* Doctoral student names in bold
Books and Chapters
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Aljaadi A.M., Alharbi M. (2020). Overweight and Obesity Among Saudi Children: Prevalence, Lifestyle Factors, and Health Impacts. In: Laher I. (eds) Handbook of Healthcare in the Arab World. Springer, Cham. https://doi.org/10.1007/978-3-319-74365-3_187-1
Chu, E. L. (2019). Exploring curriculum as an experience of consciousness transformation. Cham, Switzerland: Palgrave Macmillan.
Sant, E., Lewis, S., Delgado, S., & Ross, E. W. (2018). Justice and global citizenship education. In I. Davies, H. Li-Ching, D. Kiwan, C. L. Peck, A. Peterson, E. Sant, & Y. Waghid (Eds.), The Palgrave Handbook of Global Citizenship and Education (pp. 227-243). London: Palgrave Macmillan.
Clarke, A., Fritzlan, A., & Robertson, S. (2021). Mentoring as a professional practice: Inquiry, sense-making, and collaboration. In J. Mena & A. Clarke (Eds.), Teacher induction and mentoring: Supporting Beginner Teachers (197–220). Switzerland: Palgrave McMillan.
Gautreaux, M. (2017). Revitalizing the Common(s) in New Mexico: A Pedagogical Consideration of Socially Engaged Art. In. Means, A. J., Ford, D. R., Slater, G. B. (Eds.), Educational Commons in Theory and Practice: Global Pedagogy and Politics (pp. 249-269). New York, NY: Palgrave Macmillan.
Gautreaux, M. (2016). Neoliberal Education Reform’s Mouthpiece: Education Week’s Discourse on Teach for America. In Wubbena Z., Ford, D., and Porfilio, B. (Eds.), News Media and the Neoliberal Privatization of Education. Information Age Press.
Gómez, H. & Murillo, F. (2015). Formación Docente: Demandas desde la Frontera. Santiago, UCSH.
Huston, L., Kamenawatamin, S., Beardy, L., Francis, M. (2024). Rooted in Ancestral Lands: Sharing the Knowledge Through Indigenous Storywork. In: Berger, I. (eds) Intimately Situated Stories of Place. Critical Cultural Studies of Childhood. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-63034-7_8
Huston, L. & Michano-Drover, S., (2022). Placing the Child’s Hands on the Land: Conceptualizing, Creating and Using a Land-based Play Space, In S.S. Peterson & N. Friedrich (Eds.), Roles of place and play in young children’s oral and written language.Toronto, ON: University of Toronto Press.
Hodson, J., Hedican, N., Huston, L., Mason, B., Junnila, M., Falcigno, K., Evans, K., (2020). Indigenous Early Childhood Education Leadership – Summative Report Anishininiiwi awaashishiiw kihkinohamaakewi niikaanihtamaakew, Thunder Bay, Canada. http://indigagogy.com/The%20OSHKI-WENJACK%20FINAL%20SUMMATIVE%20REPORT.pdf
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Michel, J. C. A., & Pinar, W. F. (2023). Love in the Post-Reconceptualist Era of Curriculum Work: Deliberations on the Meanings of Care (1st ed.). Routledge. https://doi.org/10.4324/9781003359968
Rallis, N., Morimoto, K., Sorenson, M., Triggs, V., & Irwin, R. L. (Eds). (2024). Walking in Art Education: Eco-pedagogical and A/r/tographical Encounters. Intellect.
Roldan J., Marin-Viadel, R., Mosavarzadeh, M., Morimoto, K. & Irwin, R. L. (Eds.). (2024). Visual Methods, A/r/tography and Walking. Tirant Lo Blanch, Madrid.
Roldan J., Marin-Viadel, R., Mosavarzadeh, M., Morimoto, K. & Irwin, R. L. (Eds.). (2024). Visual Methods, A/r/tography and Walking. Tirant Lo Blanch, Madrid.
Kinslow, A. (2017). Performing Landing: Place, Pedagogy and Transformation. In K. Staikidis & C. Ballengee-Morris (Eds.), Transforming Our Practices: Indigenous Art, Pedagogies, and Philosophies. (pp. 37-40) National Art Education Association.
