Current Research in Teacher Education

The following is a list of some of the interesting research, currently or recently undertaken, on teacher education in the Faculty (organized alphabetically):

Becker, K., & Mastrangelo, S. (2017). Ontario’s full-day early learning-Kindergarten program: A transformative early childhood education initiative. Young Children, 72(4).

Beatty, R. (2018). Connecting Algonquin loomwork and western mathematics in a Grade 6 classroom. In T. Bartell (Ed.), Toward equity and social justice in mathematics education (pp.105-125). Springer.

Beatty, R. (2018). Provincial webinar series: Ministry of Education’s Renewed Math Strategies Series. In this 4-part (10 hour) series, we outline the project, demonstrate our cyclical process of engagement, and highlight students’ mathematical thinking developed through culture, with connections to the Ministry’s FNMI Education Policy Framework. 

Beatty, R. (2018). SSHRC Indigenous Research Capacity and Reconciliation Connection Grant: Culturally Responsive Education: Building Capacity. $44,666.

Beatty, R. & Ruddy, C. (2018). Mathematics exploration through Algonquin beadwork. In M. Sack (Ed.) My Best Ideas (pp. 50-63). Rubicon.

Beatty, R. (2019). SSHRC Connection Grant. First Nations and Metis Math Voices Project: Continuing Building Capacity. $68,154.

Beatty, R. (2019). Wiidookaadying Gikinoomaagewin: Gindaaswin Kendaaswin Relationships and Reciprocity: Indigenous Education and Mathematics Conference, hosted on the Orillia campus.

Beatty, R. (2020). A series of seminars for Nelson Canada on culturally responsive mathematics education. 

Beatty, R. & Clyne, C. (2020). Relationships and reciprocity in mathematics education. In. T. Brown, A Glaze, N. Mathew & W. Wuttunee, (Eds.). Engaging Indigenous students: Creating pathways to success. Corwin Press.

Beatty, R. & Clyne, C. (2020). Culturally sustaining mathematics education. In J. Holm, & S. Mathieu-Soucy (Eds.), Proceedings / actes 2019 annual meeting / rencontre annuelle of the Canadian Mathematics Education Study Group / Groupe Canadien d’étude en didactique des mathématiques. Waterloo, ON: CMESG/GCEDM.

Carter, M., Fischer, B., Shuman, L., Wiebe, S., Howard, P., Sameshima P., Gouzouasis, P., Ricketts, K., & McLarnon, M. (2020, July). Reconceptualizing identity through design thinking and creativity: A Montreal case study. Canadian Art Teacher, 17(1), 24-38.

Cameron, E., & Russell, C. (2021) Fattening education: An invitation to the nascent field of fat pedagogy. In C. Pausé & S. R. Taylor (Eds.), The Routledge international Handbook of Fat Studies (pp. 120-131). Routledge.

Campbell, T., Verma, G., Melville, W. & Park, B-Y. (2019). JSTE as a forum for engaging in knowledge generation and discourses in science teacher education, equity and justice-focused science teacher education, and professional learning for science teacher education scholars. Journal of Science Teacher Education, 30(5), 429-433.

Campbell, T., Melville, W., Verma, G. & Park, B-Y. (2021). On the cusp of profound change: Science teacher education in and beyond the pandemic. Journal of Science Teacher Education, 32(1), 1-6.

Campbell, T., Melville, W. & Goodwin, D. (2017). Science teacher orientations and PCK as a sum of constructions across subject topic domains in middle school science. International Journal of Science Education, 39(10), 1263-1281. 

Carr, C., Cavanaugh, C, & van Barneveld, A. (2017). 21stC Innovation Research Initiative, Round 6 (TLF): Educating for the Future ~ Preparing for the World. Technical Report to Thunder Bay Catholic District School Board.

Carr, P. R., Pluim, G. & Howard, L. (2018). Engagement with the mainstream media and the relationship to political literacy: The Influence of hegemonic education on democracy. In P. Carr, M. Hoechsmann, & G. Thésée (Eds.), Democracy 2.0: Media and Political Literacy and Critical Engagement (pp. 65-81). Sense Publishers.

Carr, P. R., Pluim, G., & Thésée, G. (2017). The dimensions of, and connections between, multicultural education and education for democracy: What are the roles and perspectives of future educators? Citizenship Education Research Journal, 6(1).

Cheng, C., van Barneveld, A., Eddington, D., Lem, C., & Mowat, J. (2019, November). NorthBEAT learning: Development of NorthBEAT’s elearning strategy to decrease barriers to EPI in Northwestern Ontario [Conference session]. EPION Conference, Toronto, ON.

Cheu, H., Sameshima, P., Strasser, R., Ross, B., Clithero-Eridon, A., Cameron, E., & Hu, C. (2022). Teaching compassion for social accountability: A parallaxic investigation. Medical Teacher.

