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

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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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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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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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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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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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“I am here for the students”: principals’ perception of accountability amid work intensification, Fei Wang, Cameron Hauseman, and Katina Pollock

Submissions from 2020

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A call for cautious interpretation of meta-analytic reviews, Frank Boers, Lara Bryfonski, Farahnaz Faez, and Todd McKay

“Where love prevails”: Student resilience and resistance in precarious spaces, Ferne Cristall, Susan Rodger, and Kathy Hibbert

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Who Are We Missing? The Impact of Requiring Parental or Guardian Consent on Research With Lesbian, Gay, Bisexual, Trans, Two-Spirit, Queer/Questioning Youth., Eli Cwinn, Courtney Cadieux, and Claire V Crooks

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“Where Love Prevails”: Student Resilience and Resistance in Precarious Spaces, Cristall Ferne, Susan Rodger, and Kathy Hibbert

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Caring Leadership as Collective Responsibility, Rita A. Gardiner Ph.D

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How Do Leaders Judge What is a Responsible Course of Action?, Rita A. Gardiner Ph.D

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Virus Interruptus: An Arendtian Exploration of Political World Building in Pandemic Times, Rita A. Gardiner Ph.D and Katy Fulfer