Dr. Michael Connelly is Project Co-Director with Shijing Xu of the Canada-China Reciprocal Learning Partnership Grant Project funded by the Social Sciences and Humanities Research Council of Canada (SSHRC). The Partnership is led by the University of Windsor and involves two Canadian universities [University of Windsor (UW), University of Toronto (OISE/UT)], and five Chinese universities [Southwest University (SWU), East China Normal University (ECNU), Northeast Normal University (NENU), Beijing Foreign Studies University (BFSU)], two Canadian school boards [Greater Essex County District School Board (GECDSB), Toronto District School Board (TDSB)] and approximately forty Canadian and Chinese schools. The purpose is to foster cross cultural educational understanding and to provide a forum for studying cross cultural educational narratives as they intersect in the modern world. He is keen on fostering cross cultural educational learning and understanding.
Dr. Connelly is Professor Emeritus at the Ontario Institute for Studies in Education of University of Toronto (OISE/UT), long time Editor of Curriculum Inquiry, former Chair of Curriculum, and founding Director of the OISE/UT Center for Teacher Development. He studied with Joseph Schwab at the University of Chicago. He is the Education Judge for The American Publishers Awards for Professional and Scholarly Excellence (PROSE) Book awards, given annually by the Professional & Scholarly Publishing Division of the Association of American Publishers. He has written on science education, curriculum studies, teacher education, multiculturalism and narrative inquiry.
He was Director of the Canada Project, Second International Science Study, and Director of the Hong Kong Institute of Education/OISE/UT doctoral program. He has made teaching a priority, with many former students winning dissertation, and research and teaching awards. He has worked with schools, school boards, and teacher organizations; and wrote policy papers for the Science Teachers Association of Ontario, the Ontario Teachers Federation, the Ontario Ministry of Education, the Government of Egypt, the Government of Australia, UNICEF and the World Bank.
He has held numerous research grants and has close to 200 publications. His research work takes place in practitioner school-based settings. His major works include: The Functions of Curriculum Development (1972), Teachers as Curriculum Planners: Narratives of Experience (Widely used, with several translations, 1988, with Jean Clandinin), Stories of Experience and Narrative Inquiry (First narrative inquiry publication, 1990, with Jean Clandinin), The Sage Handbook of Curriculum and Instruction (2008, acknowledged by AERA Division B Curriculum Studies Book Award with Ming Fang He and Jo-An Phillion), and Narrative Inquiry for School-based Research (Practice focused, AERA best paper award, 2010, with Shijing Xu).
He received AERA’s Division B Lifetime Achievement Award, the Canadian Society for the Study of Education’s Outstanding Canadian Curriculum Scholar Award, the Canadian Education Association Whitworth award, the Ontario Confederation of University Faculty Association’s award for excellence in teaching, and other scholarly awards, and most recently, Outstanding Publication Award by Narrative Research Special Interest Group (SIG) of the American Educational Research Association (AERA).
He has worked internationally in human resource development, curriculum, teacher education, and community schools in Jordan, Egypt, Hong Kong, West Indies, and China. He drafted the terms of reference for the recently established Egyptian Professional Academy of Teachers and he was a UNICEF consultant to The League of Arab States for which he wrote a policy paper for pan-Arab curriculum and teacher education. His long-term, ongoing, urban education research program in Bay Street Community School is supported by the Social Sciences and Humanities Research Council of Canada.
麦克尔·康纳利博士是多伦多大学安大略教育研究院(OISE)资深教授，任《课程探究》Curriculum Inquiry杂志主编多年，曾任多伦多大学安大略教育研究院课程与教学系主任，组建并担任教师发展中心主任。他师从芝加哥大学施瓦布（Joseph Schwab）教授。他的著作涉及科学教育，课程研究，教师教育，多元化和叙述探究。
他曾指导国际科学研究项目加拿大分项目第二国际科学研究, 担任香港教育学院/多伦多大学教育学院博士项目主任。他以教学为先，辛勤培养学生。在他的指导下，许多学生获得了论文奖，研究奖，教学奖。他先后与学校，教育局，以及教师组织合作研究; 为安大略理科教师协会，安大略教师联合会，安大略教育局，埃及政府，澳大利亚政府，联合国儿童基金会（UNICEF)，和世界银行 (World Bank) 撰写有关政策性文献。他曾荣获美国教育研究协会（AERA）终生成就奖，加拿大教育研究学会（Canadian Society for the Study of Education）加拿大杰出课程学者奖，加拿大教育协会维特沃斯奖（Whitworth)，大学教师协会安大略省联合会优秀教学奖等学术奖项, 包括最近获得的美国教育研究会 (AERA) 教育叙事研究2011年度杰出出版物奖。
康纳利教授出版专著近200部, 比如The Sage Handbook of Curriculum and Instruction (2008)，许多是实践为主的校本研究。