Laszcik, A., Irwin, R.L., Cutter-Mackenzie-Knowles, A., Rousell, D., & Lee, N. (Eds.). (2021). Walking with A/r/tography. [Palgrave Studies in Movement across Education, the Arts and the Social Sciences]. NY: Palgrave.
Lasczik, A., Cutter-Mackenzie-Knowles, A., Rousell, D., & Lee, N. (2021). Orientation to walking with a/r/tography. In A. Lasczik, A., R. L. Irwin, Cutter-Mackenzie-Knowles, D. Rousell, & N. Lee (Eds.), Walking with A/r/tography (pp. 1-16). Springer.
Lee, N.Y.S., Wong, L.E., & Ursino, J.M. (Eds.) (2022). Lingering with the Works of Ted T. Aoki: Historical and Contemporary Significance for Curriculum Research and Practice. 1st Edition. Routledge Taylor & Francis.
Lee, N. & Morimoto, K. (2021). Walking curricular paths in the virtual : The Stanley Parable and Minecraft. In A. Lasczik, A., R. L. Irwin, Cutter-Mackenzie-Knowles, D. Rousell, & N. Lee (Eds.), Walking with A/r/tography (pp. 39-48). Springer.
Lenz Kothe, E. (2017). Considering Reciprocal Pedagogy in the Borderlands. In K. Staikidis & C. Ballengee-Morris (Eds.), Transforming Our Practices: Indigenous Art, Pedagogies, and Philosophies. (pp. 84-91) National Art Education Association.
MacDougall, D., Irwin, R. L., Boulton, A., LeBlanc, N. & May, H. (2018). Encountering research as creative practice: Participants giving voice to the research. In L. Cutcher & L. Knight (Eds.). Arts-Research-Education: Connections and directions (pp. 31-60). London: Springer.
Mosavarzadeh, M., & Morimoto, K. (Eds.). (2020). Making – Place: International postcard exhibition. InSEA Publications.
https://www.insea.org/making-place-international-postcard-exhibition/
Murillo, F. (en prensa) La formación profesional más allá del saber-hacer: consideraciones y desafíos para una gestión curricular post-competencial. In Gómez, H., Castro, C., Reyes, L. (Eds.) Desafíos y tensiones en la gestión del curriculum: teoría y práctica. (pp. 85-91) Santiago, UCSH.
Murillo, F. (2017) La perspectiva de Justicia Social en la Formación Inicial Docente: tensiones y posibilidades desde un Análisis Crítico del Discurso. Editorial Académica Española.
Nazari, S., & Heng Hartse, J. (2018). Duoethnography: Provoking ideology and curriculum in dialogic voices. In E. Hasebe-Ludt & C. Leggo (Eds.), Canadian Curriculum Studies: A Métissage of Inspiration/Imagination/Interconnection (pp. 165-173). Toronto, Ontario: Canadian Scholars’ Press.
Heng Hartse, J., & Nazari, S. (2018). Duoethnography: An interfaith dialogue on lived experiences in TESOL. In M. S. Wong & A. Mahboob (Eds.), Spirituality & English Language Teaching: Religious Explorations of Teacher Identity, Pedagogy and Context (pp. 46-62). UK: Multilingual Matters.
Rallis, N., Morimoto, K., Sorenson, M., Triggs, V., & Irwin, R. L. (Eds). (2024). Walking in Art Education: Eco-pedagogical and A/r/tographical Encounters. Intellect
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Segatto, C., Louzano, P., Cox, C., Marfán, J., Ow, M., & Santos, A.F. (2019). Different models of initial teacher education: an analysis of four pedagogy courses [Diferentes modelos de formação inicial de professores: uma análise de quatro cursos de pedagogia] in: The Role of Practice in Initial Teacher Education [O Papel da prática na formação inicial de professores]. Instituto Península, Profissão Docente. São Paulo: Moderna.
Louzano, P., Cox, C., Marfán, J., & Santos, A.F. (2019). The pedagogy course at Diego Portales University, Chile [O curso de pedagogia da Universidade Diego Portales, Chile] in: The Role of Practice in Initial Teacher Education [O Papel da prática na formação inicial de professores]. Instituto Península, Profissão Docente. São Paulo: Moderna.
