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 2021

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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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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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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

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Book Review of "Preparing Students for Life and Work: Policies and Reforms Affecting Higher Education's Principal Mission, Shannon McKechnie

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Policy Problems: Preparing Students for the “Real World”, Shannon McKechnie

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Moving Forward in the COVID-19 Era: Reflections for Canadian Education, Pamela Osmond-Johnson, Carol Campbell, and Katina Pollock

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L’intensification du travail: Des défis propres aux direction d’écoles francophones, Katina Pollock

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School Leaders’ Work During the COVID-19 Pandemic: A Two-Pronged Approach, Katina Pollock

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School Leaders’ Work During the COVID-19 Pandemic: A Two-Pronged Approach, Katina Pollock

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Principal Well-being: Strategies and coping mechanisms in times of uncertainty, Katina Pollock and Fei Wang

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School Principals' Work and Well-Being in Ontario: What They Say and Why It Matters, Katina Pollock and Fei Wang

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Guest Editorial: School administrators' well-being and mindfulness: three tensions, Katina Pollock, Fei Want, and Julia Mahfouz

Initial teacher education and trauma and violence informed care in the classroom: Preliminary results from an online teacher education course, Susan Rodger srodger2@uwo.ca, Richelle Bird, Kathryn Hibbert, Andrew M. Johnson, Jacqueline Specht, and C. Nadine Wathen