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.


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


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.

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

Grover, S.C. (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)

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

Dr. Sonia Mastrangelo Receives Grant to Explore Well-Being Among Residents of Camphill Communities Ontario

Dr. Sonia Mastrangelo (Associate Professor, Education) is a co-investigator on a research project that has been awarded a SSHRC Partnership Engage Grant. Sonia is working alongside Principal Investigator Dr. Gerardo Reyes (Assistant Professor, Biology, Lakehead University) and an interdisciplinary team on the research project entitled: Fostering the Socio-Ecological Resilience of CCO's Maple Syrup Operation in the Face of Climate Change.

O'Neill, M. L. & van Barneveld, A. (2021) Digital fluency - digital experience design: Creating quality technology-enhanced learner experiences: Open course development and pilot. Virtual Learning Strategy: eCampusOntario/Ontario Ministry of Education. Design grant awarded $171,000.00.

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.

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. 

 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. 


Beatty, Ruth. A Series of seminars for Nelson Canada on culturally responsive mathematics education: 

Beatty, R. & Clyne, C. Forthcoming. Relationships and reciprocity in mathematics education. To be included in Brown T, Glaze, A., Mathew N., and Wuttunee, W. (Eds.) (2020) Engaging Indigenous Students: Creating Pathways to Success, Corwin Press.

Beatty, R. & Clyne, C. (2020) Culturally sustaining mathematics education. Forthcoming 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

Collins, Tara and Sonia Grover (Co-investigator). The International and Canadian Child Rights Partnership (ICCRP) team; seeking funding for a new international collaborative project concerning child and youth activists and their contributions to social transformations that benefit the environment and humankind internationally. A project has been developed titled Social Innovators: Children Advancing Change in the Transatlantic region (CHILD ACTION)

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. & Gawron, S. (2020) Climate Change Education in the Canadian Classroom: Perspectives, teaching practice, and possibilities. EdCan Network Magazine.Retrieved from:

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

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., 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). Regional reports available as well; available at:

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.

Collins, Tara and Sonia Grover (Co-investigator). 2016–19. SSHRC funded partnership project ($200,000): The International and Canadian Child Rights Partnership (ICCRP): Child Participation in International Child Protection. The research is directed to exploring the connection between children’s rights to participation and protection.

Helyar, F. (in press) A History of Acadian Education in New Brunswick Canada, 1900-1940 (Book)

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.

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. & 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.) (in press). Virtues as integral to science education: Understanding the intellectual, moral, and civic value of science and scientific inquiry. New York: Routledge.

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

Pluim, G. (PI). Educational transfer between small states of the Commonwealth: A vertical case study analysis of the professionalization of the field of youth work. SSHRC Partnership Engagement Grant with the Commonwealth of Learning (2020-22).

Pluim, G. (in press). Learning history through intensive, experiential, place-based education: Indigenous-Settler Relations in precarious times. In M. Chaktsiris and & S. Cutrara, Doing History in Precarious Times. L.R. Wilson Institute for Canadian History.

Pluim, G.W.J. & Stewart, S. (in press). Toward a Caribbean perspective of global citizenship education: a comparative analysis of education students’ reflexive perspectives of global citizenship. In Ellie. K. Williams (Eds.) A Handbook on Caribbean Education. Charlotte, NC: Information Age Publishing.

Pluim G. & Snache, K. (in press). Wild Pedagogies: The land as teacher of pre-colonial history, societal relations, and contemporary issues of justice. Pathways: The Ontario Journal of Outdoor Education.

Nazir, J., Pluim, G. & Wallace, J. (2020). Toward a pedagogical approach for moving curriculum integration forward on the semicentennial of Bernstein’s framing of educational knowledge. [Manuscript submitted for publication.]

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.

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.

Socha, T., Leslie, L., Melville, W., & Kerr, D. (Forthcoming). 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. Ottawa, ON: Canadian Association for Teacher Education.

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.

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


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

Wiidookaadying Gikinoomaagewin: Gindaaswin Kendaaswin Relationships and Reciprocity: Indigenous Education and Mathematics Conference 2019; hosted on the Orillia campus. This conference was supported by a SSHRC Indigenous Research Capacity and Reconciliation Connection Grant. It was attended by over 200 participants including community Elders, knowledge keepers and leaders, educators and administrators from across the province (and a few participants from Saskatchewan and Nova Scotia). To access the conference website please visit

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.

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

Grover, S. (2019) Collective Reparations as a Partial Remedy for State-Perpetrated Blanket Violations of the Rights of Targeted Child Asylum Seeker Groups. In Giuliana Ziccardi Capaldo (Ed.) 2018 Global Community Yearbook of International Law and Jurisprudence (Oxford University Press, 2018 volume, 339–368.

Hardy, I. & Melville, W. (2019) Professional learning as policy enactment: The primacy of professionalism. Education Policy Analysis Archives, 29 (90), 1-23. 

Jessiman-MacArthur, Shannon. (2019) The REACH program: an alternative for students-at-risk in order to remain in their home school environment.

Helyar, F. (2019) Book Review: Stephen Jackson, Constructing National Identity in Canadian and Australian Classrooms: The Crown of Education. History of Education, DOI: 10.1080/0046760X.2019.1693638

Kajander, Ann. (2019 Invited Research Talk Given at Fields Institute, Toronto.

Mastrangelo, Sonia and Meridith Lovell-Johnston. (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. To create new synergies among organizations invested in children, families, and educators using Indigenous research methodologies to develop new knowledge and understanding of self- regulation practices and literacy development. Includes issues of social justice, children’s ways of knowing, and navigating the world will be at the forefront of our discussions.

