Current Research in Teacher Education

Here is a list of some of the educational research published by the Faculty in recent years (click here for 2025, 2024, 2023, 2022). Our Environmental Education Research and Publications are available here.

2025

Chi, C., Hassan, M., & Sameshima, P. (2025). Bringing art into classrooms can benefit students who are learning to speak English. The Conversation.

Grover, S. C. (2025). Judicial oppression of child rights in democratic states and by international human rights bodies. Springer.

Grover, S. C. (2025). Litigating the politics of human rights: Contemporary US culture wars on trial. Springer.

Grover, S. C. (Ed.). (2025). The responsibility to protect, second edition: Perspectives on the Concept’s Meaning, Proper Application and Value. Routledge.

Lloro, T., & Russell, C. (2025). The disembodied shark and the superwhale: Edutainment and informal learning about other animals. Society and Animals. https://doi:10.1163/15685306-bja10246  

Peltier, S. M. (2025). Walking with the Tikanaagan: Reclaiming Indigenous family systems. In Susan Jagger (Ed.), Early years education and care in Canada: Engaging with the past, the present, and future possibilities (2^nd Ed.) (pp. 239-260). Canadian Scholars Press.https://weather.gc.ca/en/location/index.html?coords=50.554,-96.631

Peltier, S. M. & Maplethorpe, L. (2025). Honouring the learning spirit of the Indigenous child. In Dr. Adam Davies, Dr. Zuhra Abawi, & Dr. Brooke Richardson (Eds), Disrupting developmentalism in Canadian early years teacher education for social justice. Canadian Scholars Press.

Puk, T. (2025). Regression from meaning: Ecological concepts as opaque empty shells - Redux. Interdisciplinary Journal of Environmental and Science Education, 21(4), e2521.  

Russell, C., Chandler, P., & Dillon, J. (2025). Humour and environmental education. Routledge. https://www.routledge.com/Humour-and-Environmental-Education/Russell-Chandler-Dillon/p/book/9781032948737

Sameshima, P. & HOPE Collaboratory. (2025). Where can arts integration go? Hope, chess, and ancient viruses. Art/Research International: A Transdisciplinary Journal, 9(2), 377-403.

Sameshima, P., Lee, C., & Tsun Haggarty, H. (2025). Where are we? Finding a Canadian curriculum. Journal of the Canadian Association for Curriculum Studies, 21(2), 1-4.

Sameshima, P., Turner, E., & Grego, D. (2025). Holding HIV: Poems for HOPE. Friesen Press.

Wickstrom, H. & Pyle, A (2025). Educators' perspectives of play and math in kindergarten. Early Years: An International Research Journal. https://doi.org/10.1080/09575146.2025.2586612

2024

Chi, C., Hassan, M., & Sameshima, P. (2024). Arts integrated multiliteracies as dialogic catalysts with English language learners in a Canadian University. In B. Peters (Ed.), Arts-based multiliteracies for teaching and learning (pp. 443-472). IGI Global. 

Clithero-Eridon, A., Sameshima, P., Cameron, E., Allison, J., Martinez, J. Orasi, T., Hu, C., Strasser, R. (2024). Deepening understandings of social accountability using the arts and storytelling. Education for Health, 37(1), 39-49. 

Cormier, P. (2024). Aki Gakinoomaagewin – “Teachings from the Earth – As Peace Education”: Uncle Dave Quackageezick and Indigenous Cultural Transmission. In C. Beyene, L. Luna, N. Mhango & J. Senehi (Eds), Culture, Conflict, and Peacebuilding. Palgrave Macmillan.

Cormier, P. & Vanden Boomen, K. (2024). Anishinaabeg Views of Leadership, Inclusion, and Diversity: Eliminating Violence Towards Indigenous Peoples in the Education System. In McGregor, C, & Bedi, S. (Eds), Diversity Leadership in Education: Embedding Practices of Social Justice. McGill-Queens Press.

DeWaard, H. (2024). Finding educommunication: In search of praxis in Canadian educologies. In S. Gennaro, N. Higdon, and M. Hoechsmann (Eds.), Transformative practice in critical media literacy: Radical democracy and decolonized pedagogy in higher education. Routledge.