Clarysse, L. K. (2023). Compartmentalizing Indigenous knowledge(s): Binary framing and cognitive imperialism in social studies curriculum. Humanities and Social Sciences Communications, 10(1), 1-7.

Collins, T. & Grover, S. (2016-2019). SSHRC funded partnership project: The International and Canadian Child Rights Partnership (ICCRP): Child Participation in International Child Protection. $200,000.

DeWaard H., Secord, S., & Johnson, L. (2022). Build it in Beta: ePortfolio Use in Teacher Education in Orillia Research Report. Education Research Fund.

Field, E., Pluim, G., Vamvalis, M., & Berger, P. (2019, April 6). Closing the controversy on climate change through critical inquiry [Conference presentation]. American Educational Research Association Annual Meeting. Toronto.

Field, E., & Schwartzberg, P. (2018). Climate change: A unique learning moment. Perspectives, 29.

Field, E. (2020). Is it all just emojis and lol: Or can social media foster environmental learning and activism? In M. Hoechsmann, P. R. Carr, & G. Thesee (Eds.), Education for Democracy 2.0: Changing Frames of Media Literacy. Boston, MA: Brill/Sense Publishers.

Field, E., Schwartzberg, P. & Berger, P. (2020). Canada, climate change and education: Opportunities for public and formal education (Formal Report for Learning for a Sustainable Future and funded by SSHRC and Trottier Foundation).

Field, E., Schwartzberg, P., & Berger, P. (2020). How should climate change be taught in schools?. Ed Can Network Facts on Education.

Field, E., Schwartzberg, P., Berger, P. & Gawron, S. (2020). Climate change education in the Canadian classroom: Perspectives, teaching practice, and possibilities. EdCan Network Magazine.

Field, E., Stevens, J., Spiropolous, G., & Acton, K. (2020). Empowering learners in a warming world: A climate change inquiry guide for secondary teachers (Guide written for Learning for a Sustainable Future and funded by the Cooperators).

Field, E., Lee, D., Layton, S., Hunt, O., Barclay, C., & Berger, P. (Guest Editors). (2022). Special Issue: Year of Climate Action. Pathways: The Ontario Journal of Outdoor Education 34(4).

Field, E., Spiropolous, G., Nguyen, A., & Grewal, R. (2023). Climate change education within Canada’s regional curricula: A systematic review of gaps and opportunities. Canadian Journal of Educational Administration and Policy, 202, 155-184.

Field, E., Andrews, M., Hannah, J., Kerr, E., Stephens, D., & Elliott, A. (in press). Accelerating change-making: Critically reflexive learning across schools aiming to amplify regenerative practices. In I. Eikeland, B. Bjonness, & A. Wals (Eds), Whole school approaches to sustainability: Principles, practices, and prospects. Springer SDG 4 Series.

Field, E., Stapleton, S., Lowan-Trudeau, G., & Harris, C. (in press). Climate activism in K-12 formal education across North American contexts. Handbook on Global Climate Activism. Routledge.

Galway, L. P., & Field, E. (2023). Climate emotions and anxiety among young people in Canada: A national survey and call to action. The Journal of Climate Change and Health. 9(2023), 1-8.

Gladwin, D., Horst, R., James, K., & Sameshima, P. (2022, July). Imagining futures literacies: A collaborative praxis. Journal of Higher Education, Theory and Practice, 22(7). 1-14.

Glasser, L., Young, E., & Sameshima, P. (2019, July). The supermodel astronaut challenge: Traversing frames of mind. Qualitative Research Journal, 19(4), 415-425. doi:

Grewal, R., Field, E., & Berger, P. (2022). Bring climate injustices to the forefront: Learning from the youth climate justice movement. In E. Walsh (Ed.), Equity and social justice in climate change education: Exploring social and ethical dimensions of environmental education (pp. 39-70). Routledge.

Grover, S. C. (2017). (Guest Editor) The notion of maternal immunity in tort for pre-natal harms causing permanent disability for the born alive child: Human Rights Controversies.  Special issue of the International Journal of Human Rights, Vol 21(6), 653-771

Grover, S.C. (2017). Editor The Responsibility to Protect: Perspectives on the Concept’s Meaning, Proper Application and Value, Routledge.

Grover, S. (2017). Maternal Tort Immunity, the Born Alive Rule and the Disabled Child’s Right to Legal Capacity: Reconsidering The Supreme Court of Canada Judgment in Dobson v Dobson Special issue of the International Journal of Human Rights: ‘The notion of maternal immunity in tort for pre-natal harms causing permanent disability for the born alive child: Human Rights Controversies’, Vol 21 (6), 708–42.

Grover, S. C. (2017). (Guest Editor)Special issue of the International Journal of Human Rights, ‘The notion of maternal immunity in tort for pre-natal harms causing permanent disability for the born alive child: Human Rights Controversies’ Vol. 21(6), 653–771.