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

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. Available:

Mastrangelo, S. (2019) Interview with Cathy Alex from CBC Thunder Bay on Full Day Kindergarten and impact of cuts on Families.

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. (In press) 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.

Moon, M. (2019) Learning through relationship: In-context development for teachers of Indigenous students. Ph.D. dissertation.

Oskineegish, M. (2019) The role of self-reflection in an Indigenous Education course for teacher candidates. In Education, 25(1), 77-95.

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

Pluim, G. (PI). Understanding student experiences in a Professional Education Program. (2019–current)

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). Cham, Switzerland: Palgrave Macmillan.

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.

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.

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, 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, 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


Beatty, R. & Ruddy, C. (2018) Mathematics Exploration Through Algonquin Beadwork. In M. Sack (Ed.) My Best Ideas, Rubicon. 

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, Springer. 

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

Beatty, R. (2018) Provincial Webinar Series as part of the 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.

Czank, James. (2018) People in Discursive Spaces: Entry-level humanities education for non- traditional adult learners. PhD Dissertation.

Field, E. & Schwartzberg, P.  (December, 2018) Climate Change: A unique learning moment. Perspectives [web magazine for Canadian Teachers Federation] (29).

Grover, S. (2018) Children’s Participation in Holding International Peacekeepers Accountable for Sex Crimes, Children’s Legal Rights Journal, Vol. 38(1), and 1–38.

Grover, S.C. (2018) Child Refugee Asylum as a Basic Human Right: Selected Case Law on State Resistance, Springer Publishing

Grover, S. (2018) 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 Giuliana Ziccardi Capaldo (Ed.) Global Community: Yearbook of International Law and Jurisprudence (Oxford University Press, 2017 volume, 245–261).

Grover, S. C. (2018) (Guest Editor) ‘International Peremptory Norms and the Democratic Rule of Law’ Special Issue International Journal of Human Rights. Vol 22 (10), 1267–376.

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.

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.

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., 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.

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, Meridith and Sonia Mastrangelo. (2018–2020) SSHRC Partnership Engage Grant, with matching funds from Simcoe County District School Board: Enhancing Instruction in Early Literacy, Inquiry-Based Kindergarten Classrooms. This action research project works to improve educators' abilities to effectively implement the Kindergarten Program and support their students transition to formal education, and collects data on program implementation in participating classrooms to support our institutional partner leadership and decision-making around professional learning for their educators.

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

Oskineegish, M. (2018) The role of self-reflective practices in an Aboriginal Education course in teacher education.

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

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. R. Carr, M. Hoechsmann & G. Thésée (Eds.), Democracy 2.0: Media and Political Literacy and Critical Engagement (65-81). Boston: Sense Publishers. [Chapter reproduced for this volume from Critical Education6(15).]

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

van Barneveld, A. (2018, May) 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


Biss, K., Mastrangelo, S. and Goulden, W. (2017) Development of 4 key teacher education documents for Ministry of Education PERU and UNESCO Peru. (translated to Spanish by Curriculum Services Canada).

Becker, K., & Mastrangelo, S. (2017) Ontario’s Full-Day Early Learning-Kindergarten Program: A Transformative Early Childhood Education Initiative.  Young Children, 72(4).

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.

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

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.

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

Ruizcas, M.; Collins, T.; Tisdall, K, and Grover. S. (2017) Editorial Introduction: Child Participation and Child Protection in International Development and Humanitarian Interventions: Nurturing a Dialogue. Special Issue of the International Journal of Human Rights on child participation in international child protection, Vol, 21(1), 1–13.

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)

Heaps, Anna. (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.

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.

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.

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.

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.

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

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.

Pluim, G. W. (2017) Citizenship Education in a Fragile State: NGO Programs for Democratic Development and Youth Participation in Haiti . Comparative and International Education / Éducation Comparée et Internationale, 46(2), 6.

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).

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.

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.


Carr, C. & van Barneveld, A. (2016) 21stC Innovation Research Initiative, Round 5 (TLF): Learning with Technology. Technical Report to Thunder Bay Catholic District School Board.

Hart, L., Oesterle, S., Swars, S. & Kajander, A. (Eds.). (2016) The mathematics education of elementary teachers: Issues and strategies for content courses. Charlotte, NC: Information Age Publishing.

Helyar, F. (2016) “À Quel Prix!”: Textbooks in Acadian Schools, 1871-1932. Les cahiers de la société historique acadienne. 47(2): 57-82

Kajander, A., & Holm, J. (2016) What math matters? Types of mathematics knowledge and relationships to methods course performance. Canadian Journal of Science, Mathematics and Technology Education, 16(3), 273-283.

Kajander, A., Milsaps, G., Mosvold, R., Underwood, D. & Holm, J. (2016) Three international examples of mathematics content courses for elementary teachers. In Hart, L., Oesterle, S., Swars, S. & Kajander, A. (Eds.), The mathematics education of elementary teachers: Issues and strategies for content courses. Charlotte, NC: Information Age Publishing.  103-122.

Leslie, L., Potvin, L., Blanchard, M. (2016) Enhancing student teacher learning through professional development for associate teachers: An associate teacher perspective. Report presented at Lakehead University, unpublished.

Lewandowski, J., van Barneveld, A., & Ertmer, P.A. (2016) Posting with intentionality in online instruction: Supporting instructors’ facilitation efforts. Educational Technology, 56(4), 15–20.

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