DeWaard, H. (2024). Into the open: Shared stories of open educational practices in teacher education. Canadian Journal of Learning and Technology, 50(4). https://files.eric.ed.gov/fulltext/EJ1453014.pdf

DeWaard, H. J., Forsythe, G., & Baff, D. (2024). Graphically speaking: Expanding landscapes of scholarly writing using sketchnotes. Brock Education Journal, 33(1), 125–146. https://doi.org/10.26522/brocked.v33i1.1125

Field, E., Andrews, M., Hannah, J., Kerr, E., Stephens, D., & Elliott, A. (2024). 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. https://link.springer.com/chapter/10.1007/978-3-031-56172-6_7

Field, E., Berger, P., Lee, D., Strutt, C., Nguyen, A. (2024). Knowledge, urgency, and agency: Reflections on climate change education course outcomes. Environmental Education Research, 11, 1885-1912. https://doi.org/10.1080/13504622.2023.2296359

Field, E., Stapleton, S., Lowan-Trudeau, G., & Harris, C. (2024). Climate activism in K-12 formal education across North American contexts. Handbook on Global Climate Activism. Routledge.

Field, E., Tremblay, M., Inwood, H.(2024). Report from national roundtable on climate change education in teacher eucation. Accelerating Climate Change Education in Teacher Education. https://accelerating-cce.ca/10-2/national-roundtable-in-cce-in-teacher-education/

Kajander, A. & Colgan, L. (2024). Mathematics for teaching – It’s not (just) pedagogy. In Bridging the future - STEM education across the globe. 10.5772/intechopen.1006626

Melville, W., & Kerr, D. (2024). SSHRC insight partnership grant. Associate teaching in Ontario: Understanding new challenges and directions. $24650

Narine, C. & Pluim, G. (2024). Teacher education students’ reflections on adaptations to practice teaching at Lakehead University, Orillia. In J. Pattison-Meek & C. Phillips (Eds.), Pedagogies of practicum - Post-pandemic reflections on innovation in practice teaching. Peter Lang Publishing.

Pluim, G. (2024). Epistemological dimensions of integrating critical global citizenship in teacher education: A case for a holistic approach to GCE through the Body, Mind, and Soul. Prospects. https://doi.org/10.1007/s11125-023-09672-7

Pluim, G. (2024). Teacher candidate wellbeing in the Lakehead Faculty of Education. Journal of Applied Self Regulation, 1(1), 22-31.

Puk, T. (2024). Nature-based regenerative healing: Nature and neurons. European Journal of Ecopsychology, 9,111-139. https://ecopsychology-journal.eu/v9/EJE_v9_Puk.pdf

Puk, T. (2024). The opaque 21st C reversed polarity default paradigm: ON. Interdisciplinary Journal of Environmental and Science Education, 20(4), e2419. https://doi.org/10.29333/ijese/15202

Pyle, A., Wickstrom, H., Gross, O., & Kraszewski, E. (2024). Supporting literacy development in kindergarten through teacher-facilitated play. Journal of Early Childhood Research, 22(3). https://doi.org/10.1177/1476718X2312213

Radebe, P. (2024). Anti-black racism in the Ontario public school system: Problematizing the labeling of young black students as troublemakers. Journal of Black Studies, 0(0). https://doi.org/10.1177/00219347241245365

Rubinoff, T., Daniel, N., & Chin, C. (2024). Creating a supportive virtual mentorship community for educators through The Mentoree. In B. Kutsyuruba & F. K. Kochan (Eds.), Mentoring for wellbeing in schools (pp. 217-240). Information Age Publishing.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.

Sameshima, P. (2024). What can a gallery do? In A. Sinner, B. White, & P. Osler (Eds.). Art education in Canadian museums (pp. 213 - 226). Intellect. https://doi.org/10.1386/9781789389166_17

Sameshima, P., & Faye, R. (2024). One cell the world: Climate action research & art catalogue. Friesen Press. 