Grover, S.C. (2017). Rewritten judgment: Dissenting Opinion, Canadian Foundation for Children, Youth and the Law v. Canada (Attorney General) 2004 SCC 4. In Hollingsworth, K., Stalford, H, and Gilmore S. (Eds) (2017).Rewriting Children’s Rights Judgments: From Academic Vision to New Practice. Hart Publishing (chapter concerning children’s right to be protected against corporal punishment)

Grover, S. (2017). Human Dignity as the Foundation for the Democratic Rule of Law: J.C. Hernandez v J. Mesa Jr. 582 U. S. ____ (2017) as an Illustrative Case. In G. Ziccardi Capaldo (Ed.) Global Community: Yearbook of International Law and Jurisprudence (245-261). Oxford University Press.

Grover, S. (2018). Children’s participation in holding international peacekeepers accountable for sex crimes. Children’s Legal Rights Journal, 38(1), 1-38.

Grover, S.C. (2018). Child refugee asylum as a basic human right: Selected case law on state resistance. Springer Publishing

Grover, S.C. (2018). (Guest Editor). International peremptory norms and the democratic rule of law. Special Issue International Journal of Human Rights. 22(10).

Grover, S. (2018). Collective reparations as a partial remedy for state-perpetrated blanket violations of the rights of targeted child asylum seeker groups. In G. Ziccardi Capaldo (Ed.), 2018 Global Community Yearbook of International Law and Jurisprudence (339–368), Oxford University Press.

Grover, S.C. (2019). (Ed.). Peremptory International Legal Norms and the Democratic Rule of Law.  Routledge.  

Grover, S.C. (2020). Judicial Activism and the Democratic Rule of Law: Selected Case Studies, Springer Publishing.

Grover, S.C. (2020). The Denial of 'Wrongful Life' Claims in the Canadian Courtroom: A Reexamination from a Children's Rights Perspective in Waldock, T. (Ed.) The Status of Children in Canada: A Children’s Right’s Analysis, 205–21, Wilfred Laurier Press.

Grover, S. (2021). The Persecution of Children as a Crime Against Humanity: The Case for the Prosecution Springer.

Grover, S. (2021). Abuse of Executive Power’ versus Simply Bad Policy (or Maladministration’) and Why the Distinction Matters The Global Community Yearbook of International Law and Jurisprudence. Oxford University Press.

Grover, S. (2023). The Court's Role in Upholding Inter-Generational Obligations Respecting the Child's Right to Truth Juliana v the United States as a Case in Point  2022 The Global Yearbook on Law and Jurisprudence  

Grover, S. (Ed.) (2023.) Judicial Activism in an Age of Populism (Routledge)

Grover, S.C. (2022). The Democratic Rule of Law on Trial: First Amendment Cases of the Trump Era  (Routledge)

Grover, S.C. (2021)The Persecution of Children as a Crime Against Humanity: The Case for the Prosecution (Springer Publishers).

Hardy, I. & Melville, W. (2018). Policy as praxis: Senior educators’ enactment of assessment policy reform. Power and Education, 11(1), 69-84.

Hardy, I. & Melville, W. (2018). The activation of epistemological resources in epistemic communities: District educators’ professional learning as policy enactment. Teaching & Teacher Education, 1, 159-167.

Heaps, A. (2017). Knowledge and experience of in-service, secondary and post secondary teachers on mild traumatic brain injuries: Return to learning in the classroom. MEd thesis.

Helyar, F. (2017). Thwarted Ambitions: Teacher Education in New Brunswick. In T. Christou (Ed.), The Curriculum History of Canadian Teacher Education. New York: Routledge/Taylor & Francis.

Henderson, J., Long, D., Berger, P., Russell, C., & Drewes, A. (2017). Expanding the foundation: Climate change and opportunities for educational research. Educational Studies, 53(4), 412-425.

Holm, J. & Kajander, A. (2017). Teachers’ responses to perceived curricular gaps: Voices and views. The Ontario Mathematics Gazette. 55(4), 35-40.

Holm, J. & Kajander, A. (2020). Seeking intersections: Math degrees, beliefs, and elementary teacher knowledge. Canadian Journal of Science, Mathematics and Technology Education, 20, 27-41.

Holm, J., & Kajander, A. (2020, April). Homeschooling math lessons: Think dice games, cooking fractions and ratios with chocolate milk. The Conversation.

Ingram, L., Pluim, G., Belay Faris, S., & Robinson, R. (2023, May 30). Decolonizing global citizenship in teacher education: A pilot study of a critical, collaborative experience between Canadian and Ethiopian students. [Conference presentation]. Canadian Society for the Study of Education Annual Conference. York University, Toronto.

