Dr. Todd Milford

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Dr. Todd Milford

Associate Professor in Science Education and Research Methodologies

PhD, (Measurement and Evaluation) University of Victoria

MEd, (Special Education) University of Victoria

BEd, (Education) University of Victoria

BSc, (Biology) University of Victoria

Office:  MacLaurin A554

Phone: 250-721-7777

Email:

  • Teacher Preparation ~ Elementary

  • Science Education ~ Elementary

  • Educational Measurement

  • Quantitative Methods
Dr. Todd Milford is an Assistant Professor in the Department of Curriculum and Instruction in the Faculty of Education (University of Victoria). Previously he was a lecturer in the Art, Law and Education Group at Griffith University in Brisbane, Australia. An early career researcher, Dr. Milford has explored a number of empirical topics, including science teacher education, computer science education, the Programme for International Student Assessment (PISA), and second language education. He has experience with a variety of research methodologies including Hierarchical Linear Modeling (HLM) and path analysis with large scale datasets, quasi-experimental design and case study research; however, the overarching theme of his work has been using data and data analysis to help teachers and students in the classroom. He has written about young students with autism and their use of iPads (Vandermeer, Beamish, Milford, & Lang, 2013), science education in Canada (e.g., Milford, 2014) and the design and validation of an early childhood classroom observation protocol (Milford & Tippett, 2015).

Articles Published in Refereed Journals

Mater, D. S., Milford, T. M., & McRae, L. M. (2015). Does dyslexia develop from left eye dominance? Perceptual & Motor Skills, 121(2), 569-601.

Walkinshaw, I., Milford, T. & Freeman, K. (2015). Individual consultations: Academic writing outcomes for international students. SAGE Open. doi: 10.1177/21S8244015607936.

Milford, T. M., & Tippett, C. D. (2015). The design and validation of an early childhood STEM classroom observational protocol. International Research in Early Childhood Education, 6(1), 24-37. Available at http://arrow.monash.edu.au/hdl/1959.1/1144268

Olson, J. K., Tippett, C. D., Milford, T. M., Ohana, C., & Clough, M. P. (2015). Science teacher preparation in a North American context. Journal of Science Teacher Education. 26(1), 7-28. doi: 10.1007/s10972-014-9417-9.

Milford, T. M., & Tippett, C. D. (2013). Do prior science experiences make a difference? Preservice teachers’ images of scientists. Journal of Science Teacher Education. 4(24), 745-762. doi: 10.1007/s10972-012-9304-1

Paynter, J., Riley, E., Beamish, W., Davies, M., & Milford, T. (2013). The double ABCX model of family adaptation in families of a child with an autism spectrum disorder attending an Australian early intervention service. Research in Autism Spectrum Disorders. 7(10), 1183-1195.

Vandermeer, J., Beamish, W., Milford, T., & Lang, W. (2013). iPad presented social stories for young children with autism. Developmental Neurorehabilitation. 18(2), 75-81. doi: 10.3109/17518423.2013.809811

Milford, T. M., & Etmanski, C. (2012). Collaborating to teach research methods in education. Northwest Passage: Journal of Educational Practices. 10(1), 79-90.

Milford, T., Jagger, S., Yore, L. D., & Anderson, J. O. (2011). National Influences on Science Education Reform in Canada. Canadian Journal of Science, Mathematics and Technology Education, 10(4), 1-12. doi: 10.1080/14926156.2010.528827

Milford, T., & Brown, L. (2010). The role of self-assessment in the preparation of pre-service teachers. Northwest Passage: Journal of Educational Practices. 8(1), 47-58.

Milford, T., & Harrison, G. (2010). Using the “PLEASE” strategy with a struggling middle school writer with special needs. Intervention in School and Clinic. 45(5), 326-332. doi: 10.1177/1053451209359080

Milford, T., Ross, S., & Anderson, J. O. (2010). An opportunity to better understand schooling: The growing presence of PISA in the Americas. International Journal of Science and Mathematics Education. 8(3), 453-473. doi: 10.1007/s10763-010-9201-z

Gunion, K., Milford, T., & Stege, U. (2009). The paradigm recursion: Is it more accessible when introduced in Middle School? Journal of Problem Solving. 2(2), Article 8.7.



Books, Chapters, Monographs

Milford, T. M. (2013). An investigation of international science achievement using the OECD’s PISA 2006 data set. Saarbrucken, Germany: Lambert Academic Publishing (LAP).

Tippett, C. D., & Milford, T. M. (in press 2016). Canada. In J. Pedersen, Isozaki & Hirano (Eds.), Science teacher education: A multi-country comparison (pp. XX-XX). Charlotte, North Carolina: Information Age Publishing.

Milford, T. M., & Tippett, C. D. (in press 2016). Canada. In B. Vlaardingerbroek & N. Taylor (Eds.), Teacher quality in upper secondary science education (pp. 43-58). New York, NY: Palgrave.

Milford, T. M. (2014). Canada: British Columbia. In B. V. Vlaardingerbroek, & N. Taylor (Ed.), Issues in Secondary Science Education (pp. 47-66). New York, New York: Palgrave MacMillan.

Yore, L. D., Neill, B. W., Francis-Pelton, L., Pelton, T., Milford, T., & Anderson, J. O. (2014). Closing the achievement gap from a Canadian perspective. In J. Clark (Ed.). Closing the achievement gap from an international perspective: Transforming STEM for effective education (pp. 73-104). Dordrecht, The Netherlands: Springer.

Tippett, C. D., & Milford, T. M. (2013). Using visual data to investigate influences on preservice teachers’ attitudes about scientists. In K. D. Finson & J. Pedersen (Eds.) Visual data and their use in science education (pp. 127-150). Charlotte, North Carolina: Information Age Publishing.

Carruthers, S., Milford, T., Coady, Y., Gibbs, C., Gunion, K., & Stege, U. (2011). Teaching problem solving and computer science in the schools: Concepts and assessments. In L. D. Yore, E. Van der Flier-Keller, D. W. Blades, T. W. Pelton, & D. B. Zandvliet (Eds.), Pacific CRYSTAL centre for science, mathematics, and technology literacy: Lessons learned (pp. 99-112). Rotterdam, The Netherlands: Sense.

Milford, T., Anderson, J. O., & Luo, J. (2011). Modelling of large-scale PISA assessment data: Science and mathematics literacy. In L. D. Yore, E. Van der Flier-Keller, D. W. Blades, T. W. Pelton, & D. B. Zandvliet (Eds.), Pacific CRYSTAL centre for science, mathematics, and technology literacy: Lessons learned (pp. 187-202). Rotterdam, The Netherlands: Sense.

Van der Flier-Keller, E., Blades, D. V., & Milford, T. (2011). Promoting earth science teaching and learning: Inquiry-based activities and resources anchoring teacher professional development and education. In L. D. Yore, E. Van der Flier-Keller, D. W. Blades, T. W. Pelton, & D. B. Zandvliet (Eds.), Pacific CRYSTAL centre for science, mathematics, and technology literacy: Lessons learned (pp. 165-183). Rotterdam, The Netherlands: Sense.

Anderson, J. O., Milford, T., & Ross, S. P. (2009). Multilevel modeling with HLM: Taking a second look at PISA. In M. C. Shelley II, L. D. Yore, & B. Hand (Eds.), Quality research in literacy and science education: International perspectives and gold standards (pp. 263-286). Dordrecht, The Netherlands, Springer.