Dr. Sarah Hamilton is the STEAM (Science, Educational Technology, Arts, and Mathematics) Lead for the Department of Education at Mount Royal University. With over 20 years of experience in teaching and leadership, her work is driven by a commitment to inclusive and culturally relevant mathematics pedagogy and the support of diverse learners. Dr. Hamilton’s teaching focuses on the professional development of pre-service teachers, equipping them with the tools and confidence to become effective mathematics educators. She bridges the gap between theory and practice by integrating her extensive leadership background into the classroom to prepare the next generation of Alberta’s teachers.

Dr. Hamilton’s scholarly work explores the intersections of cognitive science and mathematics teaching and learning. Her doctoral research (University of Calgary) examined perceptions of collective knowledge building within professional learning environments and the lived experiences of teacher collaboration. Her current research focuses on the Scholarship of Teaching and Learning (SoTL) in the areas of mathematics teaching and learning, and math anxiety of pre-service educators.

Areas of Instruction

• Mathematics Education
• Integrated Curriculum (STEAM) Education
• Practicum and Capstone Instruction

Areas of Scholarship 

• Mathematics Teaching and Learning
• Mathematics Anxiety and Pre-service Education
• Collaborative Professional Learning
• Scholarship of Teaching and Learning

Selected Publications 

Webber, C. F., Nickel, J., Hamilton, S. J., & Braunberger, D. (2024). Contextualized shared leadership: A Canadian case study*. School Leadership & Management, 1–20

Hamilton, S. & Caldwell, B (2024). Searching for myself: Identity formation through participation in a school leader learning network. In K. MacKinnon (Ed.) Learning to lead schools: Diverse perspectives and practical strategies. Canadian Scholars.

Braunberger, D. & Hamilton, S. (2023). The power of professional learning networks in turbulent times. Professional Development Today, 23 (1).

Hamilton, S., Braunberger, D., & Brown, B. (2022). Conceptualizing a Foundation to Lead a School–University Research Partnership. International Journal for Leadership in Learning, 22(1), 340–363.

Adams, P., Braunberger, D. Hamilton, S & Caldwell, B. (2021). Leaders in limbo: The role of collaborative inquiry influencing school leaders’ levels of efficacy. Canadian Journal of Action Research, 22(1), 27-44.

Selected Presentations 

Braunberger, D. & Hamilton, S. (2022, April). Leveling the playing field: Supporting students with learning disabilities who struggle with exectuive functioning [Paper presentation]. American Educational Research Association Conference [online]. https://www.aera.net/Events-Meetings/2022-Annual-Meeting

Hamilton, S. (2022, May). Perceptions of collective knowledge in collaborative professional learning [Paper presentation]. Canadian Society for the Study of Education Conference [online]. https://csse-scee.ca/conference-2022/

Braunberger, D. & Hamilton, S. (2022, May). The impact of collaborative inquiry-based professional learning on knowledge and perceptions of teaching executive functions to students​ [Paper presentation]. Canadian Society for the Study of Education [online]. https://csse-scee.ca/conference-2022/

Hamilton, S. (2021, May 28). Teaching strategies to support mathematical computation and reasoning [Conference presentation]. Closing the COVID gap: Supporting literacy, numeracy and social emotional learning for students with specific Learning Disorders. Leading Disabilities Association of Canada, Virtual conference. https://conference.ldac-acta.ca/

Caldwell, B., Hamilton, S., Braunberger, D. & Adams, P. (2021, May 31 - June 3). Leaders in limbo: The role of collaborative inquiry in school leaders' levels of efficacy [Conference Presentation]. 49th Canadian Society for the Study of Education Conference. Virtual conference. https://csse-scee.ca/conference-2021/

Relevant Community Service

Human Research Ethics Board Member, Mount Royal University (2020 - present)