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 2013
Connected Teaching and Learning: The Uses and Implications of Connectivism in an Online Class, Rachel Sandieson, John Barnett, and Vance McPherson
India's Right to Education Act: Household Experiences and Private School Responses, Prachi Srivastava and Claire Noronha
Private Sector Research Study: Sarva Shiksha Abhiyan, Prachi Srivastava, Claire Noronha, and Shailaja Fennell
Plurilingualism in TESOL: Promising Controversies, Shelley K. Taylor and Kristin Snoddon
Interdisciplinary doctoral research supervision: A scoping review, Meredith Vanstone, Kathy Hibbert, Elizabeth Anne Kinsella, Pam McKenzie, Allan Pitman, and Lorelai Lingard
Preparing politically savvy principals in Ontario, Canada, Sue Winton and Katina E. Pollock
Submissions from 2012
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
Linguistic Identities and Experiences of Generation 1.5 Teacher Candidates: Race Matters, Farahnaz Faez
Career Development and Professional Attrition of Novice ESL Teachers of Adults, Farahnaz Faez and Antonella Valeo
Acting with the Clock: Clocking Practices in Early Childhood, Veronica Pacini-Ketchabaw
Postcolonial Entanglements: Unruling Stories, Veronica Pacini-Ketchabaw
Children’s Relations to the More-than-Human World, Veronica Pacini-Ketchabaw, Affrica Taylor, and Mindy Blaise
Informal Learning and Volunteering: The Case of an Unemployed Certified Teacher in Ontario, Jennifer Pearce and Katina Pollock
Access, Engagement, and Community Connections, Katina Pollock
Occasional teachers’ job-related learning, Katina Pollock
School Improvement: A Case of Competing Priorities!, Katina Pollock and Sue Winton
Creating a Pipeline to STEM Careers through Service Learning: The AFT Program, Anton Puvirajah, Lisa Michelle Martin-Hansen, and Geeta Verma
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
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
Points of Departure: Developing the Knowledge Base of ESL and FSL Teachers for K-12 Programs in Canada, Farahnaz Faez
The Power of “Can Do” statements: Teachers’ Perceptions of CEFR- informed Instruction in French as a Second Language Classrooms in Ontario, Farahnaz Faez, Suzanne Majhanovich, Shelley K. Taylor, Maureen Smith, and Kelly Crowley
New Media and Online Mathematics Learning for Teachers, George Gadanidis and Immaculate Kizito Namukasa
Orchestrating Expertise in Reading and Writing, Kathryn Hibbert, Tara-Lynn Scheffel, Sharon Rich, and Rachel Heydon
Problem Solving as a Pedagogical Practice: Useful Conceptions of Professional Learning, Michelle Lang and Immaculate Kizito Namukasa