Godfrey Anderson, J. (In Press). Measures of success in the Nunavut education system: Habkut or unaaq. The Morning Watch. 47 (2).

Godfrey Anderson, J. & Lane, J. (2021). Pigiasilluta oKalagiamik: Culturally Relevant Assessment in Nunasiavut. Études Inuit Studies. Vol. 44 (351-372). https://www.etudes-inuit-studies.ulaval.ca/en

Godfrey Anderson, J. (2021). Teacher Education in the Circumpolar North. (Eds. Jennifer Godfrey Anderson & Sylvia Moore). The Morning Watch 47 (1). https://journals.library.mun.ca/ojs/index.php/mwatch/issue/current

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

Burke, A. (2019). Invitations to Play: Using play to build literacy skills in young learners.Toronto: Pembroke Publishing. Stenhouse Publications: New York.

Peer Review Articles

Burke,A., Moore, S. Molyneux, L. Lawlor, A. Kottwirtz, G. Yurich, R, Sanson ( 2021) Children’s Wellness : Outdoor Wellness During Covid 19. Education in the North. doi.org.10.26203/p99r-0934

Card.,B.,Burke, A, ( 2021).Outdoor Kindergarten: Achieving Outcomes with a Place-based and Landbased Approch to Curriculum. The Morning Watch. Vol 47.(1).

Burke, A. Crocker, A. (2020). “Making Waves”: How Young Learners Connect to their Natural World through Third Space. Education Sciences,10, (8). doi:10.3390/edusci10080203

Kumpulainen, K., Burke, A. Netelioglou,B ( 2020). Young Children, Maker Literacies and Social Change. Editorial. Education Sciences.10, (8). doi:10.3390/edusci10080201

Burke, A., Snow, J. Egan- Kiigemagi, C. (2019). Visual Literacy and Children’s Literature: Multimodal methods for diversity awareness and inclusion in the classroom. Education in the North

Burke, A. C. Ogolo (2019). Technology and Digital Media in Youth in Canada. In R. Heydon(Ed).Bloomsbury Education and Childhood Studies Handbook, London, UK.

Book Chapters

Burke, A. Boisin, B. D. Toope( 2021). Collaborative Pedagogies: Seeking and Finding Truth with Indigenous Children’s Literature through Multiliteracies. In Eds D. Hirshberg, Beaton. M.,Maxwell., G. T. Turunen, J. Peltokorpi. In Education, Equiry and Inclusion: Teaching and Learning in the Sustainable North. Springer Press

Burke, A. & Crocker A. (2019).Sustainable Models: Makerspaces & Children’s Literature: Makerspaces in the Early Years. In Blum- Ross, A, Kumpulainen, K, Marsh J. Enhancing Digital Literacy & Creativity. Routlege UK: London

Collier, D. Burke, A. ( 2021) Teachers are on the Front lines with Students in the Coronavirus Pandemic. The Conversation. https://theconversation.com/teachers-are-on-the-front-lines-with-students-in-the-coronavirus-pandemic-149896

Burke , A. (2021) Children’s Play in Pandemic Times. Teacher Education for Social Justice and Diversity. https://teachereducationnetwork.blogspot.com/2021/05/

Peer-Reviewed Articles

Coombs, A. J., & DeLuca, C. (2022). Mapping the constellation of assessment discourses: A scoping review study on assessment competence, literacy, capability, and identity. Educational Assessment, Evaluation and Accountability. https://doi.org/10.1007/s11092-022-09389-9

 

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.

Peer-reviewed Articles

Sundly, A. & Galway, G. (2021). Social, economic, personal, family, and institutional influences on engineering students’ choice of degree program. Springer Nature Social Sciences 1(253). https://doi.org/10.1007/s43545-021-00261-z

Galway, G., Maddigan, B. & Stordy, M. (2020). Instructional use of iPads in a Canadian pre-service teacher education program. Technology, Education and Pedagogy. 29(5), 557-575,
DOI: 10.1080/1475939X.2020.1819397

Moore, S. & Galway, G. (2018). Design and pedagogical practices of an Inuit-focused bachelor of education program in Labrador. Education in the North, 25(1-2).

