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Submissions from 2017

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Curriculum as Social Practice: The case of Fukushima, Kathryn Hibbert, Penelope Engle-Hills, May Abdel-Wahab, Rethy Chhem, Ari Hasegawa, Atsushi Kumagai, and Pisith Phluong

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Effects of Group Functional Behavior-Based Cognitive Behavioral Therapy for Obsessive-Compulsive Behavior in a Youth with Autism Spectrum Disorder, Nicole Neil, Tricia Vause, Heather Jaksic, and Maurice Feldman

Submissions from 2016

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Communication intervention for individuals with Down syndrome: Systematic review and meta-analysis, Nicole Neil and Emily A. Jones

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Repetitive Behavior in Children with Down Syndrome: Functional Analysis and Intervention, Nicole Neil and Emily A. Jones

Submissions from 2015

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Co-Constructed by Design: Knowledge Processes in a Fluid “Cloud Curriculum”, Kathryn Hibbert, Mary Ott, and Luigi Lannacci

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Effects of persuasion and discussion goals on writing, cognitive load, and learning in science., Perry Klein and J. S. Eharhardt

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Studying Treatment Intensity: Lessons from Two Preliminary Studies, Nicole Neil and Emily A. Jones

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Unruly Raccoons and Troubled Educators: Nature/Culture Divides in a Childcare Centre, Veronica Pacini-Ketchabaw and Fikile Nxumalo

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Introduction Unsettling the Colonial Places and Spaces of Early Childhood Education in Settler Colonial Societies, Veronica Pacini-Ketchabaw and Affrica Taylor

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Unsettling Pedagogies Through Common World Encounters: Grappling with (Post)Colonial Legacies in Canadian Forests and Australian Bushlands, Veronica Pacini-Ketchabaw and Affrica Taylor

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Learning How to Inherit in Colonized and Ecologically Challenged Life Worlds in Early Childhood Education, Veronica Pacini-Ketchabaw, Affrica Taylor, Mindy Blaise, and Sandrina de Finney

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Embodied Experiences in Virtual Worlds Role-Play as a Conduit for Novice Teacher Identity Exploration: A Case Study, Anton Puvirajah and Brendan Calandra

Submissions from 2014

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The Quest for Effective Interdisciplinary Graduate Supervision: A Critical Narrative Analysis, Kathryn Hibbert, Lorelei Lingard, Meredith Vanstone, Elizabeth Anne Kinsella, Pam McKenzie, Timothy D. Wilson, and Allan Pitman

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The Logogenesis of Writing to Learn: A Systemic Functional Perspective., Perry Klein and Len Unsworth

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OBTAINING A DIAGNOSIS OF FETAL ALCOHOL SPECRTUM DISORDER: EXPERIENCES OF CAREGIVERS AND PROFESSIONALS, Erica R. Lundberg

Submissions from 2013

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Finding Wisdom in Practice: The Genesis of the Salty Chip, A Canadian Multiliteracies Collaborative, Kathryn Hibbert

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Connected Teaching and Learning: The Uses and Implications of Connectivism in an Online Class, Rachel Sandieson, John Barnett, and Vance McPherson

Submissions from 2012

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Predicting Residential Treatment Outcomes for Emotionally and Behaviorally Disordered Youth: The Role of Pretreatment Factors, Wendy den Dunnen, Jeff St. Pierre, Shannon L. Stewart, Andrew M. Johnson, Steven Cook, and Alan W. Leschied

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Linguistic Identities and Experiences of Generation 1.5 Teacher Candidates: Race Matters, Farahnaz Faez

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Career Development and Professional Attrition of Novice ESL Teachers of Adults, Farahnaz Faez and Antonella Valeo

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Creating a Pipeline to STEM Careers through Service Learning: The AFT Program, Anton Puvirajah, Lisa Michelle Martin-Hansen, and Geeta Verma

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Examining the Mediation of Power in a Collaborative Community: Engaging in Informal Science as Authentic Practice, Anton Puvirajah, Geeta Verma, and Horace Webb

Submissions from 2011

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Symptom Persistence in Seriously Emotionally Disordered Children: Findings of a Two-Year Follow-up after Residential Treatment, Rebecca Cuthbert, Jeff St. Pierre, Shannon L. Stewart, Steven Cook, Andrew M. Johnson, and Alan W. Leschied

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Points of Departure: Developing the Knowledge Base of ESL and FSL Teachers for K-12 Programs in Canada, Farahnaz Faez

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Orchestrating Expertise in Reading and Writing, Kathryn Hibbert, Tara-Lynn Scheffel, Sharon Rich, and Rachel Heydon