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Sharon Friesen

Professor

University of Calgary

Canada

Research Interests

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About

Sharon Friesen is a Professor at the University of Calgary, Canada. Her research primarily focuses on educational leadership, teacher professional development, and the integration of mental health supports within school systems. Recent articles authored by her highlight the importance of collective responsibility, design-based learning, and the impact of digital realities on ongoing teacher professional learning.

Articles (25)

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2026

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2020

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2020

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2020

Collaborators (13)

Michele Jacobsen

Professor

Athabasca University

CANADA

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Professor and Director Leadership Research International (LRI)

University of Southern Queensland

AUSTRALIA

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Michael Phillips

Professor

MONASH UNIVERSITY

AUSTRALIA

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Sharon Friesen

Research Interests

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About

Articles (25)

Conceptualising innovation in education: a scoping review of implications for school leadership and change

The problem with defining teachers’ digital competency for deep learning: A rhetorical absurdity

Beyond Digital Skills: Rethinking Technology Integration in Teacher Education

Benefits of Technology-Enhanced Assessment for Learning in a Flexible-Paced High School

Scenario Planning in Educational Leadership: Cultivating Future-Ready Mindsets, Shared Language, and Symbolic Anchors for Innovation in Complex Systems

Alberta’s Professional Practice Standards as a Coherence Framework

Ethical Relationality in Land-based Practices: Braiding Stories, Land, and Spirit

Reframing failure: lessons from educational leaders facilitating multi-tiered systems of support

Stages of teaching expertise from routine to adaptive: A model for advancing teaching effectiveness

Introduction: Teacher Leadership

Teacher Leaders' and School Administrators' Interconnecting Activity Systems

Navigating ai in China: Access, censorship, and trust among preservice teachers

Drivers of Digital Realities for Ongoing Teacher Professional Learning

The Side Effects of Universal School-Based Mental Health Supports: An Integrative Review

An Examination of Teacher Leaders and a Shared Leadership Approach: Contributions to System Improvement in a School District

Staying on Track: Writing Our Way Through a Global Pandemic

Teacher leaders: developing collective responsibility through design-based professional learning

Design-based Professional Learning: A Promising Approach to Continuous Professional Learning

Dwelling in liminal spaces: twin moments of the same reality

Online supervision in a professional doctorate in education: Cultivating relational trust within learning alliances

Advancing Knowledge Creation in Education Through Tripartite Partnerships

Collaborative Design of Professional Graduate Programs in Education

Supporting New Teachers as Designers of Learning

Exploring the relationship between mathematics teachers’ implicit associations and their enacted practices

Psychometric properties of the design-based professional learning for teachers survey

Collaborators (13)

Michele Jacobsen

Dana Braunberger

Xun Ge

Stephen MacGregor

Barbara Brown

Nikolina Nikolova

Joan Conway

Christine Bescherer

Paul Campbell

Roswita Dressler

Denis Moynihan

Dorothy Andrews

Michael Phillips

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