Kajander, A. & Lovric, M. (2017). Understanding and supporting teacher horizon knowledge around limits: A framework for evaluating textbooks for teachers. International Journal of Mathematical Education in Science and Technology. 48(7), 1023-1042.

Kajander, A., Flessa, J., Lampo, A. & Sedor, K. (2018). Pitfalls of autonomy:  The overlooked challenges of teaching locally developed mathematics in Ontario high schools. Canadian Journal of Science, Mathematics and Technology Education, 18(2), 164-176

Kajander, A., Holm, J., & Chernoff, E. J. (Eds.). (2018) Teaching and learning secondary school mathematics: Canadian perspectives in an International context. A volume in B. Sriraman (Series Ed.), Advances in Mathematics Education. Cham, Switzerland: Springer International Publishing.

Kajander, A. & Lovric, M. (2018). “It doesn’t exist”: Infinity and division by zero in the Ontario mathematics curriculum. Canadian Journal of Science, Mathematics and Technology Education,18(2), 154-163.

Kajander, A. (2023). Mathematics for intermediate teachers: From models to methods. Newcastle upon Tyne, United Kingdom: Cambridge Scholars Press.

Kajander, A. & Avoseh, J. (2022). Nigerian teachers’ perceptions of using multiple representations to solve mathematics problems. In C. Sunal & M. Odebiyi (Eds.), Effects of government mandates and policies on public education in Africa, the Caribbean, and the Middle East (pp. 141-160). Charlotte, NC: Information Age Publishing (IAP). 

Kajander, A., & Holm, J. (2022). Mathematics education under the gavel: Who controls the minimum competency standards?. Canadian Journal of Science, Mathematics, and Technology Education, 22, 959–973.

Kibalenko-Clarysse, L. (2022). Thinking through curriculum as a site for decolonial education: Indigenous related content and cognitive imperialism. Masters Thesis, University of Toronto.

Leslie, L., Socha, T., Berger, P., Kerr, D. & Melville, W. (2017). Embracing change: Initial teacher education at Lakehead University. In D. Petrarca & J. Kitchen (eds.). Initial teacher education in Ontario: The first Year of four-semester teacher education programs. Ottawa, ON: Canadian Association for Teacher Education.

Leslie, L. (2018). Teacher candidate placements: An underused method for recruiting certified, skilled, and compassionate teachers for remote Indigenous communities in Ontario. Report published for Rideau Hall Foundation; remote placement grant.

Lovell-Johnston, M. & Mastrangelo, S. (2018–2020) SSHRC Partnership Engage Grant, with matching funds from Simcoe County District School Board: Enhancing Instruction in Early Literacy, Inquiry-Based Kindergarten Classrooms. 

Mastrangelo, S. (2017). Shanker Self-Regulation in the Early Years. Keynote Speaker for the Child Care Symposium, Haldimand and Norfollk Social Services. Simcoe, ON.

Mastrangelo, S. (2017). Self-Regulation in the early years: Application to our role as educators. Presentation to educators with the Toronto District School Board Parenting and Family Literacy Centres. Chinese Cultural Centre of Greater Toronto, Scarborough.

Mastrangelo, S. (2017). An Introduction to Self-Regulation. Full Day Presentation to Teachers of the Deaf/Hard of Hearing, Ministry of Education, Provincial Schools Branch, E.C. Drury, Milton.

Mastrangelo, S. (2017). The Promise of Play as an Intervention to Develop Self-Regulation in Children on the Autism Spectrum. In T. Bruce, P. Hakkarainen and M. Bredikyte
(Eds.), The Routledge International Handbook of Early Childhood Play, 376–94. New York: Routledge.

Mastrangelo, S. (2017). SSHRC Connection Grant for $46, 840 for: The Self-Regulation Spring Institute for Parents and Teachers.

Mastrangelo, S. (2018). What is self-reg and why is it so important? Presentation to teachers in the Waterloo Region District School Board. Rockway Public School, Waterloo, ON.

Mastrangelo, S. (2018). Self regulation in the early years: Application to our role as educators working with young children with Autism Spectrum Disorders. Presentation to early childhood educators at Small Wonder and Little Wonder Preschool. Queens, NY.

Mastrangelo, S. (2019). Keynote Presentations to The Alia Intervention Center Annual Autism Conference. Manama, Kingdom of Bahrain.

  1. Targeting Social Skills and Friendships: Possibilities for Practice at the Alia National School.
  2. The Autism Mentorship Program: Considerations for Transitions to Post-Secondary.

Mastrangelo, S. (2019). Inclusion of students with disabilities in Canada: Challenges and opportunities. Conference Keynote: UNISUL Brazil annual special education conference. Tubarao, Brazil.

