Moore, S., Maxwell, E. and Anderson, K. (2019). Social justice and the inclusion on indigenous peoples. As found in Beaton, M., Hirshberg, D., Maxwell, G., and Spratt, J. Including the North: A Comparative Study of the Policies on Inclusion and Equity in the Circumpolar North p. 21-42. A publication by the University of the Arctic's Thematic Network on Teacher Education for Social Justice and Diversity. University of Lapland. https://lauda.ulapland.fi/handle/10024/63716

Sprat, J., Anderson, K., Beaton, M., and Rahko-Ravantti. (2018). Seeing education with northern eyes: University of the Arctic Thematic Network for Teacher Education for Social Justice and Diversity in Education. Education in the North. 25(1-2), pp. 175-180.

Goodnough, K., Arnold, C., Azam, S., Maich, K., Moghaddam, A., Penny, S., & Young, G. (2020). Cultivating a self-study community of practice: Reflections of faculty on issues of evolution and functioning. Studying Teacher Education. http://doi:10.1080/17425964.2020.1737928

Goodnough, K., Azam, S. & Wells, P. (2019). Adopting drone technology in STEM (Science, Technology, Engineering, and Mathematics): An examination of elementary teachers’ pedagogical content knowledge. Canadian Journal of Science, Mathematics, and Technology Education, 19, 398-414. https://doi.org/10.1007/s42330-019-00060-y

Azam, S. (2019). Distinguishing topic-specific professional knowledge from topic-specific PCK: A conceptual framework. International Journal of Environmental & Science Education, 14(5), 281-296.

Azam, S. (2018). Development of science pedagogical content knowledge: A model proposed for elementary teacher education in Alberta. Alberta Science Education Journal, 45(3), 32-42.

Azam, S. (2018). Physics for teaching high school physics: Views of prospective physics teachers and teacher educators about undergraduate physics study. Journal of Teacher Education and Educators, 7(2), 147-163.

Amani, H. A. & Azam, S. (2018). Differentiation in Saudi pre-service science teacher program.
Journal of Baltic Science Education, 17 (3), 428-445.

Azam, S. & Goodnough, K. (2018). Learning together about culturally relevant science teacher education: indigenizing a science methods course. International Journal of Innovation in Science and Mathematics Education, 26(2), 74–88.

Badenhorst, C., Pickett, S., Arnold, C., Lewis, L., Vaandering, D., McLeod, H., Buley, J., Goodnough, K., Maich, K., Penney, S., & Young, G. (in production). On being reviewed: From ghosts that haunt in isolation toward connection and unexpected agency. Higher Education Research and Development.

Amell, B., & Badenhorst, C.M. (2019). Inextricable: Doctoral writing, engagement and creativity, Student Engagement in Higher Education Journal, 2(3), 118-137.

Hoben, J., Pickett, S., Badenhorst, C.M. (2019). Staging the shadow: Writing, academic subjectivities and hidden selves. Art/Research International.

Hoben, J., Pickett, S., & Badenhorst, C.M. (2019). Horizons of Self-Composure: Using Poetry and Scribble-Portraits to Explore an Aesthetics of Care. Canadian Review of Art Education, 45(1), 77-92.

Badenhorst, C.M. Mcleod, H., & Toll, H. (2018). Beyond words: Academic identities, artistic selves and writing. Visual Inquiry: Learning & Teaching Art, 7(3), 197-212.

Amell, B., & Badenhorst, C.M. (2018). Introduction: Play, visual strategies and innovative approaches to graduate student writing development, Canadian Journal for Studies in Discourse and Writing/Rédactologie, 28, 26-32. Available at: <http://journals.sfu.ca/cjsdw/index.php/cjsdw/article/view/724>.

Badenhorst, C.M. (2018). Emotions, play and graduate student writing. Canadian Journal for Studies in Discourse and Writing/Rédactologie, 28, 103-126.

Badenhorst, C.M. (2018). Citation practices of postgraduate students writing literature reviews. London Review of Education, 16(1), 121-135. DOI: https://doi.org/10.18546/LRE.16.1.11

Badenhorst, C.M. (2018). Graduate student writing: Complexity in literature reviews. Studies in Graduate and Postdoctoral Education, 9(1), 58-74. https://doi.org/10.1108/SGPED-17-00031

Books

Balzer, G., Strong-Wilson, T., & Burke, A. (Eds.). (2023). Storied encounters: Teaching literature in the post-colonial world. Sense Publishers

Book Chapter

    Burke, A., Winsor, D. A., & Power, C. (2023). Towards Indigenous Reconciliation: Transformative Dialogues and Pedagogies of Discomfort with Children Reading Indigenous Children’s Literature. Sustainable Development Goals Series. https://doi.org/10.1007/978-3-031-34831-0_

Peer Reviewed Journals

Burke, A., & Collier, D. R. (2023). Educators working together: Listening to children’s voices and stories about cultural and family artifacts during pandemic teaching. Journal of Early Childhood Research. https://doi.org/10.1177/1476718x231195558

 Burke, A., Kumpulainen, K., & Smith, C. (2023)Understanding Children’s Drawings as Sociomaterial Assemblages of Voice during Pandemic Times. Language and Literacy. https://doi.org/10.20360/langandlit29656

Burke, A. (2023).Understanding Children’s Drawings as Sociomaterial Assemblages of Voice during Pandemic Times. Language and Literacy. https://doi.org/10.20360/langandlit29656

 

Books

DeLuca, C., Willis, J., Harrison, C., Cowie, B., & Coombs, A. J. (2023). Learning to assess: Cultivating assessment capacity in teacher education. Springer.

