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Dr. Brent Bradford

Associate Professor

BEd (2000): University of Alberta
DipEd (2008): University of Alberta
MEd (2010): University of Alberta
PhD (2015): University of Alberta

Dr. Brent Bradford is Chair (Department of Physical Education & Wellness), and teaches and supervises in the Education undergraduate, BEd After Degree, and graduate programs. Brent taught school (elementary, junior high) from 2000-2009 and was recognized for his work in the area of Physical and Health Education (e.g., HPEC Award, 2001; CAHPERD Young Professional Award, 2003). In 2009, he returned to the University of Alberta (U of A) to pursue graduate work and to teach at the post-secondary level. In 2011, Dr. Bradford was the recipient of the U of A Graduate Student Teaching Award. In addition to undergraduate-level teaching (CUE, U of A, UBC-O), Dr. Bradford has taught graduate-level courses at both CUE and St. Francis Xavier University.

Dr. Bradford’s research interests focus on Physical and Health Education, inclusive education, teacher education, campus wellness, and the Doctoral Journey in Education. Brent has authored and co-authored extensively in the field of Physical and Health Education and Education, and has co-authored two teacher education textbooks (Physical Education [2018]; Health Education [2017]). In 2021, Brent published an edited volume entitled, The Doctoral Journey: International Educationalist Perspectives, and is Book Series Editor of The Doctoral Journey in Education. Brent has presented on a variety of educational topics to provincial, national, and international audiences. As an Erasmus+ and Mobile+ scholar (2016), Brent presented his research at University of the Basque Country (Spain), and was an invited keynote speaker at the Western Deans of Education (WADE) 2017 Conference. As a Co-Investigator, Dr. Bradford is continuing to examine early childhood physical activity levels as part of a SSHRC Insight Development Grant, and has recently joined an international research team focusing on inclusive education. In 2019, Brent was the recipient of CUE’s Gerald S. Krispin Research Award.

Dr. Bradford is President of the Education Society of Edmonton (2020 – present) and Co-Chair of CUE’s Interdisciplinary Research Cluster on Wellness. In 2018-2019, Brent served as the Guest Editor of the Canadian Journal of Scholarship for the Christian Faith (Special Issue: Wellness and the Christian Faith). Dr. Bradford’s contribution to higher education has also included: Alberta/NWT Representative on the Board of Directors (PHE Canada), Editor (ATA’s Runner Journal), and Research Advisor (UNICEF Canada’s Canadian Index of Child and Youth Well-Being). Brent has served as a Board Member (PHE Canada’s Physical Education/Physical Literacy Committee), Program Reviewer (SHAPE America National Convention & Expo), and Associate Editor in various academic journals.

Publications

SELECTED BOOKS

Bradford, B. (2021). The Doctoral Journey: International Educationalist Perspectives. (Ed.). Leiden, The Netherlands: BRILL Sense. https://doi.org/10.1163/9789004444287

Gleddie, D., Hickson, C., & Bradford, B. (2018). Physical Education for Elementary School Teachers. Ripon Publishing: Victoria, BC.

Berg, S. Hickson, C., Bradford, B. & Fishburne, G. (2017). Teaching for health & wellness in children and youth. Ripon Publishing: Victoria, BC.

SELECTED BOOK CHAPTERS

Bradford, B. Hickson, C., & Berg, S. (2020). The teaching continuum: A framework for generalist trained elementary school teachers in physical education. In B. Suesee, M. Hewitt, & S. Pill (Eds.), The Spectrum of Teaching Styles in Physical Education. (pp. 152-165), Routledge: USA. https://doi-org.ezproxy.aec.talonline.ca/10.4324/9780429341342

Berg, S., Bradford, B., & Robinson, D.B. (2018). A comprehensive school health (CSH) approach to flourishing schools. In S. Cherkowski & K. Walker (Ed.) Perspectives on Flourishing in Schools. (pp. 53-67). Lexington Books: Lanham, MD.