Sheppard, B. & Galway, G. (2016). School boards in Canada: Outworn relics of the past or champions of local democracy? Journal of Educational Administration and Foundations, 25(1). http://jeaf.ca/index.php/jeaf/article/view/43/23

Galway, G. & Sheppard, B. (2015). Research and evidence in education decision-making: A comparison of results from two pan-Canadian studies. Education Policy Analysis Archives, 23(109). http://dx.doi.org/10.14507/epaa.v23.1905

Galway, G. (2014). Government and the academy: Will the twain ever meet? The Morning Watch – Educational and Social Analysis (Special Anniversary Edition). Available at: http://www.mun.ca/educ/faculty/mwatch/winter14.htm

Galway, G., Sheppard, B., Brown, J., & Wiens, J. (2013). The impact of centralization on local school district governance in Canada. Canadian Journal of Educational Administration and Leadership, Issue 145.

Manuscripts in Preparation

Shaheen, M., & Galway, G. (2022, in preparation). Digital leadership practice in higher education.

Peer-Reviewed Books and Book Chapters

Galway, G. (2019). Reading, writing and religion: The history of teacher education in Newfoundland and Labrador. In T. Christou (Ed.). The curriculum history of Canadian teacher education. New York: Routledge.

Goodnough, K. & Galway, G. (2019). Science education in Canada: Newfoundland and Labrador. In C. Tippett & T. Milford (Eds.). Science Education in Canada. New York: Springer.

Gill, D., & Galway, G. (2019). Pre-service technology education teachers' perceptions of experiential learning through makerspaces. In Pulé, S., & deVries, M. (Eds.) Developing a knowledge economy through technology and engineering education (pp. 177 –185). Msida, Malta.

Galway, G. (2017). Re-democratizing education decision-making in Newfoundland and Labrador. In A. Marland & L. Moore, L. (Eds.). The Democracy Cookbook: Recipes to Renew Governance in Newfoundland and Labrador. St. John’s: Iser Books.

Galway, G. (2015). Is teaching still a viable option in Atlantic Canada. In N. Maynes & B. E. Hatt (Eds.) The Complexity of Hiring, Supporting, and Retaining New Teachers in Canada. (pp. 1-21). Canadian Association for Teacher Education/Association canadienne pour la formation à l’enseignement.

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.

In Progress

Keith, E., & Maich, K. (2022). Reframing mental health in schools: Using case stories to promote global dialogue. Rowman & Littlefield.

Sider, S., & Maich, K. (2022).  Leadership for inclusive schools: Cases from principals for supporting students with special educational needs.  Rowman & Littlefield.

Hall, C., Maich, K., & Anderson, B. (In Progress, 2022). People skills for behaviour analysis. Routledge.

Sider, S., & Maich, K. (In Press, January 2022). Inclusive school leadership: Real cases from real leaders. Rowman & Littlefield.

Keith, E., & Maich, K. (In Progress, 2021). Mental health case studies for international classrooms. Rowman & Littlefield.

Peer-Refereed Journal Articles & Chapters- In Press

Sider, S., Morvan, J. Maich, K., Specht, J., & McGhie-Richmond, D. (In Press, 2022). Between, betwixt, and amongst: Intersectionalities where school leadership and inclusive schools meet. In C. McGregor & S. Bedi (Eds.), Diverse leadership landscapes: Exploring the Terrain. McGill / Queen’s University Press.

Revise & Resubmit

Maich, K., Belcher, C., Legault, K., & Torraville, B. (Revised & Resubmitted, July 2022). What are picture books about autism telling our children? Exceptionality Education International.