Mastrangelo, S. (2019). Special educational needs and disabilities in primary education (Canada). In I. Menter, and M.T. Tatto (Eds). Bloomsbury Education and Childhood Studies. DOI: 10.5040/9781350996267.0030

Mastrangelo, S. (2019). Reframing Autism Spectrum disorders: Building our understanding to support successful interactions. Invited Presentation to Jordan’s Principle Knowledge Exchange Conference. Toronto, ON.

Mastrangelo, S. (2019). Reframing Autism Spectrum Disorders: Opportunities for educator practice. Chiefs of Ontario Annual Conference, Thunder Bay, ON.

Mastrangelo, S. (2019). Interview with Michelle Ferrari, Self-Regulation and the Relationship to Fear and Anxiety.

Mastrangelo, S. & Lovell-Johnston, M. (2019–2022) SSHRC Partnership Development Grant, with contributions from Kwayaciiwin Education Resource Centre and the Mehritt Centre: Supporting the Development of Young Children’s Self-Regulation Capacities and Literacy Skills in Ontario’s Northern Communities: Engaging Families and Educators. 

Mastrangelo, S. & Lovell-Johnston, M. (2019). Co-Regulation as the Foundation to Helping Young Children Learn to Read. Resonance. Self Regulation Institute.

Mastrangelo. S. (2021). Grant to Explore Well-Being Among Residents of Camphill Communities Ontario

Mastrangelo, S. (2021). Fostering the Socio-Ecological Resilience of CCO's Maple Syrup Operation in the Face of Climate Change SSHRC Partnership Engage Grant. 

Mastrangelo, S. (2020). Keynote Presentations to St. Lucia Ministry of Special Education National Conference. Castries, St. Lucia

  1. Reframing Behaviours in Students with Special Needs.
  2. Strategies for Supporting Our Students Through their Stress Behaviours.
  3. Research Findings on the Impact of Corporal Punishment.

Melville, W. (2017). Reasoning versus “Post-truth”: A lesson from the history of science. The Science Teacher, 84(6), 9-11.

Melville, W., Jones, D. & Campbell, T. (2017). Building the department through professional learning: Stories of success. Arlington, VA: National Science Teachers Association Press.

Melville, W., Kerr, D., Verma, G. & Campbell, T.  (2018). Science education and student autonomy. Canadian Journal of Science, Mathematics and Technology Education. 18(2), 87 97.

Melville, W., Hardy, I., & Roy, M. (2019). Struggling to ‘see the big picture’: Professional learning and precarious employment​. Teacher Development, 23(4), 407-424.

Melville, W., Jones, D. & Campbell, T. (2019). Axiology, the subject and the chair. Research in Science Education 49(3), 679-696.

Melville, W., Verma, G. & Campbell, T. (2019). The Journal of Science Teacher Education in 2019: A year in review. Journal of Science Teacher Education.

Melville, W., Verma, G. & Campbell, T. (2019). A word from the incoming Co-Editors in Chief. Journal of Science Teacher Education, 30(1), 1-5.

Melville, W. & Hardy, I. (2020). Teacher learning, accountability and policy enactment in Ontario: The centrality of trust. Educational Research for Policy and Practice, 19(1), 1-17.

Melville, W. & Kerr, D. (Eds.) (2020). Virtues as integral to science education: Understanding the intellectual, moral, and civic value of science and scientific inquiry. New York: Routledge.

Melville, W., & Kerr, D. (in press). SSHRC insight partnership grant. Associate teaching in Ontario: Understanding new challenges and directions. Kotsopoulos, D., Barwell, R., Melville, W. & Amato, L. $24650

Melville, W., Verma, G. & Campbell, T. & Park, B-Y. (2022). Challenging the hegemony of western scientism in science teacher education. Journal of Science Teacher Education, 33(7), 703-709.

Moon, M. (2017). Story as a means of engaging public educators and Indigenous students. Education 23(2), 25–42.

Narine, C. & Pluim, G. (In Press). Teacher education students’ reflections on adaptations to practice teaching at Lakehead University, Orillia. In Joanne Pattison-Meek & Christina Phillips (Eds.), Pedagogies of practicum - Post-pandemic reflections on innovation in practice teaching. Peter Lang Publishing.

Opini, B., & Radebe, P. (2023). The perils and strains of teaching race and racism to predominantly white teacher candidates. Studies in Social Justice, 17(3), 454-476.

Orasi, T., & Sameshima, P. (2022, Feb.). Virtual reality as a vehicle for reimagining creative literacies, research and pedagogical space. Journal of Higher Education Theory and Practice, 22(1), 161-174. doi:

Oskineegish, M. (2020). Exploring instructional strategies in an Indigenous Education course in initial teacher education. Alberta Journal of Educational Research.