Peer-Reviewed Papers

Mendoza, A., Ou, J., Rajendram, S., & Coombs, A. J. (2023), Teachers’ awareness and management of the social, cultural, and political indexicalities of translanguaging. Journal of Language, Identity, and Education, online. https://doi.org/10.1080/15348458.2023.2263092

Mendoza, A., Ou, J., Rajendram, S., & Coombs, A. J. (2023). CACTI: Co-developing awareness of bi/multilingual classroom practices with a professional development survey instrument. Educational Linguistics, online. 0.1515/eduling-2023-0019

2021

Curran, V.R., Pike, P., Farrell, J., McPherson, I., O’Dea, J., Curtis, B., Trahey, J., Coombs-Thorne, H., McLean, F. (2021). Evaluation of a Collaborator Objective Structured Clinical Encounter (COSCE) in Postgraduate Medical Education. Focus on Health Professional Education: A Multi-Professional Journal, 22(1), 1-14.

Curran, V.R., Xu, X., Simmons, K., Fleet, L., Coombs, H., Porter, R., White, S., Bessell, C., Deshpandey, A., Shahb, A., Waheed, S., Nuttall, R.M. Phenomenological Study of the Use of Virtual Reality (VR) in Pediatrics and Neonatal Resuscitation Training. Digital Health.

2020

Curran, V.R., Simmons, K., Matthews, L., Fleet, L., Gustafson, D., Fairbridge, N., Xu, X. (2020). YouTube as an Educational Resource in Medical Education: A Scoping Review. Medical Science Educator. doi.org/10.1007/s40670-020-01016-w

Hall, A., Richmond, H., Bursey, K., Hansen, Z., Williamson, E., Copsey, B., Albury, C., Asghari, S., Curran, V.R., Pike, A., Etchegary, H. (2020). Evaluating the impact of a champion on implementation of the Back Skills Training (BeST) programme in Canada: a mixed methods feasibility study protocol. BMJ open, 10(11), p.e040834

Duggan, N., Curran, V.R., Fairbridge, N., Deacon, D., Coombs, H., Stringer, K., Pennell, S. (2020). Using mobile technology in assessment of entrustable professional activities in undergraduate medical education. Perspectives in Medical Education. https://doi.org/10.1007/s40037-020-00618-9

Dwivedi, N. R., Vijayashankar, N. P., Hansda, M., Dubey, A. K., Nwachukwu, F., Curran, V.R., & Jillwin, J. (2020). Comparing Standard Setting Methods for Objective Structured Clinical Examinations in a Caribbean Medical School. Journal of Medical Education and Curricular Development. https://doi.org/10.1177/2382120520981992

Curran, V.R., Fairbridge, N.A., Deacon, D. (2020). Peer assessment of professionalism in Undergraduate Medical Education. BMC Medical Education, 20, 504. https://doi.org/10.1186/s12909-020-02412-x

Willoughby, K., Julien, M., Zendel, B., Curran, V.R. (2020). National survey of Canadian residents and program directors regarding parental leave during residency. Canadian Medical Education Journal, https://doi.org/10.36834/cmej.68486

2019

Curran, V.R., Fleet, L., Simmons, K., Lannon, H., Gustafson, D., Wang, C., Garmsiri, M., Wetsch, L. (2019). Adoption and Use of Mobile Learning in Continuing Professional Development by Health and Human Services Professionals. Journal of Continuing Education in the Health Professions, 39 (2), 76-85.

Lineker, S., Fleet, L., Bell, M., Sweezie, R., Curran V.R., Brock, G., Badley, E. (2019). Getting a Grip on Arthritis Online: Responses of Rural/Remote Primary Care Providers to a Web-based Continuing Education Program. Canadian Journal of Rural Medicine, 24:52-60. doi:10.4103/CJRM.CJRM_10_18

Curran, V.R., Fleet, L., Simmons, K., Lannon, H., Gustafson, D., Wang, C., Garmsiri, M., Wetsch, L. (2019). Adult Learners’ Perceptions of Self-Directed Learning and Digital Technology Usage in Continuing Professional Education: An Update for the Digital Age. Journal of Adult & Continuing Education, 25(1),74-93. doi.org/10.1177/1477971419827318

