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., Hu, S., Sungur, H., Lin, C. (2021). Giftedness, gender Identities, and self-acceptance: A retrospective study on LGBTQ+ postsecondary students. Gifted Child Quarterly. Advanced Online Publication. https://doi.org/10.1177/00169862211029681
Kanevsky, L., Lo, C. O., & Marghelis, V. (2021). Individual or collaborative projects? An exploration of considerations influencing the preferences of students with high reasoning ability and others their age. High Ability Studies. Advanced Online Publication. https://doi.org/10.1080/13598139.2021.1903842
Tan, Y. S. M., Lo, C. O., & Alharbi, M. (2021). Promoting student learning through diasporic foodways: Community-oriented pedagogy through films. Teaching in Higher Education. Advanced Online Publication. https://doi.org/10.1080/13562517.2020.1830366
Alharbi, M., Tan, Y. S. M.,& Lo, C. O. (2020). Foodways, community, and film-making: A case study of funds of knowledge in higher education. Higher Education Pedagogies, 5(1), 310-323. https://doi.org/10.1080/23752696.2020.1841569
Killas, H., Lo, C. O., Porath, M., Tan, Y. S. M., Hsieh, C., & Ralph, R. (2020). Learning from the voices and life trajectories of our most able students: A Listening Guide analysis. Gifted Education International, 36(1), 26-49. https://doi.org/10.1177/0261429419878710
Chang, C., Lo, C. O., & Chuang, S. (2020). Applying video modeling to promote the handwriting accuracy of students with low vision using mobile technology. Journal of Visual Impairment & Blindness, 114(4), 406-420. https://doi.org/10.1177/0145482X20953269
Lo, C. O., Porath, M., Yu, H., Chen, C., Tsai, K., & Wu, I. (2019). Giftedness in the making: A transactional perspective. Gifted Child Quarterly, 63(3), 172–184. https://doi.org/10.1177/0016986218812474
Lo, C. O., Tan, Y. M., Chrostowski, M., Hu, S., Chan, D., Sue, D. M., Wu, I., & Li, W. (2019). Re-envisioning gifted education in British Columbia: A qualitative research protocol of policy analysis in the context of a re-designed curriculum. International Journal of Qualitative Methods, 18, 1-9. https://doi.org/10.1177/1609406918822233
Wu, I., Lo, C. O., & Tsai, K. (2019). Learning experiences of highly able learners with ASD: Using a success case method. Journal for the Education of the Gifted, 42(3), 216-242. https://doi.org/10.1177/0162353219855681
Feng, L., Chen, N., Peng, H., & Lo, C. O. (2018). The development, implementation, and evaluation of iLoT—A cross-age interdisciplinary creativity curriculum based on the COCO model. Gifted Education Quarterly, 143, 23-38. https://doi.org/10.6218/GEQ.201706_(143).23-38
Lo, C. O., & Porath, M. (2017). Paradigm shifts in gifted education: An examination vis-à-vis its historical situatedness and pedagogical sensibilities. Gifted Child Quarterly, 61(4), 343–360. https://doi.org/10.1177/0016986217722840
Lo, C. O. (2016). Literature integration: An illustration of theoretical sensitivity in grounded theory studies. The Humanistic Psychologist, 44(2), 177–189. https://doi.org/10.1037/hum0000029
Chung, M. Tsai, K., Lo, C. O., & Chang, C. (2015). A study on job-related stress, emotional management, and teaching efficacy among pre-school special education teachers. Journal of Understanding Individuals with Disabilities, 14, 49–74. https://doi.org/10.6513/TJUID.2015.14(1).3
Lo, C. O. (2014). Labeling and knowing: A reconciliation of implicit theory and explicit theory among students with exceptionalities. The Journal of Educational Research, 107(4), 281–298. https://doi.org/10.1080/00220671.2013.807490