Parattukudi, A. & Melville, W. (2019). Understanding the phenomenon: A comparative study of compassion of the west and karuna of the east. Asian Philosophy

Pathak, L. & Melville, W. (2023). Character development and the ‘in-between’. Critical Humanities, 1(2). DOI:

Peacock, J. & Melville, W. (2017). Connecting the secondary science department with national reforms: The role of the chair. Electronic Journal of Science Education, 21(3), 1-18.

Peacock, J. & Melville, W. (2018). The evolving role of the science department chair. International Journal of Science Education, 41(2), 139-149.

Pluim, G. (2018). Histories of settler-Indigenous relations in Huronia: Experiences and outcomes of a land- and water-based course [Conference presentation]. “Educating for the Future”: Learning Outcomes & Experiential Learning Symposium. Toronto.

Pluim, G. (2019, March 4). Global citizenship education: Comparative perspectives between the Caribbean and North America [Conference presentation]. Research and Innovation Symposium, Faculty of Education Panel. Lakehead University, Orillia.

Pluim, G. (2019, February 20). Worlding the West as world: Interrogating perspectives of global citizenship education beyond the “West”. [Conference presentation]. The University of the West Indies Schools of Education Biennial Conference 2019. St. Augustine Campus, St. Trinidad and Tobago.

Pluim, G. (2020, October 31). Land-based Approaches in Moral Education for Reconciliation and Sustainability [Poster presentation]. Association for Moral Education, 46th Annual Conference, Ottawa (virtual).

Pluim, G. & Snache/Giniw, K. (2020). Wild pedagogies: The land as teacher of pre-colonial history, societal relations, and contemporary issues of justice. Pathways: The Ontario Journal of Outdoor Education, 32(4).

Pluim, G., Semeniuk, J., Clarysse, L., Cooper, K., Hunter, S., Radebe, P., Boucher, M., Strath, A., Vaccaro, A., Espinoza, D., Chen, M. (2020). Teacher Education Research Fund grant. Operation happy to be here: A student experience study in the faculty of education. Awarded: $1,500

Pluim, G., Nazir, J., & Wallace, J. (2021). Curriculum integration and the semi-centennial of Basil Bernstein’s classification and framing of educational knowledge. Canadian Journal of Science, Mathematics and Technology Education, 20(4).

Pluim, G. & Stewart, S. (2021). Toward a Caribbean perspective of global citizenship education: a comparative analysis of education students’ reflexive perspectives of global citizenship. In Blair, E. & K. Williams (Eds.) A Handbook on Caribbean Education (pp. 489-509). Information Age Publishing.

Pluim, G. [Panel Chair]; Hunter, S., Semeniuk, J., Vaccaro, A., Espinoza, D., Strath, A., & Ingram, L.  (2021, June). Student voice in the development of teacher education pedagogy and programming.[Conference presentation]. Canadian Society for the Study of Education Annual Conference. Edmonton (Virtual).

Pluim, G. (2022). Teacher Education Research Fund Grant. Decolonizing global citizenship in teacher education: A pilot study for a critical, collaborative experience between Canadian and Ethiopian students. Awarded: $830

Pluim, G. (2022, November 11). A new curriculum fit for purpose. [Conference presentation]. Young People and Information: It’s Complicated. 3CL Foundation. Valetta.

Pluim, G., & Hunter, S. (2022). Changing educational landscapes and the importance of mental wellbeing in teacher education. In P. Danyluk, A. Burns, L. S. Hill & K. Crawford (Eds.). (2022). Crisis and opportunity: How Canadian Bachelor of Education programs responded to the pandemic (pp. 288-301). [Conference session]. Canadian Association for Teacher Education/Canadian Society for the Study of Education.

Pluim, G., Chambers, J., Valenzuela, E., Semeniuk, J., Rossi, J., Alhambra, M., Hill, A., Steele, A., & Sivakuma, G. (2023). Teacher Education Research Fund Grant. OH2BH 2023: Transitioning back to post-pandemic conditions. Awarded: $1,500.

Pluim, G., Ingram, L., & Faris Belay, S. (2023-2025). SSHRC Insight Grant. Decolonizing global citizenship in teacher education: A case study of a critical, collaborative experience for Canadian and Ethiopian university students. Awarded: $51,961.

Pluim, G. & Pacione Fernanda, A. (2023, May 31). Land-based and decolonizing practices: Experiences and perspectives from an intensive, land-based education teacher education in Ontario. Canadian Society for the Study of Education Annual Conference. York University, Toronto.

Pluim, G., Sargent, L., Howlett, S., West, N., Pacione Fernanda, A. (2023, September 24). Place-based education as a foundation for teaching. [Conference presentation]. Opening Doors to the Outdoors: Council of Outdoor Educators of Ontario Annual Fall Conference. Camp Couchiching.

Pluim, G. [Panel Chair], Semeniuk, J., Sivakumar, G., Alhambra, M., & Rossi, J.n (2023, May 28). The contributions of teacher education student voice to program quality at an Ontario Faculty of Education. [Conference presentation]. Canadian Society for the Study of Education Annual Conference. York University, Toronto.