2018

Curran, V.R., Deacon, D., Schulz, H., Stringer, K., Stone, C., Duggan, N., Coombs-Thorne, H. (2018). Evaluation of the Characteristics of a Workplace Assessment Form to Assess Entrustable Professional Activities (EPAs) in an Undergraduate Surgery Core Clerkship. Journal of Surgical Education, doi: /10.1016/j.jsurg.2018.02.013

Macdonald, S., Manuel, A., Dubrowski, A., Bandrauk, N., Law, R., Curran, V.R., Lee, Y.H. (2018). Emergency Management of Anaphylaxis: A High Fidelity Interprofessional Simulation Scenario to Foster Teamwork Among Senior Nursing, Medicine, and Pharmacy Undergraduate Students. Cureus 10(7): e2915. DOI 10.7759/cureus.2915

MacDonald, S., Manuel, A., Law, R., Bandruak, N., Dubrowski, A., Curran, V.R., Smith-Young, J., Simmons, K., Warren, A. (2018). Assessing the Impact of High Fidelity Human Patient Simulation on Teamwork among Nursing, Medicine and Pharmacy Undergraduate Students. International Journal of Nursing and Health Sciences, 12(8): 337-342.

Wells, P., Goodnough, K., Azam, S., & Galway, G., (2023). Changes in high school distance education science teachers' pedagogical content knowledge (PCK) during remote lesson study. In R. Huang, N. Helgevold, J. Lang, &. H. Jiang (Eds.).  Teacher Professional Learning through Lesson Study in Virtual and Hybrid Environments. London: Routledge.  https://doi.org/10.4324/9781003286172

Book Chapters

Goodnough, K., Falkenberg, T., & McDonald, R. (2020). Examining the nature of teacher education using the principle of contradictions: A Cultural Historical Activity Theory perspective. In K. Nolan & J. Tupper (Eds.), Beyond the technical-rational: Drawing on social theory for teacher education research (pp. 13-32). Bloomsbury.

Goodnough, K., & Galway, G.J. (2019). Science education in Newfoundland and Labrador: Mapping the landscape. In C. Tippett & T. Milford (Eds.), Science education in Canada Consistencies, commonalities, and distinctions (pp. 245-264). Springer.

Journal Publications

Goodnough, K., Arnold, C., Azam, S., Maich, K., Moghaddam, A., Penney, S., & Young, G. (2020). Cultivating a self-study community of practice: Reflections of faculty on issues of evolution and functioning. Studying Teacher Education, 1–19.

Goodnough, K., Azam, S., & Wells, P. (2019). Adopting drone technology in STEM (Science, Technology, Engineering, and Mathematics): An examination of elementary teachers’ pedagogical content knowledge. Canadian Journal of Science, Mathematics, and Technology Education, 19(4), 398-414.

Goodnough, K. (2018). Addressing contradictions in teachers’ practice through professionallearning: an activity theory perspective. International Journal of Science Education, 40(17), 2181–2204.

Goodnough, K. (2018). Understanding primary teachers’ professional learning and practice: An activity theory lens. Journal of Curriculum Studies, 51(3), 362–383.

Power, K., & Goodnough, K. (2018). Fostering teachers’ autonomous motivation during professional learning: a self-determination theory perspective. Teaching Education, 30(3), 278–298

Azam, S. & Goodnough, K. (2018). Learning together about culturally relevant science teacher education: Indigenizing a science methods course. International Journal of Innovation in Science Education, 26(2), 74-88.

Gower, H.K. & Harris, G.E. (2020). Committee Members’ Perspectives on Admissions to Canadian Master’s-Level Counselling Programs: Personal Qualities and Gatekeeping Considerations. Canadian Journal of Counselling and Psychotherapy, 54, 88-111.

Klaver, E., Kelly, N., Greidanus, E., Harris, G. E., & Whelton, W. (2019). Attitudes Towards Interprofessional Education Among Counselling Psychology Graduate Students in Canada. Canadian Journal of Counselling and Psychotherapy, 53. Retrieved from https://cjc-rcc.ucalgary.ca/article/view/61233

Greidanus, E.,Warren, C.,Harris, G.E., &Umetsubo, Y. (2019).Collaborative practice in counselling: a scoping review. Journal of Interprofessional Care 34(3):1-9

Greenham, J., Harris, G.E., Hollett, K.B., & Harris, N. (2019).
Predictors of turnover intention in school guidance counsellors. British Journal of Guidance and Counselling 47(6):1-17.

Hurley, N., Seifert, T. & Sheppard, B. (2018, September). An Investigation of the Relationship between Professional Learning Community Practices and Student Achievement in an Eastern Canadian School Board. The Canadian Journal of Educational Administration and Policy.

Books

Johnston, J. (forthcoming, 2023). Dewey’s Logical Theory, 1937-1939. Albany, NY: SUNY Press.

Johnston, J. (forthcoming, 2022). Philosophical Presuppositions for a Philosophy of Education. Kingston, On: Encounters in Education Monograph Series.

Johnston, J. (2020). John Dewey’s Later Logical Theory. Albany, NY: SUNY Press.

