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.
Submissions from 2023
School principals’ emotionally draining situations and student discipline issues in the context of work intensification, Katina Pollock, Ruth Nielsen, and Fei Wang
Submissions from 2022
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
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
Youth-identified Considerations for Programming to Support Newcomers’ Healthy Development: A Group Concept Mapping Study, Alexandra C.G. Smith and Claire Crooks
“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
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
Education and the Pandemic: Engaging in Epistemic Humility to Question Assumptions, Institutions, and Knowledges, Prachi Srivastava and Prachi Srivastava
International Baccalaureate: Meanings, Uses and Tensions in a Globalizing World, Paul Tarc
Submissions from 2021
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
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
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
Down Syndrome Caregivers’ Support Needs: A Mixed-Method Participatory Approach, Katie M. Hart and Nicole Neil
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
Incidental acquisition of multiword expressions through audiovisual input: The role of repetition and typographic enhancement, Elvenna Majuddin, Anna Siyanova-Chanturia, and Frank Boers
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
Guest editorial: Developing professional capital through systems approaches to evidence-informed policy and practice, Katina Pollock and Carol Campbell
Guest editorial: Developing professional capital through systems approaches to evidence-informed policy and practice., Katina Pollock and Carol Campbell
Research and practice to help guide school leaders during Covid-19, Katina Pollock and Kyran Dwyer
How principals use their time in Ontario, Canada., Katina Pollock and Fei Wang
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
Interpersonal Polyvictimization: Addressing the Care Planning Needs of Traumatized Children and Youth, Shannon L. Stewart Dr., Natalia Lapshina, and Valbona Semovski
A Study of Risk Factors Predicting School Disruption in Children and Youth Living in Ontario, Shannon L. Stewart Dr., Valbona Semovski, and Sun Li