UNESCO. (2024). Greening curriculum guidance: Teaching and learning for climate action. [Contributing authors: Felisa Tibbits, Margaret Sinclair, Simon Klein, Christina Kwauk, Ellen Field, Yue Liu, & Mustafa Ozturk] UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000390022

Wickstrom, H., Pyle, A., & DeLuca, C. (2024). Chapter 6: Play and Assessment. In A. Youmans & L. Colgan (Eds), Beyond 1, 2, 3: Early mathematics education in Canada. Canadian Scholars.

Wickstrom, H., & Pyle, A. (2024). Supporting early math learning along a continuum of guided play. Early Childhood Education Journal, 53, 1053-1063. https://doi.org/10.1007/s10643-024-01650-8

Wiersma, E., Dupuis, S., Sameshima, P., Caffery, P., & Harvey, D. (2024). Metaphor as methodology: Methodological reflections on visualizing the dementia Journey. Dementia: The International Journal of Social Research and Practice, 24(2),193-213. 

2023

Bozkurt, A., Gjelsvik, T., Adam, T., Asino, T. I., Atenas, J., Bali, M., Blomgren, C., Bond, M., Bonk, C. J., Brown, M., Burgos, D., Conrad, D., Costello, E., Cronin, C., Czerniewicz, L., Deepwell, M., Deimann, M., DeWaard, H. J., Dousay, T. A., … Zawacki-Richter, O. (2023). Openness in education as a praxis: From individual testimonials to collective voices. Open Praxis, 15(2), 76–112. https://doi.org/10.55982/openpraxis.15.2.574

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.

DeWaard, H. (2023). Media and digital literacies in Canadian teacher educators’ open educational practices: A post-intentional phenomenology [Doctoral Dissertation, Lakehead University]. https://hjdewaard.ca/dissertation/critical-media-and-digital-literacies-in-canadian-teacher-educators-open-educational-practices/index

Field, E. (2023). ECCC grant: Accelerating Climate Change Education in Teacher Education. $488,500

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. https://journalhosting.ucalgary.ca/index.php/cjeap/article/view/74980

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, 1-8. https://doi.org/10.1016/j.joclim.2023.100204

Gélineau, M., Russell, C., & Korteweg, L. (2023). “Invasive” species discourse in Ontario elementary and secondary curricula: A critical and decolonial analysis. Canadian Journal of Environmental Education, 26, 146-163. https://cjee.lakeheadu.ca/article/view/1842

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. Oxford Academic. https://doi.org/10.1093/oso/9780197752265.003.0007

Grover, S. (Ed.) (2023). Judicial activism in an age of populism. Routledge.

Grover, S., Wall, J., & Chen, S. (2023). The legal case for children’s right to vote in the United States. The International Journal of Children's Rights, 31, 791-810.

Kajander, A. (2023). Mathematics for intermediate teachers: From models to methods. Cambridge Scholars Press.

Lyons, D. L., Kumar, P., Roan, N., Defechereux, P. A., Feschotte, C., Lange, U., Murthy, N., Sameshima, P., Verdin, E., Ake, J. A., Parsons, M., Nath, A., Gianella, S., Smith, D. M., Kallas, E. G., Villa, T. J., Strange, R., Mwesigwa, B., Furler O’Brien, R. L., Nixon, D. F., Ndhlovu, L. C., Valente., S., & Ott, M. (2023). HIV-1 Remission: Accelerating the path to permanent HIV-1 silencing. Viruses. https://www.mdpi.com/1999-4915/15/11/2171

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.

Pathak, L. & Melville, W. (2023). Character development and the ‘in-between’. Critical Humanities, 1(2). DOI: https://doi.org/10.33470/2836-3140.1014

Peltier, S. M. & Auger, C. (2023).  Sacred tears: Indigenous women’s healing journey of mobilization for educational systemic change. In Ardavan Eizadirad, Andrew Campbell, and Steve Sider (Eds),Counternarratives of Pain and Suffering as Critical Pedagogy: Disrupting Oppression in Educational Contexts (pp. 143-162). Routledge.

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. $1500.

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. $51,961.