Johnston, J. (2019). Problems in Philosophy of Education. London: Bloomsbury Press.

Chapters in Refereed Books

Johnston, J. (forthcoming 2023). Neo-Kantianism in Education. In Moral Education in the 21^st Century. Ed. D. Yacek. Cambridge: Cambridge University Press.

Johnston, J. (2022). On Positive Philosophy: Hegel’s Retort to Schelling. Negative Philosophy. Ed. G. Moss. New York: Springer.

Papers in Refereed Journals

Johnston, J. (forthcoming, 2023). Idealism, Pragmatism, and the Birth of Pragmatist Educational Thought in America. Pedagogica Historica.

Johnston, J. (2019). “Kant and Prejudice, or the Mechanical Uses of Reason.” Educational Philosophy and Theory, 51, 1, 1051-1060.

Joy, Rhonda, et al. "English Language Arts Performance of Grade 6 Students in an Intensive French Program." The Canadian Modern Language Review / La revue canadienne des langues vivantes, vol. 77 no. 1, 2021, p. 23-45. Project MUSE muse.jhu.edu/article/784810.

Articles in Refereed Journals

Kondratieva, M. (2022). Basic geometric confgurations: Which one do you see? (Teaching problems No.15.) Crux Mathematicorum, 48(2), 70-79.

Kondratieva, M., & Bergsten, C. (2021) Secondary School Mathematics Students Exploring the Connectedness of Mathematics: The Case of the Parabola and its Tangent in a Dynamic Geometry Environment.The Mathematics Enthusiast, 18 (1&2), 183-209.
Available at: https://scholarworks.umt.edu/tme/vol18/iss1/13

Bosch, M., Hausberger, T., Hochmuth, R., Kondratieva, M., Winslow, C. (2021) External Didactic Transposition in Undergraduate Mathematics. Int. J. Res. Undergrad. Math. Ed., 7, 140-162. https://doi.org/10.1007/s40753-020-00132-7

Kondratieva, M. (2020). Detecting and sharing praxeologies in solving interconnecting problems: some observations from teacher education viewpoint.
Educac~ao Matem atica Pesquisa: Revista do Programa de Estudos P os-Graduados em Educac~ao Matem atica, 22(4), 472-486.
http://dx.doi.org/10.23925/1983-3156.2020v22i4p472-486

Ogandzhanyants, O., Kondratieva, M. & Shalaby, N. (2018) Strong Skolem Starters. J. Combin. Design, 27:1, 5-21.

Kondratieva, M. (2018) Problem solving 101 No. 6 (Guest columnist.) Crux Mathematicorum, 44:8, 332-336.

Kondratieva, M. and Winslow, C. (2018) Klein's plan B in the early teaching of Analysis: two theoretical cases exploring mathematical links. International Journal for Research in Undergraduate Mathematics Education, 4(1), 119-138. DOI 10.1007/s40753-017-0065-2

Kondratieva, M. (2016) Calculus without epsilon and delta. Crux Mathematicorum, 42:2, 63-68.

Book and Book Chapters

Kondratieva, M. (2021). On a vector calculus task that led to formation of a praxeology: a lucky accident or an implicit fine design? In Barquero, B., Florensa, I., Nicolas, P., & Ruiz-Munzon, N. (Eds.) Extended Abstracts Spring 2019: Advances in the Anthropological Theory of the Didactic. Trends in Mathematics. Research Perspectives CRM Barcelona. Vol. 13, Springer Birkhauser, Cham, Switzerland, p. 211-218.

Kondratieva M. (2021) Trusting Your Own Eyes: Visual Constructions, Proofs, and Fallacies in Mathematics. In: Danesi M. (eds) Handbook of Cognitive Mathematics. Springer, Cham., p. 1-37. https://doi.org/10.1007/978-3-030-44982-7 38-1

 Albano, G., Kondratieva, M., and Telloni, A.I. (2021) Online resources for mathematics teaching and learning at the university level: Three case examples that highlight principles for task design driven by students and teachers needs. In Clark-Wilson A. et al (Eds) MEDA book: Mathematics Education in the Digital Age: Learning, Practice and Theory. Routledge, p. 7-22.

Manuscripts in Progress for Refereed Journals

Li, X., Fragmented family and betrayed being: Stories of refugee youths in Newfoundland.

Li, X., English Academic Writing Instruction in China’s Graduate Education: Teachers’ Perspectives.

Refereed Journal Articles

Que, H. & Li, X. (2021). Academic support for refugee students in elementary and secondary schools and teachers’ quandaries about inclusivity. In G. Li, J. Anderson, J. Hare, & M. McTavish (Eds.), Superdiversity and teacher education:Supporting teachers in working with culturally, linguistically, and racially diverse students, families, and communities. Routledge.