Pluim, G. (2023, May 12). Teacher Candidate Wellbeing in the Lakehead Faculty of Education.[Conference presentation]. Applied Self-Regulation Knowledge Conference. Orillia

Pluim, G. (2024). Epistemological dimensions of integrating critical global citizenship in teacher education: A case for a holistic approach to GCE through the BodyMind, and SoulProspects.

Pluim, G. (In Press). Teacher candidate wellbeing in the Lakehead Faculty of Education. Journal of Applied Self Regulation.

Puk, T.G., Maki, S. and Guadet, H. (2020). Nurturing experience: Risk tolerant vs risk averse attitudes toward childrens’ learning through outdoor play. Routledge Taylor & Francis Group.

Puk, T. (2021). Intree: Embodied Experience in a Flat Screen World. Journal of Outdoor and Environmental Education 24, 55–69.

Radebe, P. (2021). For better or for worse: Western mainstream media and the ‘renarrativization’ of Black heroes. International Journal of African Studies, 1(4), 1—15. DOI:

Radebe, P., & Opini, B. (2021). Racialization of knowledge: How the marginalization of Black history and knowledge foster a lack of racial literacy among teacher candidates. Northwest Journal of Teacher Education, 16(2), 1-18. DOI:

Radebe, P. (2021). Derek Chauvin: Racist cop or product of a racist police academy?. Journal of Black Studies, 52(3), 231-247. DOI:

Radebe, P. (2023). Anti-black racism: Corporate media and the politics of racialization and criminalization. In George J.S. Dei and Rukiya Mohamed (eds.). Mapping the contours: African perspectives on anti-blackness and anti-black racism (pp. 77–90). DIO Press Inc.

Robson, K., and Mastrangelo, S. (2017). Children’s views of the learning environment: A study exploring the Reggio Emilia principle of the environment as the third teacher. Journal of Childhood Studies, 42(4), 1-16.

Ruiz-Casares, M., Collins, T., Tisdall, E, & Grover, S. (2017). (Guest Editors) Special Issue of the International Journal of Human Rights ‘Facilitating Child Participation in International Child Protection’, Vol. 21(1), 1–102.

Running Hawk Johnson, S., Cheng, M., Karpudewan, M., Campbell, T., Melville, W., Verma, G. & Park, B-Y. (2023). Onto-epistemological realities and assumptions beyond western science. Journal of Science Teacher Education, 34(6), 583-592.

Russell, C. (2019). An intersectional approach to teaching and learning about humans and other animals in educational contexts. In T. Lloro-Bidart & V. Banschbach (Eds.), Animals in environmental education: Interdisciplinary approaches to curriculum and pedagogy (pp. 35-52). Palgrave Macmillan.

Russell, C. (2020). Fat pedagogy and the disruption of weight-based oppression: Toward the flourishing of all bodies. In S. Steinberg & B. Down (Eds.), The Sage handbook of critical pedagogies, Volume 3 (pp. 1516-1531). Sage.

Russell, C., Sarick, T., & Kennelly, J. (2021). Queering environmental education redux. In J. Russell (Ed.), Queer ecopedagogies: Explorations in sexuality, nature and education (pp. 19-35). Springer.

Sameshima, P. (2019, June). Ma, I’m thinking about nothing. In P. Sameshima, B. White & A. Sinner (Eds.), Ma: Materiality in teaching and Learning (pp. 3-16). Peter Lang.

Sameshima P., Maarhuis, P., & Wiebe, S. (2019, April). Parallaxic praxis: Multimodal interdisciplinary pedagogical research design. Vernon Press.

Sameshima, P., & Morchel, P. (2019). Making practice. Visual Arts Research, 45(1), Issue 88, 78-82.

Sameshima, P., White, B., & Sinner, A., (Eds.). (2019, June). Ma: Materiality in teaching and learning. Peter Lang.

Sameshima, P., Wiebe, S., & Hayes, M. (2019, April). Imagination: The generation of possibility. In B. Andrews (Ed.), Perspectives on arts education research in Canada, Volume 1: Surveying the landscape (pp. 19-35). Brill Sense.

Sameshima, P. (2020, May). Foreword. Developing critical mass in arts education research. In B. Andrews (Ed.), Perspectives on arts education research in Canada, Vol. II: Issues and directions (pp. vii-xi). Brill Sense.

Sameshima, P., & Orasi, T. (2022 Oct.). What’s better than the asynchronous post? Journal of Applied Learning and Teaching, 5(2), 1-11.

Sameshima, P. (2023, Feb). Finding my talk: Language as protector. In N. Honein & M. McKeon (Eds.), Reclaiming lands, languages, and belongings: A poetic celebration (179-186). Vernon Press.

