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MAJOR CAREER COURSES TAUGHT, BY PROGRAM:

• FOUN-465 Learning and Development in Adolescence (B.Ed/Dip.Ed)

  This course introduced learning and development in adolescence with an emphasis on classroom applications from grade 7 to OAC. Instead of focussing on behaviour, I applied a psychosemiotic perspective that emphasized meaning and assumed that signs (in the Peircean sense) are the only entities available to teachers.

  Course text:  Smith, H. A. (2007). Teaching adolescents: Educational psychology as a science of signs. Toronto, ON: University of Toronto Press. 415 pages.

• EDUC-820 Psychological Foundations of Learning (M.Ed)

  This course introduced human learning and cognition with implications for instruction. I adopted a broad view of learning that relied heavily on cultural psychological and psychosemiotic perspectives. Course readings were usually selected from a variety of sources.

• EDUC-821 Semiotics of Human Cognition

  This course introduced the science of signs, with a particular focus on psychosemiotics (i.e., the study of how we understand, learn, and use the signs of culture) as the foundation of human cognition. A major emphasis was on how humans represent and make sense of their worlds across seven representational modes that I termed "signways".

  Course text:  Smith, H. A. (2001). Psychosemiotics.  New York: Peter Lang. 340 pages.

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RESEARCH AND THEORETICAL INTERESTS:

• Psychosemiotics and its applications
• Human cognition and multiple ways of learning and knowing
• Semiotics and semiotics in education, with special attention to Charles S. Peirce
• The education and schooling of adolescents
• Cultural psychology of learning and cognition
• Qualitative research and the quest for meaning

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SELECTED LIST OF BOOKS, ARTICLES, AND PAPERS:

• Smith, H. A. (2007). Teaching adolescents: Educational psychology as a science of signs.  Toronto, ON: University of Toronto Press.
• Smith, H. A. (2001). Psychosemiotics. New York: Peter Lang.

• Smith, H. A. (2005). Peircean theory, psychosemiotics, and education. Educational Philosophy and Theory, 37, 191-206.
• Smith, H. A. (2002). Abduction and the semiotic nonconscious. International Journal of Applied Semiotics, 3(2), 9-27.
• Steiner Bell, K., & Smith, H. A. (2001). Video as semiotic vehicle in the development of a theory of mind for children with autism: The case of Peter. International Journal of Applied Semiotics, 2(1-2), 73-87.
• Smith, H. A. (2001, January). What is applied semiotics? AERA Semiotics SIG Newsletter, 1-3.
• Smith, H. A. (2000). Learning through experience in teacher education: Promise and problems of an early extended practicum. In R. Upitis (Ed.), Who will teach? A case study of teacher education reform (pp. 65-78). San Francisco, CA: CaddoGap Press.
• Smith, H. A. (2000) [Review of the Handbook of Human Symbolic Evolution]. Human Ethology Bulletin, 15(2), 18-20.
• Smith, H. A. (1999). The formation of an educational semionaut. In A. Gimate-Welsh (Ed.), La Semiotica. Intersección entre la Naturaleza y la Cultura/Semiotics Bridging Nature and Culture/La sémiotique: carrefour de la nature et de la culture (on CD-ROM). Mexico: Mexico City.
• Hill, A. M., & Smith, H. A. (1998). Practice meets theory in Technological Education: A case of authentic learning in the high school setting. Journal of Technology Education, 9(2), 29-46.
• Smith, H. A. (1997). What do frequency words signify? Opción, 13(24), 19-35.
• Smith, H. A. (1997). Peirce's sign and mathematics education. Philosophy of Mathematics Education Journal, 10. (http://www.ex.ac.uk/~PErnest/pome10/content.htm)
• Smith, H. A., & Pratt, D. (1996). The use of biodata in admissions to teacher education. Journal of Teacher Education, 47(1), 43-52.
• Smith, H. A. (1995). Cultural psychology and semiotics: Confronting meaning in educational practice. Canadian Journal of Education, 20, 407-414.
• Smith, H. A. (1994). Nonverbal classroom behavior. In T. Husen & T. N. Postlethwaite (Eds.), International encyclopedia of education, 2nd ed. (Vol. 7, pp. 4171-4175). Oxford: Elsevier Science.
• Smith, H. A. (1992).  Semiotics and modern schooling.  In M. Balat & J. Deledalle-Rhodes (Eds.), Signs of humanity (Vol. 1, pp. 121-126). Berlin: Mouton de Gruyter.
• Smith, H. A. (1986).  Students' attitudes and class segment effects on patterns of classroom behavior.  In R. S. Feldman (Ed.), The social psychology of education: Current research and theory (pp. 66‑87).  Cambridge, MA: Harvard University Press.  (Reprinted 1990).
• Smith, H. A. (1985).  The marking of transitions by more and less effective teachers. Theory into Practice, 24, 57‑62.
• Smith, H. A. (1984).  State of the art of nonverbal behavior in teaching.  In A. Wolfgang (Ed.), Nonverbal behavior: Perspectives, applications, intercultural insights (pp. 171‑202).  Lewiston, NY: Hogrefe.
• Smith, H. A. (1979).  Nonverbal communication in teaching. Review of Educational Research, 49, 631‑672.
• Smith, H. A. (1978).  A modified Keller Plan for teaching educational psychology.  Ontario Psychologist, 10(2), 48‑55.
• Smith, H. A. (1974).  High school psychology in Ontario.  Behavioral and Social Science Teacher, 1, 146‑152.

• Smith, H. A. (2007, April). Mixed methods and missing metaphors. Paper presented at the meeting of   the American Educational Research Association, Chicago, IL.
• Smith, H. A., & Hill, A. M. (2007, April). Many paths to meaning: Adolescent learning in three  alternative school-based programs. Paper presented at the meeting of the American Educational Research Association, Chicago, IL.
•  Smith, H. A. (2001, May). Psychosemiotics: A new face for cognitive studies. Paper presented at the meeting of the Canadian Society for the Study of Education, Quebec, QC.
•  Smith, H. A. (2000, May). The meme: Basic unit of human cognition? Paper presented at the   meeting of the Canadian Society for the Study of Education, Edmonton, AB.
• Smith, H. A. (1999, October). Teaching science and technology to primates. Paper presented at the Third Latin American Symposium of the International Council of Associations for Science Education, Curitiba, Brazil.
• Smith, H. A. (1999, April). A semiotic perspective and multiple ways of knowing: Some implications for educational practice. A two-part, six-hour presentation at the Faculty of Education, Universidade Federal do Paraná, Curitiba, Brazil.
• Smith, H. A. (1996, April). Biological homogeneity begets cultural heterogeneity: The role of meaning-making in human development. Paper presented at the meeting of the American Educational Research Association, New York.
• Smith, H. A. (1992, April). What is memory in a semiotic process? SIG: Semiotics and Education presidential address delivered at the meeting of the American Educational Research Association, San Francisco.
• Smith, H. A. (1988, June). From the 3 R's to the 7 I's: A challenge for curriculum. Paper presented at the meeting of the Canadian Society for the Study of Education, Windsor, Ontario.
• Smith, H. A. (1986, April). Communication in the classroom: Beyond behavioral measures. Paper presented at the meeting of the American Educational Research Association, San Francisco.

© Howard A Smith 1995 ..LAST UPDATED 2008 June 10 .. RETURN TO TOP OF PAGE