McLeod, H., Lewis, L. B., & Li, X. (2021). Resilience and hope: Exploring immigrant and refugee youth experiences through community-based arts practice. Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning, 6(2), 88-104. https://doi.org/10.15402/esj.v6i2.70765

Li, X. & Que, H. (2020). Support for refugee students in a Newfoundland high school: Merits and ramifications. Education in the North, 27(1), 5-20. https://www.abdn.ac.uk/education/documents/journals_documents/Volume_27_Issue_1_Participation/2_EitN_2020_01_11_Li.pdf

Xu, X. & Li, X. (2018). Teaching academic writing through process-genre approach: A pedagogical exploration of an EAP program in China. TESL-EJ, 22(2), 1-21. http://www.tesl-ej.org/pdf/ej86/a1.pdf

Lewis, L., McLeod, H., & Li, X. (2018).The Open Studio: Exploring immigrant and refugee youth experiences of belonging through community-based arts practice.Cultural and Pedagogical Inquiry, 10(1), 5-21. https://journals.library.ualberta.ca/cpi/index.php/cpi/article/view/29363

Other Peer-Reviewed Articles

Li, X. (2018). Introduction: At the juncture of TESL, multicultural education, and newcomer integration. The Morning Watch: Educational and Social Analysis, 46(1-2). https://journals.library.mun.ca/ojs/index.php/mwatch/article/view/2034/1621

Li, X. & Que, H. (2018). Newcomer integration and academic support in Newfoundland and Labrador. The Morning Watch: Educational and Social Analysis, 46(1-2).
https://journals.library.mun.ca/ojs/index.php/mwatch/article/view/2041/1622 Bakhshi, M. A., Que,

H., & Li, X. (2018). Teaching diversity: Helping newcomer students adjust academically. The Morning Watch: Educational and Social Analysis, 46(1-2). https://journals.library.mun.ca/ojs/index.php/mwatch/article/view/2045/1626

Lewis, L., McLeod, H., Li, X., & Toll, H. (2018). Newcomers, creative spaces, and connection through art. The Morning Watch: Educational and Social Analysis, 46(1-2).

 Refereed Book Chapters

Badenhorst, C., Doyle, A., Hesson, J., Li, X., McLeod, H., Penney, S., & Young, G. (2022). Sabbatical tales: Expectations and experiences. In T. Sibbald (Ed), The academic sabbatical as a voyage of discovery. University of Ottawa Press. https://utpdistribution.com/9780776633206/the-academic-sabbatical/

Que, H. & Li, X. (2021). Academic support for refugee students in elementary and secondary schools and teachers’ quandaries about inclusivity. In G. Li, J. Anderson, J. Hare, & M. McTavish (Eds.), Superdiversity and teacher education:Supporting teachers in working with culturally, linguistically, and racially diverse students, families, and communities. Routledge.

Lewis, L., McLeod, H., & Li, X. (2020). Art hive: A relational framework for  social change. In H. Mreiwed, M. Carter, and C. Mitchell, (Eds.), Art as an Agent for Social Change. (pp. 35-43). Amsterdam, The Netherlands: Brill/Sense.

Books

Hall, C., Maich, K., & Anderson, B. (2023). People skills for behaviour analysis. Routledge.

Maich, K. ( 2023). Deal with it: Ableism. James Lorimer & Company, Ltd.

Articles

Maich, K., Belcher, C., Legault, K., & Torraville, B. (In Press, 2024). What are picture books about autism telling our children? Exceptionality Education International.

Savage, M., Woloshyn, V., Maich, K, & Penney, S. (2023). Stress, coping, and well-being in teachers and school administrators. Alberta Journal of Educational Research, 69(4), 492-513. https://journalhosting.ucalgary.ca/index.php/ajer/article/view/75886

Lunde, A., & Maich, K. (2023). You’re on mute! People skills behind the screens and behind the scenes. In C. Hall, K. Maich, & B. Anderson (Eds.). People skills for behaviour analysis. Routledge.

Sider, S., Specht, J., McGhie-Richmond, D., Maich, K., & Morvan, J. (2023). Between, betwixt, and amongst: Intersectionalities. In C. McGregor & S. Bedi (Eds.), Diversity Leadership in Education: Embedding Practices of Social Justice (pp. 178-194). McGill-Queen’s University Press.

Sider, S., Maich, K., Specht, J., Treadgold, C., & Winger, H. (2023). “Choose Your Own Adventure”: Web-based case studies of inclusive education as a form of professional learning for school principals. Journal of Research on Leadership Education, 18(1), 132–154. https://doi.org/10.1177/19427751211046978

Books (Sole Author)

Mann. B.L. Neuroscience, cueing, and computers: Implications for instructional design, Cambridge University Press, forthcoming.

Mann. B.L. Planning Research on Computers in Education, Taylor & Francis Inc., Milton Park, Oxfordshire, England, U.K., forthcoming.

Mann, B.L (2020). Applying Internet Laws and Regulations to Educational Technology, Advances in Public Policy and Administration Book Series, Hershey, PA: IGI Global.

