The Oasis Skateboard Factory: Return to the One-Room Schoolhouse

Main Article Content

William Robertson


How can you get young people interested in science and mathematics? What efforts are there to integrate the experiences of high school students into the things they need to do and learn in school? How can action sports, like skateboarding be used to teach science, mathematics, language arts, history and help at-rick and marginalized students to grow in their engagement and motivation in high school, as well as to graduate?

This is in part answered at the Oasis Skateboard Factory (OSF) an alternative high school in Toronto, Canada. The factory, under the direction of founding teacher Craig Morrison, has enjoyed success since it opened in 2008. The OSF enrolls 25 students per semester and they earn academic credits as they develop their artwork, design and manufacturing skills through a skateboard-centric academic construction process. Additionally, students who are part of this academic program have a 95 percent graduation rate.


Download data is not yet available.

Article Details

How to Cite
Robertson, W. (2019). The Oasis Skateboard Factory: Return to the One-Room Schoolhouse. International Journal for Innovation Education and Research, 7(3), 162-171.
Author Biography

William Robertson, The University of Texas at El Paso, USA

Teacher Education Department, Professor


Brooks, Jacqueline, and Brooks, Martin. (2003). In Search of Understanding: The Case for Constructivist Classroom. Association for Supervision and Curriculum Development, Alexandria, VA.

Buchanan, M. T., & Stern, J. (2012). Pre-service teachers’ perceptions of the benefits of peer review. Journal of Education for Teaching, 38(1), 37-49.

Bybee, Rodger W. (2003). The Teaching of Science: Content, Coherence, and Congruence. Journal of Science Education and Technology, 12 (4): 343-358.

Eisenkraft, Arthur. (2003). Expanding the 5E Model. The Science Teacher 70 (6): 57-59.

Duffy, Thomas, and Jonassen, David (1992). Constructivism and the Technology of Instruction: A Conversation. Hillsdale, NJ: Lawrence Erlbaum Associates.

Ergin, Ismet, Kanli, Uygar, and Unsal ,Yasin. (2008). An Example for the Effect of 5E Model on the Academic Success and Attitude Levels of Students’: Inclined Projectile Motion. Journal of Turkish Science Education, 5 (3): 47-59.

Martin, Gary. (2009). Focus in High School Mathematics: Reasoning and Sense Making. Reston, VA: National Council of Teachers of Mathematics.

Mezirow, J. (2003). Transformative learning as discourse. Journal of transformative education 1(1), 58-63.

Robertson, W.H. (2014). Action science: Relevant teaching and active learning. Thousands Oaks, CA: Corwin Publishers.

Robertson, W.H. (2009). Dr. Skateboard’s action science: Teaching physics in context, The science education review, 8(1), 30-34.

Robertson, W.H. & Lesser, Larry (2013). Scientific skateboarding and mathematical music: Edutainment that actively engages middle school students, European Journal of Science and Mathematics Education, 1(2), 60-68.

Stephens, Ana, Bottge, Brian, and Rueda, Enrique. (2009). Ramping up on Fractions. Mathematics Teaching in the Middle School 114 (9): 520-526.

Tillman, D. A. (2016). Not just consumers: Finding space for student creativity during mathematics instruction. Journal of Mathematics Education, 9(2), 1-3.

Tillman, D. A., An, S. A., Cohen, J. D., Kjellstrom, W., & Boren, R. L. (2014). Exploring wind power: Improving mathematical thinking through digital fabrication. Journal of Educational Multimedia and Hypermedia, 23(4), 401-421.

Tillman, D. A., Zhang, M., An, S. A., Boren, R., & Paez-Paez, C. (2015). Employing rapid prototyping design technologies to support contextualized mathematics education. Journal of Computers in Mathematics and Science Teaching, 34(4), 455-483.