SELECTED PEER REVIEWED ARTICLES (SINCE 2018)

Robinson, D., Hall, N., da Costa, J., & Bradford, B. (2021). Alternative environment activities on both sides of the Atlantic: A Canada-Ireland consideration and comparison. European Physical Education Review. https://doi.org/10.1177/1356336X20985883

Bradford, B., Eblie Trudel, L., Katz, J., Sokal, L., & Loreman, T. (2021). Promising practices for preparing Canadian teachers for inclusive classrooms: Analysis through a transformative learning lens. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2021.1882058

Berg, S., Bradford, B., Barrett, J., Robinson, D.B., Camara, F., & Perry, T. (2021). Meaning-making of student experiences during outdoor exploration time. Journal of Adventure Education and Outdoor Learning, 21(2), 172-183. https://doi.org/10.1080/14729679.2020.1769694

Bradford, B.D., Howorko, A., Jacula, E., Daniels, J., Hunt, S., & Correia, N. (2020). Tracking daily steps: An investigation on a small post-secondary campus. Central European Journal of Sport Sciences and Medicine, 3(31), 75–86. https://doi.org/10.18276/cej.2020.3-06

Hall, N., Bradford, B., da Costa, J., & Robinson, D.B. (2020). Physical education teachers’ embracement of alternative environment activities. Journal of Teaching in Physical Education, 39(4), 508-517. https://doi.org/10.1123/jtpe.2019-0060

Bradford, B.D., van Ingen, B., Daniels, J., Wagner J., & Hanic, M. (2019). Student wellness: An investigation on a small Canadian post-secondary campus. The International Journal of Learning in Higher Education, 26(2), 35-55. https://doi.org/10.18848/2327-7955/CGP/v26i02/35-55

Bradford, B., Gleddie, D., & Millard, C. (2019). The principal factor: A literature review juxtaposing the roles of elementary school physical education teachers and principals. Physical and Health Education Canada Journal, 84(4).

Berg, S., Bradford, B., Robinson, D., & Wells, M. (2018). Got health? Action researching a student-led health promotion program. Canadian Journal of Action Research, 19(1), 33-47.

Bradford, B., & Loreman, T. (2018). Canadian preservice teacher views of inclusive physical education. Australasian Journal of Special and Inclusive Education, 1, 30-48. https://doi.org/10.1017/jsi.2018.4

Bradford, B. & Hickson, C. (2018). Impacting student learning: An introduction to the teaching continuum in primary school physical education. Active + Healthy Journal, 25(1), 41-48.

SELECTED NON-PEER REVIEWED ARTICLES (SINCE 2018)

Kruse, J., Bradford, B., Liddell, B, & Camarta, B. (2021). Math trails: New adventures are waiting! Canadian Teacher Magazine. (Issue: Spring), 22-24. https://canadianteachermagazine.com/2021/04/21/10498/#more-10498

Bradford, B., Hickson, C., & Evaniew, A. (2019, December 13). Positive learning: 3 Tips for generalist-trained teachers. PHE America. https://www.pheamerica.org/2019/positive-learning-3-tips-for-generalist-trained-teachers/

Kell, S., Sulz, L., Bradford, B., & Gleddie, D. (2019). Research-informed teaching tips for health educators. Runner – Journal of the Health and Physical Education Council of the Alberta Teachers’ Association (HPEC), 50(1), 27-32.

Bradford, B. Hickson, C., & Evaniew, A. (2019, February). Intersecting literacies: Connecting curriculum through the world of physical education. PHE America. http://www.pheamerica.org/2019/intersecting-literacies-connecting-curriculum-through-the-world-of-physical-activity

Bradford, B. & Hickson, C. (2019). Student mental health: The effects of non-verbal messages. Canadian Teacher Magazine. (Issue: Winter 2019), 32-33.

Evaniew, A., Hickson, C., & Bradford, B. (2018, February). Winter physical activities: C O L D E R can be better. PHE America. http://www.pheamerica.org/2018/winter-physical-activities-c-o-l-d-e-r-can-be-better