Chapters in Books

Mann. B.L. (2022). Delete, delete, hang-up: On social media, In Mehdi Khosrow-Pour, Ari-Veikko Anttiroiko, Murray E. Jennex, Steve Clarke (eds.)., Research Anthology on Usage, Identity, and Impact of Social Media on Society and Culture. Chapter 23, pp. 457-474. Hershey, Pennsylvania: IGI Global.

Mann. B.L. (2022). Lawful trojan horse, In Steve Clarke, Murray E. Jennex, Ari-Veikko Anttiroiko, and Mehdi Khosrow-Pour (eds.)., Research Anthology on Business Aspects of Cybersecurity. Chapter 29, pp. 621-648. Hershey, Pennsylvania: IGI Global. 

Mann. B.L. (2021). Attitude training for police cadets: Addressing the problem of arresting suspects with a mental illness, in Ari-Veikko Anttiroiko, Murray E. Jennex, Steve Clarke, and Mehdi Khosrow-Pour (eds). Research Anthology on Mental Health Stigma, Education, and Treatment. Chapter 16, pp. 287-303. Hershey Pennsylvania: IGI Global. 

Experiment in Journal 

Mann. B.L. Exogenous speech cues in curricular multimedia for long-term retention: Instructional design for the orienting attentional network, Computers in Human Behavior, forthcoming.

 

Peer Reviewed Book Chapter

Moore, S., Maxwell, E., and Anderson, K. (2019). Social justice and the inclusion of Indigenous Peoples in Canada. In Beaton, M. C., Hirshberg, D.B. & Maxwell, G.R. (Eds.). Including the north: A comparative study of the policies on inclusion and equity in the circumpolar north (pp. 20-40). University of the Arctic Yearbook 2019. Rovaniemi, Finland: University of Lapland. Online version: https://lauda.ulapland.fi/handle/10024/63716

Peer Reviewed Journal Articles

Moore, S. (2019, April). Language and identity in an Indigenous teacher education program. International Journal of Circumpolar Health, Special issue: Collaborative approaches to wellness and health equity in the Circumpolar North. 78(2), DOI 10.1080/22423982.2018.1506213. https://www.tandfonline.com/doi/full/10.1080/22423982.2018.1506213

Tulloch, S., and Moore, S. (2018, December). Opening Spaces for Indigenous Teaching and Learning through Community-Based Teacher Education. Education in the North, Special Edition: Perspectives on Place. 25(3), pp. 73-88. https://www.abdn.ac.uk/eitn/journal/

Moore, S. & Galway, G. (2018, August). Design and pedagogical practices of an Inuit-focused Bachelor of Education program in Labrador. Education in the North, Special Edition: Teacher Education in the Arctic, 25(1-2), 155-174. https://www.abdn.ac.uk/eitn/journal/

2020 Journal Publication

Goodnough, K., Arnold, C., Azam, S., Maich, K., Moghaddam, A., Penney, S., Young, G. (2020). Cultivating a self-study community of practice: Reflections of faculty on issues of evolution and functioning. Studying Teacher Education. https://www.tandfonline.com/
doi/full/10.1080/17425964.2020.1737928

Badenhorst, C., Pickett, S., Arnold, C., Lewis, L., Vaandering, D., McLeod, H., Buley, J., Goodnough, K., Maich, K., Penney, S., & Young, G. (in production). On being reviewed: From ghosts that haunt in isolation toward connection and unexpected agency. Higher Education Research and Development.

2019 Journal Publications

Penney, S., Young, G., Butler, E. Maich, K., & Philpott, D. (2019). The role of quality ECE in facilitating mental health and well-being in children. Exceptionality Education International: Special Issue on Quality Early Childhood Education & the Need for Special Education Services, 29(3), 57-76.

Maich, K., Davies, A. W. J., Penney, S., Butler, E., Young, G., & Philpott, D. (2019). Young children with autism spectrum disorder: The earlier we begin together, the better. Exceptionality Education International: Special Issue on Quality Early Childhood Education & the Need for Special Education Services, 29(3), 77-91.

Young, G., Philpott, D., Butler, E., Maich, K., & Penney, S., (2019). Exploring the impact of quality early childhood education on special education: Can we prevent placement in special education? Exceptionality Education International: Special Issue on Quality Early Childhood Education & the Need for Special Education Services, 29(3), 6-21.

Badenhorst, C., Pickett, S., Arnold, C., Lewis, L., Vaandering, D., McLeod, H., Buley, J., Goodnough, K., Maich, K., Penney, S., & Young, G. (2019). On being reviewed: From ghosts that haunt in isolation toward connection and unexpected agency Higher Education Research & Development.

Young, G., de Lugt, J., Penney, S., & Specht, J. (2019). Exceptionality Education International: Responding to change and promoting dialogue on inclusive education for all. Scholarly and Research Communication, 10(2): 1001307, 8 pp. http://doi.org/10.22230/src.2019v10n2a307
https://src-online.ca/index.php/src/article/view/307/599

Book Chapters

2020 Book Chapters

Penney, S., Young, G., Badenhorst, C., McLeod, H., Moore, S., & Pickett, S. (2020, Spring). Women reflect on remaining in academia: Challenges and supports. In In T. Handford & T. Sibbald (Eds.). Beyond the Academic Gateway (pp. ). University of Ottawa Press.