Maich, K., van Rhijn, T., Hall, C., Mallabar, S., Vause, T., Squires, K., Hatt, A., & Ahi, M. (Revised & Resubmitted, December 2021). Employing intensive teaching triads to enhance the impact of a peer-mediated social skills program. International Journal of Inclusive Education.

Sohrabi, T., & Maich, K. (Revise & Resubmited, July 2022). Practical social skills assessments for inclusive classroom settings. Intervention in School & Clinic.

Submitted

Young, G., Penney, S., Arnold, C., Moghaddam, A., Azam, S., & Maich, K. (Submitted, 2022).  Teaching and scholarship in the time of COVID. Higher Education Theory & Practice.

Young, G., Penney, G., Arnold, C., Azam, S., Moghaddam, A., Maich, K., & Goodnough, K. Critical friends use Universal Design for Learning to improve inclusive teaching pedagogy. Canadian Journal of Scholarship of Teaching and Learning.

Moghaddam, A., & Maich, K., Rojas, J. (Submitted, July 2022). Computational thinking and task analysis: Bit-by-bit thinking for step-by-step learning. Australian Journal of Learning Difficulties.

Maich, K., O’Keefe, C., van Rhijn, T., Cowan, I., McLean, S., Melanson, S., & Michaud, J. (Submitted, April 2022). Autism spectrum disorder and behavioural intervention: Enhancing educational professional competency through online training. Teachers College Record.

Savage, M., Woloshyn, V., Maich, K, & Penney, S. (Submitted, November 2021). Stress, Coping, and Well-being in Teachers and School Administrators. Teaching & Teacher Education.

Mfoafo-M’Carthy, M., Grischow, J. D., Mprah, W., Must, N., Maich, K., Specht, J., & Sider, S. (Submitted, December 2020). The challenges of inclusive education in Ghana: A systematic review. International Journal of Inclusive Education.

2022 (COVID-19 PANDEMIC)

Belcher, C., & Maich, K. (In Press, 2022). Case Study: It takes a village: To what question is exclusion ever the answer? In E. Keith & K. Maich (Eds.). Reframing mental health in schools: Using case stories to promote global dialogue. Rowman & Littlefield.

Jahnukainen, M., Maich, K., Penney, S., & Young, G. (2022). Current trends in inclusive and special education in Newfoundland & Labrador, Canada, and Finland. In T. M. Cristou, R. Kruschel et al. (Eds), European Perspectives on Inclusive Education in Canada: Critical Comparative Insights. Routledge. https://www.routledge.com/European-Perspectives-on-Inclusive-Education-in-Canada-Critical-Comparative/Christou-Kruschel-Matheson-Merz-Atalik/p/book/9781032062631

Avery, K., van Rhijn, T., & Maich, K. (2022). Understanding the role of formal and informal support resources for parents of children with autism spectrum disorder. Canadian Journal of Family & Youth. https://journals.library.ualberta.ca/cjfy/index.php/cjfy/article/view/29791/21723

2021 (COVID-19 PANDEMIC)

Sider, S., & Maich, K., Morvan, J., Villella, M., Ling, P., & Repp, C. (In Press, April 2021). Inclusive school leadership: Examining the experiences of Canadian school principals in supporting students with special education needs. Journal of Research in Special Education Needs, 21(2). https://nasenjournals.onlinelibrary.wiley.com/doi/10.1111/1471-3802.12515

MacCormack, J., Sider, S., Maich, K., & Specht, J. (2021). Self-determination and inclusion: The role of Canadian principals in catalysing inclusive-positive practices. International Journal of Education Policy & Leadership.

Young, G., Philpott, D., Penny, S., Maich, K., & Butler, E. (2021). Quality early childhood education mitigates against special educational needs in children. In T. Loreman, J. Goldan, & J. Lambrecht (2021). Resourcing inclusive education (International Perspectives on Inclusive Education) (Volume 15). Emerald Publishing. https://doi.org/10.1108/S1479-3636202
10000015004

2020 (COVID-19 PANDEMIC)

Maich, K., Penney, S., Alves, K., & Hall, C. (2020). Autism spectrum disorders in the Canadian context: An introduction. Toronto: Canadian Scholars.

