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Office Phone: (416) 585-4460
Office Location: VC108A
Email: julia.forgie@utoronto.ca
Office Hours and/or Leave Status: Mondays 12-1; Wednesdays, 1–3 p.m

Julia is Assistant Professor, Teaching Stream and Coordinator of the Education & Society Program. She also coordinates the Vic One Education Stream program. She completed a BA (honours) in sociology and criminology from the University of Toronto (Victoria College) and an MA in Child Study and Education from OISE/University of Toronto. Julia completed her PhD in Developmental Psychology and Education at OISE/University of Toronto where her dissertation looked at ECEs’ knowledge and teaching efficacy for early literacy instruction.

She is a certified primary/junior teacher in Ontario with teaching experience in a number of diverse settings, including clinical programs, the laboratory school at the University of Toronto and Toronto's public and private boards. Her research interests include teacher/ECE education, preparation and teaching efficacy, language and literacy development, multiple literacies and play and education. Her current research examines K-12 teachers’ efficacy for teaching online during the COVID-19 pandemic.

Julia teaches in the Education & Society program and currently teaches VIC 151 - Theories and Practices of Teaching, VIC 261 - Child and Adolescent Development, VIC 356 - Multiple Literacies in Education and VIC360 H/Y - Education Internship.

Julia has served on several committees and boards, including the Executive Committee of the Council for Exceptional Children (OISE/UT Chapter) and as Community Liaison for the Dr. Eric Jackman Institute of Child Study Afterschool Daycare Board of Executives. She currently serves on the Board of Directors of the Canadian Mothercraft Society. Julia is a registered member of the Ontario College of Teachers and the College of Early Childhood Educators.

Selected Presentations and Publications:

  • Forgie, J. (2021, April). The Impact of Multimodal Professional Development on Early Childhood Educators’ Literacy Knowledge. AERA 2021 - American Educational Research Association Annual Meeting. Virtual Meeting - Orlando, Florida.
  • Forgie, J. (2020, June*). The impact of multimodal instruction on professional literacy learning. Congress 2020 - Canadian Society for Studies in Education Conference. Western University of Ontario: London, Ontario. *Conference was cancelled due to COVID-19.
  • Forgie, J. & Willows, D. (2020, April*). Assessing Early Childhood Educators’ Linguistic Knowledge. AERA 2020 - American Educational Research Association Annual Meeting. San Francisco, California. *Conference was cancelled due to COVID-19.
  • Forgie, J. & Willows, D. (2018, May). The benefits of implementing a multimedia approach to in-service professional development for early childhood educators. Congress 2018 – Canadian Society for Studies in Education Conference. University of Regina: Regina, Saskatchewan
  • Forgie, J. & Willows, D. (2017, May). Filling in the “gaps”: Improving early childhood educators’ knowledge through targeted professional development. Congress 2017 – Canadian Society for Studies in Education Conference. Ryerson University: Toronto, Ontario.
  • Forgie, J. (2015, June). Early childhood educators’ self-Efficacy for teaching beginning reading skills. Congress 2015 – Canadian Society for Studies in Education Conference. University of Ottawa: Ottawa, Ontario.
  • Lenis, A. & Forgie, J. (2015, June). Pre-service early childhood educators’ insights of professional development and literacy instruction. 2015 – Canadian Society for Studies in Education Conference. University of Ottawa: Ottawa, Ontario.
  • Forgie, J. (2015, April) Literacy development in the early years: A play-based approach. For the Love of Literacy Conference. Burlington, Ontario.
  • Forgie, J. (2015, March). Early childhood educators’ knowledge and understanding in promoting phonemic awareness. Institute for Global Education Diplomacy 2015. Washington, DC.