Young, G., Philpott, D., Penney, S., Maich, M., & Butler, E. (Accepted). Quality early child education mitigates against special educational needs in children. In T. Loreman, J. Goldan, & J. Lambrecht (Eds.) International Perspectives on Inclusive Education - Resourcing Inclusive Education. (pp. ). Emerald Publishing.

2019 Book Chapters

Penney, S., Young, G., Maich, K., & Butler, E. (2019). Förderung der Kommunikation zwischen Elternhaus und Schule um ein Kind mit Beeinträchtigung: Wahrnehmungen von Eltern in Neufundland und Labrado. In D. Jahr & R. Kruschel (Eds.). Inclusion in Canada. International Perspectives on Heterogeneity Sensitive Education. Weinheim, Germany: Beltz Verlag.

Penney, S., Young, G., Maich, K., & Butler, E. (2019). Promoting home-school communication surrounding children with disabilities: Parental perceptions in Newfoundland and Labrador, Canada (pp. 198-214). Paper prepared in English and translated into German for publication in the anthology by D. Jahr & R. Kruschel (Eds.). Inclusion in Canada: Perspectives on Cultures, Structures and Practices. Weinheim, Germany: Beltz Verlag.

Web based publications

Ball, J., Penney, S., Young, G., Harris, G., & Joy, R. (2019). Teacher readiness: Teacher attitudes, opinions, and perspectives towards facilitating positive mental health in the classroom. Article written for Inclusive Education Canada. Retrievable from: https://inclusiveeducation.ca/wp-content/uploads/sites/3/2019/02/Ball-Article-MHLJBall-1.pdf

Young, G., Maich, K., Penney, S., David Philpott, D., & Butler, E. (2019). Understanding how Quality Early Child Education helps to prevent Special Educational Needs in children. Article written for Inclusive Education Canada. Retrievable from https://inclusiveeducation.ca/wp-content/uploads/sites/3/2019/02/G-Young-Inclusive-Education-Month-Inclusive-Early-Childhood-Education-Jan-2019.pdf

Journal Articles 

Sinnema, C., Daly, A. J., Liou, Y.-H., Rodway, J., & Cann, R. (forthcoming). [title]. Teaching and Teacher Education. 

Rodway, J., MacGregor, S., Daly, A., Liou, Y.-H., Yonezawa, S., & Pollock, M. (2021). A network case of knowledge brokering. Journal of Professional Capital and Community, 6(2), 148–163. 

Sinnema, C., Daly, A. J., Liou, Y.-H., & Rodway, J. (2020). Exploring the communities of learning policy in New Zealand using social network analysis: A case study of leadership, expertise, and networks. International Journal of Educational Research, 99, 1‒16. 

Rodway, J. (2019). Coaching as a knowledge mobilization strategy: Coaches’ centrality in a provincial research brokering network. International Journal of Education Policy and Leadership, 14(5), 1‒18.

Cooper, A., Rodway, J., & Read, R. (2018). Knowledge mobilization practices of educational researchers across Canada. Canadian Journal of Higher Education/Revue canadienne d'enseignement supérieur, 48(1), 1‒21. 

Book Chapters

Rodway, J. & Farley-Ripple, E. N. (2020). Shifting our gaze: Relational space in PLN research. In L. Schnellert (Ed.), Professional learning networks: Facilitating transformation in diverse contexts with equity-seeking communities. Emerald Publishing. 

Cooper, A., Rodway, J., MacGregor, S., Shewchuk, S., & Searle, M. (2020). Promising approaches to measuring educational networks: A framework integrating social network analysis and developmental evaluation. In J. R. Malin & C. Brown (Eds.), The role of knowledge brokers in education: Connecting the dots between research and practice (pp. 90‒107). New York, NY: Routledge.

Rodway, J., & Daly, A. J. (2019). Defining schools as social spaces: A social network approach to researching schools as organizations. In C. James, D. E. Spicer, M. Connolly and S. D. Kruse (Eds.), The SAGE International Handbook on School Organization (Ch. 35). Thousand Oaks, CA: SAGE Publications Inc.

Rodway, J. (2018). Getting beneath the surface: Examining the social side of professional learning networks. In C. Poortman & C. Brown (Eds.), Networks for learning: effective collaboration for teacher, school and system improvement (pp. 172–193). London: Routledge.

Refereed Journal/Book Chapter Publications:

Evans, K. & Vaandering, d. (2022) Little Book of Restorative Justice in Education-Revised & Updated. Good Books. 

Vaandering, d. (2021). Between wholeness and restoration. In Kress, T., Emdin, C. & Lake, B. (Eds.) Critical Pedagogy for Healing: A Soul Revival of Teaching and Learning. Bloomsbury Press.