Maich, K., Belcher, C., Davies, A., Rose, J., & van Rhijn, T. (2020). Pathology persists and stigma stays: Representations of (autistic) Stephen Greaves in the post-apocalyptic world. Disability & Society. https://doi.org/10.1080/09687599.2020.1862641

Maich, K., Sider, S., Morvan, J., Specht, J., Smith, D. (2020). Making the unknown or invisible accessible: The collaborative development of inclusion-focused open access case studies for principals and other school leaders. Exceptionality Education International Special Issue, 30(2), 68-79. https://ir.lib.uwo.ca/eei/vol30/iss2/7/

Badenhorst, C., Pickett, S., Arnold, C., Lewis, L., Buley, J., Goodnough, K., Maich, K., McLeod, H., Penney, S., Young, G., & Vaandering, D. (2020). On being reviewed: From ghosts that haunt in isolation towards connection and unexpected agency. Higher Education Research & Development. https://www.tandfonline.com/doi/full/10.1080/
07294360.2020.1792847

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, 16(2). https://www.tandfonline.com/
doi/full/10.1080/17425964.2020.1737928

Belcher, C., & Maich, K. & Hardy, M. (2020). Teachers as zookeepers? How picture books describe classroom management. Language and Literacy, 21(4), 1-20. https://doi.org/
10.20360/langandlit29449.

 

 

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 Journal Articles

Young, G., Philpott, D., Butler, E., Maich, K., & Penney, S. (2019). Exploring the impact of quality early child education on special education: Can we prevent placement in special education? Exceptionality Education International, 29(3), 6-21. https://ir.lib.uwo.ca/eei/vol29/iss3/2

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, 29(3), 57-76. https://ir.lib.uwo.ca/eei/vol29/iss3/5

Maich, K., Davies, A., Penney, S., Butler, E., Young, G., & Philpott, D. (2019). Young children with Autism Spectrum Disorder in early education and care: The earlier we begin, the better. Exceptionality Education International, 29(3), 77-91. https://ir.lib.uwo.ca/eei/vol29/iss3/6

Young, G., & Careen, C. (2019). Examining the literature on assistive technology. Knowledge about Literacy (Viden om Literacy), 26, 14-21.

Goodnough, K., Arnold, C., Azam, S., Maich, K., Moghaddam, A., Penney, S., & Young, G. (2019). Cultivating a self-study community of practice: Reflections of faculty on issues of evolution and functioning. Studying Teacher Education. doi: 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. (2019). On being reviewed: From ghosts that haunt in isolation toward connection and unexpected agency Higher Education Research & Development.

Young, G., de Lugt, J., Penny, 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

Young, G., Specht, J. A., Hunter, F. E., Terreberry, S., McGhie-Richmond, D., & Hutchinson, N. L. (2018) “The First Day He Kicked Shoes at Me, the Last Day He Brought Me a Picture of Himself”: Investigating the Practicum Experiences of Pre-service Teachers. Exceptionality Education International, 28, 83-101. Retrieved from https://ir.lib.uwo.ca/eei/vol28/iss3/7

Peer Reviewed Book Chapters

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.

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.

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.

Young, G. (2018). Case study #22: Using assistive technology in inclusive classrooms. In D. Griffiths & J. Ryan (Eds.). Case Studies for Inclusive Educators and Leaders. (8 pages). Burlington, ON: Word & Deed Publishing. ISBN: 978-0-9918626-3-4

Calder Stegemann & A. AuCoin (Eds.), Inclusive Education: Stories of Success and Hope in a Canadian Context. (pp. 147-149). Don Mills, ON: Pearson Canada Inc. http://catalogue.pearsoned.ca/educator/product/Inclusive-Education-Stories-of-Success-and-Hope-in-a-Canadian-Context/9780134184135.page