Paul W. Bennett, Ed.D. (OISE/Toronto) is Founding Director of Schoolhouse Institute and Schoolhouse Consulting, Halifax, NS, and a widely-known independent education commentator in Atlantic Canada. Since April 2010, he has researched and published eight different education policy research reports with the Atlantic Institute for Market Studies (AIMS) covering most aspects of K-12 public education. He served as Adjunct Professor of Education at Saint Mary’s University from 2011 to 2016 and as Senior Education Fellow at Northern Policy Institute from 2013 to 2017
Dr. Bennett wears many hats as a Halifax author, education consultant, policy researcher and news commentator. Prior to completing his doctorate at the University of Toronto, Paul earned an Hons. B.A. in History and Political Science (York), a M.A. in History (York), and a B.Ed. from the University of Toronto. Over a career spanning four decades, Paul has taught high school history, authored three national textbooks, headed two leading independent schools, produced many policy papers and written or co-authored eight books. His three most recent books are The Grammar School: Striving for Excellence in a Public School World (2009), and Vanishing Schools, Threatened Communities; The Contested Schoolhouse in Maritime Canada, 1850 -2010 (2011), and The Last Stand: Schools, Communities and the Future of Rural Nova Scotia (2013).
Today Paul provides expert commentary and regular columns for The Chronicle Herald, The Globe and Mail, and The National Post and a variety of other publications. His most recent academic articles have appeared in The Journal of Sports History, Historical Studies in Education, Acadiensis, Canadian Issues, and the Royal Nova Scotia Historical Society Journal.
Dr. Bennett specializes in K-12 educational policy, education history, evidence-based teaching practice, educational standards, school governance, teacher education, and special education services. In November 2017, he chaired the first Canadian conference of researchED, a global community of teachers committed to advancing evidence-based teaching practice.