Education Publications

 

Research in Education Publications contains three central clusters: applied psychology, critical policy, equity and leadership studies and, curriculum studies and studies in applied linguistics. All of these not only aim to improve the policies and practices within teaching and organization but also, to improve the lives and knowledge of generations of students to come.

Visit the Education Department website for additional information.

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Submissions from 2022

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unpacking the invisible knapsack, Jason Brown

Practical guidelines and case examples for adapting an evidence-based intervention in a complex community setting, Eli Cwinn, Kate Blackman, John Nandlal, and Claire Crooks

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Self-Regulation in Early Writing Strategy Instruction, Perry Klein, Ashley Bildfell, Jill D. Dombroski, Christine Giese, Kristen Wing-Yan Sha, and Serena C. Thompson

Leadership trends in Canadian public education, Katina Pollock

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Youth-identified Considerations for Programming to Support Newcomers’ Healthy Development: A Group Concept Mapping Study, Alexandra C.G. Smith and Claire Crooks

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“You Have to be Resilient”: A Qualitative Study Exploring Advice Newcomer Youth Have for Other Newcomer Youth., Alexandra C.G. Smith, Claire Crooks, and Linda Baker

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Experiences that shape the development of inclusive instruction in preservice teachers: An international comparison, Jacqueline A. Specht, Susanne Miesera, Donna McGhie-Richmond, and Fizza Haider

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Education and the Pandemic: Engaging in Epistemic Humility to Question Assumptions, Institutions, and Knowledges, Prachi Srivastava and Prachi Srivastava

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International Baccalaureate: Meanings, Uses and Tensions in a Globalizing World, Paul Tarc

Submissions from 2021

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Deconstructing and Reconstructing Comparative and International Education in Light of the COVID-19 Emergency: Imagining the Field Anew, Elisheva Cohen, Laura Wangsness Willemsen, Ritesh Shah, Frances Vavrus, Nelson Masanche Nkhoma, Sonja Anderson, Prachi Srivastava, and Sarah Dryden-Peterson

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Engaging Peers to Promote Wellbeing and Inclusion of Newcomer Students: A Call for Equity-informed Peer Interventions, Claire Crooks, Natalia Kubishyn, Amira Noyes, and Gina Kayssi

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COVID-19 and Education Disruption in Ontario: Emerging Evidence on Impacts, Kelly Gallagher-Mackay, Prachi Srivastava, Kathryn Underwood, Elizabeth Dhuey, Lance McCready, Karen B. Born, Antonina Maltsev, Anna Perkhun, Robert Steiner, Kali Barrett, and Beate Sander

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Down Syndrome Caregivers’ Support Needs: A Mixed-Method Participatory Approach, Katie M. Hart and Nicole Neil

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Impact of Trauma‑Informed Training and Mindfulness‑Based Social–Emotional Learning Program on Teacher Attitudes and Burnout: A Mixed‑Methods Study, Sue Kim, Claire Crooks, Karen Bax, and Mostafa Shokoohi

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Incidental acquisition of multiword expressions through audiovisual input: The role of repetition and typographic enhancement, Elvenna Majuddin, Anna Siyanova-Chanturia, and Frank Boers

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Book Review: How school principals use their time: implications for school improvement, administration, and leadership, Ruth Nielsen

Recursos de liderança pessoal para líderes escolares brasileiros [Personal leadership resources for Brazilian school leaders], Katina Pollock

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Guest editorial: Developing professional capital through systems approaches to evidence-informed policy and practice, Katina Pollock and Carol Campbell

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Guest editorial: Developing professional capital through systems approaches to evidence-informed policy and practice., Katina Pollock and Carol Campbell

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Research and practice to help guide school leaders during Covid-19, Katina Pollock and Kyran Dwyer

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How principals use their time in Ontario, Canada., Katina Pollock and Fei Wang

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Sex as Boys' Fame, but Girls' Shame: Adversarial Gender Roles and Gender-based Violence in Guyana, Ruth Rodney, Denise Gastaldo, D Alissa Trotz, and Claire Crooks

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Interpersonal Polyvictimization: Addressing the Care Planning Needs of Traumatized Children and Youth, Shannon L. Stewart Dr., Natalia Lapshina, and Valbona Semovski

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A Study of Risk Factors Predicting School Disruption in Children and Youth Living in Ontario, Shannon L. Stewart Dr., Valbona Semovski, and Sun Li

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Co-creating an Evaluation Approach for a Healthy Relationships Program with Community Partners: Lessons Learned and Recommendations, Maisha Syeda Dr., Meghan Fournie, Maria C. Ibanez, and Claire Crooks