National Taiwan Normal University, Taiwan, 2007, MA
National Changhua University of Education, Taiwan, 1999, BA
Dr. Owen Lo joined the Department of Educational and Counselling Psychology, & Special Education in 2014 as an Assistant Professor in High Ability Studies. Dr. Lo received his PhD in High Ability Studies at UBC and completed his MA (Gifted Education) and BA (Special Education, minor in Geography) in Taiwan. In his dissertation work, Owen put dual focus on theorizing and has published theoretical models in grounded theory method and educational labeling. To date, his research interests involve social constructs of intelligence, creativity, multiculturalism, and socio-emotionality; moreover, he demonstrates a scholarly penchant for validity issues in qualitative research and the doing of Grounded Theory studies.
Owen is currently working on a research series, “Labeling & Knowing”, that examines the complexity of the labeling phenomenon, especially with regards to how labeling triggers the formation of self-knowledge. Rooted in positive psychology and social constructivism, Labeling and Knowing is set out to explore some “enabling” aspects of the labeling mechanism. Presently, he is also leading a research project named “Landscape of the BC Gifted Education” that involves socio-culturally layered social mapping, examining the paradigm shifts and multiculturalism in the BC gifted education context, synthesizing available resources, and exerting influence on policy making.
In the past, Owen has worked as a resource teacher in the Taiwanese K-12 system, a military platoon leader, and has practiced some entrepreneurship in a Latin American country. Besides research and teaching, he enjoys being curious and creative and explores his livelihood through travels, food, and social & ecological goodwill.
Lo, C. O. (2014). Enhancing Groundedness in Realist Grounded Theory Research. Qualitative Psychology, 1(1), 61-76. doi:10.1037/qup0000001
Lo, C. O. (2014). Labeling and knowing: A reconciliation of implicit theory and explicit theory among students with exceptionalities. Journal of Educational Research. Advance online publication. doi: 10.1080/00220671.2013.807490