Assistant Professor, Ph.D. University of Regina
James Oloo is an assistant professor in Educational Administration, Policy and Leadership. His research explores ways of improving learning experiences for all students. Dr. Oloo’s research also seeks to better understand factors and conditions that enhance success among underrepresented students, including Indigenous students, and those from immigrant and refugee backgrounds. He previously worked research coordinator for Gabriel Dumont Institute of Native Studies and Applied Research in Saskatoon, Saskatchewan. He is a former school teacher.
- Educational administration
- Best practices for teaching linguistically and culturally-diverse students
- Narrative inquiry
- Teacher narratives
- EDUC 5202: Foundations of Practice - Classroom Practice
- EDUC 5210: Foundations of Practice - Law and Ethics, School Governance
- EDUC 5499: Practicum Advising
Kiramba, L. K., & Oloo, J. A. (2020). Identity Negotiation in Multilingual Contexts: A Narrative Inquiry into Experiences of an African Immigrant High School Student. Teachers College Record 122(13). https://www.tcrecord.org/Content.asp?ContentId=23389
Kiramba, L. K., & Oloo, J. A. (2019). “It’s OK. She Doesn’t Even Speak English”: Narratives of Language, Culture, and Identity Negotiation by Immigrant High School Students. Urban Education https://doi.org/10.1177/0042085919873696
Oloo, J. A. & Kiramba, L. K. (2019). A narrative inquiry into experiences of Indigenous teachers during and after teacher preparation. Race Ethnicity and Education https://doi.org/10.1080/13613324.2019.1604507
Oloo, J. A. (2012). Immigrant teachers in Saskatchewan schools: A human resource perspective. KEDI Journal of Educational Policy, 9(2), 219-237.
Oloo, J. A. (2007). Aboriginal university student success in British Columbia: A time for action. Australian Journal of Indigenous Education, 36(2007), 88-100.
Oloo, J. A. (2019). Agency and resilience strategies employed by immigrant teachers in rural Saskatchewan. A paper presented at the 15th Congress of Qualitative Inquiry, Q12019, May 15-18, 2019, University of Illinois at Urbana-Champaign, Illinois.
Oloo, J. A., & Nyongesa, C. (2018). Strategies and interventions employed by mathematics teachers in supporting learners with mathematical learning difficulties: A case study. A paper presented at the 46th Annual Conference of the Canadian Society for the Study of Education, May 26–31, 2018, the University of Regina, Regina, Saskatchewan.
Oloo, J. A. (2017). A narrative inquiry into experiences of Indigenous students in a teacher education program: The case of Saskatchewan Urban Native Teacher Education Program. A paper presented at the 45th Annual Conference of the Canadian Society for the Study of Education, May 28-31, 2017, Ryerson University, Toronto, Ontario.
Doctor of Philosophy (Education), University of Regina
Master of Public Policy, Simon Fraser University
Master of Education, University of Lethbridge
Bachelor of Education, Maseno University College, Kenya