Puk, T. (2023). Nurturing embodied experience: Risk-tolerant parental attitudes towards nature-based childrens' learning. Education 3-13, 51(2), 200–211. https://doi.org/10.1080/03004279.2021.1957973 

Pyle, A., DeLuca, C., Wickstrom, H., Danniels, E., & Fesseha, E. (2023). Play-based learning and assessment practices in early years: Methodological explorations. Educational Research, 65(2), 248-266. https://doi.org/10.1080/00131881.2023.2181201

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

Roberts, V., Havemann, L., & DeWaard, H. (2023). Intentional open learning design. In T. Jaffer, S. Govender, & L. Czerniewicz (Eds.), Learning design voices. https://learningdesignvoices.com/chapters/

Russell, C., Chandler, P., & Dillon, J. (2023). Humour and environmental education. Environmental Education Research, 29(4), 491-499.

Sameshima, P. (2023). Ann-other collateral. In H. van Rooyen (Ed.), Voices Unbound: Poems of the International Symposium of Poetic Inquiry (pp. 161-163). African Sun Press.

Sameshima, P. (2023). 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). Springer.

Sameshima, P. (2023). Foreword. Creating new normals: REPAIR (to go to) and RESPAIR (to hope again). In H. Mreiwed, M. Carter & S. Hashem (Eds.), Making connections in and through arts-based educational research: Looking back and looking forward (pp. vii-xi). Springer. 

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

Sameshima, P. (2023, March 31). “Lost name”. Poetry pause and fresh voices 28. Toronto, ON: The League of Canadian Poets. https://poets.ca/fresh-voices-28/ 

Tsun Haggary, H., & Sameshima, P. (2023). Growing snowflakes: Unity in difference. Journal of the Canadian Association for Curriculum Studies, 20(2-3), 1-8.

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.

Wickstrom, H., & Pyle, A. (2023). Shifting perspectives: Developing and integrating educators’ notions of play and early math learning in kindergarten. International Journal of Early Years Education, 1-15. https://doi.org/10.1080/09669760.2023.2299255

2022

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. https://doi.org/10.1080/0142159X.2022.2136516

DeWaard, H. (2022). Letting the light shine in: A tapestry of digital literacies in Canadian faculties of education. In L. Tomczyk & L. Fedeli (Eds.), Digital literacy for teachers. Springer Nature. https://link.springer.com/chapter/10.1007/978-981-19-1738-7_8

DeWaard, H. & Chavhan, R.(2022). Cross-cultural mentoring in tertiary education: Enhancing self-efficacy through collaboration and openness in professional learning. In D. Forbes & R. Walker (Eds.), Learning to teach online: Continuing professional learning and development for tertiary teachers (pp. 57–69). Springer. 

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. (2022). SSHRC Connections grant: Youth Sustainability Summit: Enabling Youth-led Dialogue through Action. $24,354

Field, E. & Berger, P. (2022). Your school and climate action. Principal Connections, 26(2), pp. 58-60.

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).

Gladwin, D., Horst, R., James, K., & Sameshima, P. (2022). Imagining futures literacies: A collaborative praxis. Journal of Higher Education, Theory and Practice, 22(7), 1-14. https://doi.org/10.33423/jhetp.v22i7.5268

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. (2022). The democratic rule of law on trial: First amendment cases of the Trump era. Routledge.

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).  Information Age Publishing (IAP). 

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.

Orasi, T., & Sameshima, P. (2022). Virtual reality as a vehicle for reimagining creative literacies, research and pedagogical space. Journal of Higher Education Theory and Practice, 22(1), 161-174. https://doi.org/10.33423/jhetp.v22i1.4973

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.). Crisis and opportunity: How Canadian Bachelor of Education programs responded to the pandemic (pp. 288-301). Canadian Association for Teacher Education/Canadian Society for the Study of Education.

Pyle, A., DeLuca, C., Wickstrom, H., & Danniels, E. (2022). Connecting kindergarten teachers’ play-based learning profiles and their classroom assessment practices. Teaching and Teacher Education, 119. https://doi.org/10.1016/j.tate.2022.103855

Sameshima, P., & Orasi, T. (2022). What’s better than the asynchronous post? Journal of Applied Learning and Teaching, 5(2), 1-11. https://doi.org/10.37074/jalt.2022.5.2.11

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 justice. Journal of Science Teacher Education, 32(4), 373-377.