Assistant Professor, Sociology
6-396H, City Centre Campus10700 – 104 AvenueEdmonton, AB780-497-5316
Dr. Milne's research focuses on social inequality, education, Indigenous peoples and policy. She is involved in projects that examine family/school relationships, student achievement, summer setback, the effectiveness of university learning models and curricular programs, as well as barriers to health care access. Her research has been featured on the CTV National News Channel and in CTV News, Global News, CBC, Edmonton Examiner, Metro News Edmonton, and The Huffington Post Canada.
Available to supervise honours or individual study students.
Selected Publications / Presentations / Conference Papers
Milne, E. (2017). Implementing Indigenous education policy directives in Ontario public schools: Experiences, challenges and successful practices. The International Indigenous Policy Journal, 8(3). DOI: 10.18584/iipj.2017.8.3.2
Milne. E. & Aurini, J. (2017). The tale of two policies: The case of school discipline in an Ontario school board. Canadian Journal of Educational Administration and Policy, 183, 30-43.
Helmes-Hayes, R., & Milne, E. (2017). The institutionalization of Symbolic Interactionism in Canadian sociology, 1992-1979: Success at what cost?. Canadian Journal of Sociology. 42(2), 145-196.
Cooke, M., Waite, N., Cook, K., Milne, E., Chang, F., McCarthy, L. & Sproule, B. (2017). Incorporating sex/gender and vulnerable populations in a large multisite health research program: The Ontario pharmacy evidence network case study. Health Research Policy and Systems. 15(20). doi: 10.1186/s12961-017-0182-z
McCarthy, L., Milne, E., Waite, N., Cooke, M., Cook, K., Chang, F., & Sproule, B. (2016). Sex and gender-based analysis in pharmacy practice research: A scoping review. Research in Social and Administrative Pharmacy. Advanced online publication. doi: http://dx.doi.org/10.1016/j.sapharm.2016.11.007