Vaandering, D. (2021). On my knees:  Embracing adoption to understand curriculum. In Shields, C., Pololski, A., Guiney Yallop, J. (Eds.) Legacies of Learning in Curriculum Studies: Gifts, Grace, and Gratitude.

Vaandering, d. & Reimer K., (2021). Relational critical discourse analysis: A methodology to challenge researcher assumptions, International Journal of Qualitative Research. Open Source—article available at: https://journals.sagepub.com/doi/full/10.1177/16094069211020903  Bickmore, K., Edokpayi, O., Llewellyn, K., Llewellyn, J., Parker, C., Reimer, K.,

Vaandering, D. (2020). A restorative approach as a culture shift in schools. Presentations and Papers accepted at CERN, CSSE: Citizenship Education Research Journal. Vol. 8 (1).

Badenhorst, C., Pickett, S., Arnold, C., Lewis, L., Vaandering, D., McLeod, H., Buley, J., Goodnough, K., Maich, K., Penney, S. & Young, G., Faculty of Education, Memorial University, Newfoundland, Canada (2020). On being reviewed: From ghosts that haunt in isolation toward connection and unexpected agency. Higher Education Research & Development

Reimer, K. & Vaandering, D. (2019). Listening deeply to public perceptions of Restorative Justice: What can researchers and practitioners learn? International Journal for Restorative Justice. https://www.elevenjournals.com/tijdschrift/IJRJ/2019/2/IJRJ_2589-0891_2019_002_002_002

Evans, K. Morrison, B. & Vaandering, D. (2019). Critical Race Theory and Restorative Justice Education in Listening to the Movement: Essays on new growth and new challenges in Restorative Justice, Wipf & Stock Publishers. Available at:  https://zehr-institute.org/publications/listening-to-the-movement/

Vaandering, D. (2019). “Too much changing has happened to go back”:  Professional Development, Paradigm Shifts and Poetry. Contemporary Justice Review.

Research-Related Book Publications:          

Evans, K. & Vaandering, d. (2020). Little Book of Restorative Justice Education (Korean translation).

Research-Related Article & Report Publications:

Joe, M., vaandering, d., Ricciardelli, R., Giwa, S., Moore, S. (2022). Two-eared listening is essential for understanding restorative justice in Canada. The Conversation. July            10, 2022.

Vaandering, d. (2021). Restorative Justice Education in Newfoundland and Labrador Schools—an overview of engagement.

Vaandering, d. (2020). At this time; Now, NOT later (blog series). Relationships First. https://www.relationshipsfirstnl.com/rfblog

Video Publications:

Vaandering, D. (2021, April 14). Radical Love or Recolonization: Why theory matters [YouTube Video]. https://www.youtube.com/watch?v=f7FaThGvFoo 

 

Refereed Publications

Hundey, B., Anstey L. M., Cruickshank H. & Watson, G.P.L. (2020). Mentoring faculty online: A literature review and recommendations for web-based programs. International Journal for Academic Development. doi: 10.1080/1360144X.2020.1731815

Professional Publications

Flynn, A., Watson, G.P.L & Wilson, J. (2019, March). Write a teaching philosophy statement that stands out. University Affairs, 60 (2), p. 56.

Anstey, L. M., & Watson, G. P. L. (2018, September). A Rubric for Evaluating E-Learning Tools in Higher Education. EDUCAUSE Review. Retrieved from https://er.educause.edu/articles/2018/9/a-rubric-for-evaluating-e-learning-tools-in-higher-education

Peer Reviewed Journals

Sharpe, S., & Young, G. (2023). Using Google Classroom as assistive technology in universally designed classrooms. Canadian Journal of Learning and Technology, 49(1), 1-17. https://doi.org/10.21432/cjlt28456

Books:

McLeod, H., Badenhorst, C., Hesson, J., Li, X., Penney, S., Pickett, S. & Young, G. (2024). “If I had my time back”: Poetic reflections on seasons in the academy. In T. Sibbald, & T. Handford (Eds.) Seasons in the Academy. (pp. XX-XX). University of Ottawa Press.

 Web-based Publications

 Young, G. (2022, April). Supporting Learning Disabilities by Promoting the Right to Read. Research Summary for the Learning Disability Association of Canada (also translated into French).

 Young, G. (2022, February). Canadian Research on Reading Disabilities. Research Summary for the Learning Disability Association of Canada (also translated into French).

Sinclair, J. & Noel, K. (2023). Do our test scores mean what we think?
Language assessment validation in the Canadian context. M. F. Álvarez and A. L. G.  Montes (Eds.), Global perspectives on effective assessment in English language teaching. IGI Global. https://www.igi-global.com/book/global-perspectives-effective-assessment-english/312213

 Kerekes, J. & Sinclair, J. (2023). The role of soft skills in vocational ESL and Canadian workplaces: Its potential to (dis)empower employment seekers. In Angouri, J., Kerekes, J., & Suni, M. (Eds.), Migrants in working life. Multilingual Matters. https://www.degruyter.com/document/isbn/9781800416956/html?lang=en