additional needs? Thoughts on creating a framework to support collective inclusion. Teachers and Teaching: Theory and Practice. doi: 10.1080/13540602.2024.2338398. https://doi.org/10.1080/13540602.2024.2338398
Sahli-Lozano, C., Wuerthrich, S., Baumli, N., Sharma, U., Loreman, T., & Forlin, C. (2023). Development and validation of a short form of the Teacher Efficacy for Inclusive Practices Scale (TEIP-SF). Journal of Research in Special Educational Needs, 23(4), 375-388. DOI: 10.1111/1471-3802.12607
Sharma, U., Loreman, T., May, F., Romano, A., Sahli Lozano, C., Avramidis, E., Woodcock, S., Subban, P., & Kullmann, H. (2023). Measuring collective efficacy for inclusion in a global context. European Journal of Special Needs Education. DOI: 10.1080/08856257.2023.2195075
Aiello, P., Pace, E.M., Sharma, U., Rangarajan, R., Sokal, L., May, F., Gil, F.G., Loreman, T., Malak, S., Martin, E., McIlroy, A., & Schwabe, S. (2023). Identifying teachers’ strengths to face COVID-19: Narratives from across the globe. Cambridge Journal of Education. 53(3), 357-374. DOI: 10.1080/0305764X.2022.2159013
Subban, P., Bradford, B., Sharma, U., Loreman, T., Avramidis, E., Kullmann, H., Sahli Lozano, C. Romano, A, & Woodcock, S. (2022). Does it really take a village to raise a child? Reflections on the need for collective responsibility in inclusive education. European Journal of Special Needs Education, 38(2), 291-302. doi: 10.1080/08856257.2022.2059632.
Sharma, U., Sokal, L., Wang, M., & Loreman, T. (2021). Measuring the use of inclusive practices amongst pre-service teachers. Teaching and Teacher Education, 107, 10356. https://doi.org/10.1016/j.tate.2021.103506
Bradford, B., Trudel, L. E., Katz, J., Sokal, L., & Loreman, T. (2021). Promising practices for preparing Canadian pre-service teachers for inclusive classrooms: Analysis through a transformative lens. International Journal of Inclusive Education. doi:10.1080/13603116.2021.1882058
Lim, C.Y., Loreman, T., Majid, R.A., & Alias, A. (2019). The Dispositions Towards Loving Pedagogy Scale: Instrument development and demographic analysis. Teaching and Teacher Education, 86, 102884. https://doi.org/10.1016/j.tate.2019.102884
Schwab, S., Sharma, U., & Loreman, T. (2018). Are we included? Secondary students’ perceptions of inclusion climate in their schools. Teaching and Teacher Education, 75, 31-39.
Bradford, B., & Loreman, T. (2018). Canadian preservice teacher views of inclusive physical education. Australasian Journal of Special and Inclusive Education, 42(1), 30-48. doi:10.1017/jsi.2018.4
Sharma, U., Loreman, T. J., & Simi, J. (2017). Stakeholder perspectives on barriers and facilitators of inclusive education in the Solomon Islands. Journal of Research in Special Educational Needs, 17(2), 143-151. DOI: 10.1111/1471-3802.12375
Loreman, T. (2017). Pedagogy for inclusive education. Oxford Research Encyclopedia of Education. DOI: 10.1093/acrefore/9780190264093.013.148 http://education.oxfordre.com/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-148
Loreman, T., McGhie-Richmond, D., Kolopayvea, A., Tarenchenko, O., Mazin, D., Crocker, C., & Petryshyn, R. (2016). A Canada-Ukraine collaborative initiative for inclusive education in Ukraine: Participant perspectives. School Effectiveness and School Improvement, 27(1), 24-44. DOI: 10.1080/09243453.2015.1018912.
Specht, J., McGhie-Richmond, D., Loreman, T., Mirenda, P., Bennett, S., Gallagher, T., Young, G., Metsala, J., Aylward, L., Katz, J., Lyons, W., Thompson, S., & Cloutier, S. (2016). Teaching in inclusive classrooms: Efficacy and beliefs of Canadian pre-service teachers. International Journal of Inclusive Education, 20(1), 1-15. DOI: 10.1080/13603116.2015.1059501
Cizman, J., McGhie-Richmond, D., Loreman, T., Irvine, A., Lupart, J., McGarva, R., Craig,S., & Sharma, U. (2015). A Canadian university-school district inclusive education research collaboration: Participant perspectives. Disenvolve: Revista de Gestao do Unilasalle, 4(3), 33-52. DOI 10.18316/2316-5537.15.9 http://revistas.unilasalle.edu.br/index.php/desenvolve/article/view/1884
Deppeler, J.M., Forlin, C., Chambers, D., Loreman, T., Sharma, U. (2015). Egalité et qualité en éducation inclusive en Australie: le cas des élèves en situation de handicap. Recherches & Éducations, 14,
SELECTED NON-PEER REVIEWED ARTICLES
Loreman, T. (2018, February 2). Disability and inclusive education policy in Alberta: The lowest of priorities. Inclusive Education Canada National Inclusive Education Month Commentary #2. http://inclusiveeducation.ca/2018/02/02/disability-inclusive-education-policy-in-alberta-the-lowest-of-priorities/
Loreman, T. (2017, June 16). The problem with the university: A response. Truth and Life seeker blog. http://www.truthandlifeseeker.com/uncategorized/the-problem-with-the-university-a-response-tim-loreman/
Loreman, T. (2012, May 28). Book review. [Review of the book The irregular school: Exclusion, schooling, and inclusive education by R. Slee]. Canadian Journal of Education.