Sameshima, P. (2023, April). An ABER interview. A pedagogy of parallax to parallaxic praxis. In B. Bickel, R. Irwin & R. Siegesmund (Eds.), Reflections on arts based educational research by authors of outstanding dissertations (pp. 157-169). Studies in Arts Based Educational Research. Springer.

Snache / Giniw, K. & Pluim, G. (2019, September 21). Post-secondary Indigenous partnerships: Experiences from a Lakehead university land-based course exploring the histories of Indigenous-settler relations in Huronia. [Conference presentation]. “The Power of Connection”: Annual Fall Conference, Council of Outdoor Educators of Ontario. Camp Couchiching, Longford Mills, ON.

Socha, T., Leslie, L., Melville, W., & Kerr, D. (2020). Progressive change toward a practice-based model for teacher education at Lakehead University. In J. Kitchen & D. Petrarca (Eds.) Initial Teacher Education in Ontario: The four-semester teacher education programs after five years. Canadian Association for Teacher Education.

van Barneveld, A. & DeWaard, H. (2017, October) From LMS to PLEs to PLNs: A multi-level, multi-layer approach to teaching and learning [Conference session]. International Conference for Distance Education (ICDE), Toronto, ON.

van Barneveld, C. (2017). Technology and Learning. Technical Report to Superior Greenstone District School Board, Kenora Catholic District School Board, Northwest Catholic district School Board

van Barneveld, C., & Brinson, K. (2017). The Rights and Responsibility of Test Takers when Large-Scale Testing Is Used for Classroom Assessment. Canadian Journal Of Education, 40(1), 1-22.

van Barneveld, A. (2018). Psychosis 101: eLearning project - Phase 1. St. Joseph's Care Group/NorthBEAT Collaborative, Thunder Bay, ON. Design grant awarded $88,000.00.

van Barneveld, A. (2018). Current state of the e-learning landscape in Northeastern Ontario [Research report]. ELEVATE 2018, Sudbury, ON.

van Barneveld, A. (2018). Online Learning Design and Delivery certificate program: Final report for ALG-OLDD-S17 [Program Evaluation Report]. Algonquin College Centre for Continuing and Online Learning, Ottawa, ON.

van Barneveld, C. (2018). Absenteeism at TBCDSB. Technical Report to Thunder Bay Catholic District School Board.

van Barneveld, C. (2018). Technology and Learning: The impact of technology champions. Technical Report to Superior Greenstone District School Board.

van Barneveld, C. (2018). Technology in the classroom. Technical Report to Kenora Catholic District School Board.

van Barneveld, A. (2019, November). From knowing to doing: Designing for learner engagement in online asynchronous classes [Conference session]. Online Learning Consortium (OLC) Accelerate Conference, Orlando, FL.

van Barneveld, A. (2019, November). Whadaya mean I have to teach online? [Conference session]. Ontario Association of Adult and Continuing Education School Board Administrators (CESBA) Conference, Toronto, ON.

van Barneveld, C. (2019). Absenteeism at Lakehead Public Schools Research Report. Technical Report to Lakehead Public Schools

van Barneveld, C. (2019). Implementation of EDSBY at SGDSB Research Report. Technical Report to Superior Greenstone District School Board

van Barneveld, A. & Strobel, J. (2019, July). Extent and depth of PBL implementation:  Survey results from over 300 PBL-implementing US engineering educators [Paper presentation]. 2019 Research in Engineering Education Symposium (REES), Cape Town, South Africa.

van Barneveld, A. (2020, June). Best practices for online learning: Learner engagement and synchronous online delivery workshop [Technical Report]. Keewatin-Patricia/Seven Generations Education Institute, Kenora, ON.

van Barneveld, A., & DeWaard, H. (2021). Pre-class surveys to inform course design. In S. Hrastinski (Ed.), Designing Courses with Digital Technologies: Insights and Examples from Higher Education (pp. 149-153). Routledge.

van Barneveld, A., Janes, D., & Walton, G. (2021, May) Where are you? What does it mean to work online in a traditional higher education context? [Conference session]. Canadian Network for Innovation in Education (CNIE) conference, Montreal, QC.

Verma, G., Campbell, T., Melville, W. & Park, B-Y. (2023). Navigating opportunities and challenges of artificial intelligence: ChatGPT and generative models in science teacher education. Journal of Science Teacher Education, 34(8), 793-798.

Verma, G., Campbell, T., Melville, W. & Park, B-Y. (2022). Science teacher education and a sociopolitical turn: The implications for democratic citizenship, and environmental and social justiceJournal of Science Teacher Education, 32(4), 373-377.

Wiseman, D., Lunney Borden, L., Beatty, R., Jao, L., & Carter, E. (2020). Wholesome Artifacts: STEM Emerging from and contributing to community. Canadian Journal of Science, Mathematics and Technology Education.