Ursino, J., Irwin, R. L., Lee, N., Morimoto, K. & Mosavarzadeh, M. (2021). Pedagogical Affect and the Curricular Imperative in a Moment of Poesis. In A. Lasczik, R. L. Irwin, A. Cutter-Mackenzie-Knowles, D. Rousell & N. Lee (Eds.), Walking with A/r/tography (pp. 17-38). Palgrave.
Wang, W. (2014). The Yuanpei Program in Peking University–a case study of curriculum innovation. Springer: Berlin Heidelberg. http://webcat1.library.ubc.ca/vwebv/holdingsInfo?searchId=92444&recCount=10&recPointer=0&bibId=7395903
Wang, C. & Wang, W. (2014). Indirect vs. Direct Instructional Approaches to Teaching Research Methodology. In W. Ma (Ed.) East meet west in teacher preparation: crossing Chinese and American Borders. (105-125). Teacher’s College Press: New York. http://webcat1.library.ubc.ca/vwebv/holdingsInfo?searchId=92447&recCount=10&recPointer=1&bibId=7397652
Journal Articles
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Alharbi, M., Tan, Y. S. M., & Lo, C. O. (2020). Foodways, community, and film-making: A case study of funds of knowledge in higher education. Higher Education Pedagogies, 5(1), 310-323. https://doi.org/10.1080/23752696.2020.1841569
Michelle Tan, Y. S., Owen Lo, C., & Alharbi, M. (2020). Promoting student learning through diasporic foodways: Community-oriented pedagogy through films. Teaching in Higher Education, , 1-18. https://doi.org/10.1080/13562517.2020.1830366
Alharbi, M. (2018). Becoming a teacher in saudi arabia: Female role models and mentors.Reflections : Narratives of Professional Helping, 24(4), 84-89. https://reflectionsnarrativesofprofessionalhelping.org/index.php/Reflections/issue/view/131
Alharbi, M., & Renwick, K. (2017). Saudi Arabian home economics curriculum: Searching for deep learning. International Journal of Home Economics, 10(2), 109.
Anderson, S. (2017). The stories nations tell: Sites of pedagogy, historical consciousness, and national narratives. Canadian Journal of Education, 40 (1): 1-38.
Athie Martinez, M.J., Turner, B., Lim, T., Nourse, A., Knott, R., Chikitie, C-L, Preston, C., Tilli, T. (2025) Our Learning Journey: Creating continuing education courses for pharmacy team embers on First Nations cultural safety and humility in British Columbia, Canada. Currents in Pharmacy Teaching and Learning. 17. https://doi.org/10.1016/j.cptl.2024.102276
Banack, H., Beattie, A. E., Berger, I., Montague, A., and Strich, D. (2018). Acts of reading and gathering in place: Our stories so far… Ecothinking, 1. http://www.eco-thinking.org/index.php/journal/article/view/19/32
Dawson, K. and Beattie, A. E.(2018). Locating the Educator in Outdoor Early Childhood Education.Australian Journal of Environmental Education. doi: 10.1017/aee.2018.24
Beattie, A. E. (2015). Environmental Education and Digital Technology: Wander No Longer. Of Land & Living Skies, 5: 20. http://saskoutdoors.org/userdata/files/196/Issue%205-FINAL-web.pdf
Beattie, A. E. (2015). A Young Child’s Perspectives on Outdoor Play: A Case Study from Vancouver, British Columbia. International Journal of Early Childhood Environmental Education, 3(1): 38-53. https://naaee.org/sites/default/files/eepro/resource/files/ijecee31.pdf
O’Donoghue, D., Berard, MF. (2014) Six qualities of socially engaged design: Emerging possibilities for K-12 art education programs. Art Education 67(6), 6-10.
Capó García, R. (2023). Monuments to mestizaje and the commemoration of racial democracy in Puerto Rico. Visual Anthropology Review 39(2), 2-39. https://doi.org/10.1111/var.12313
https://anthrosource.onlinelibrary.wiley.com/doi/full/10.1111/var.12313
Capó García, R. (2021). (De)colonizing critiques: Critical pedagogy, currere, and the limits of the colonial mentality. The Journal of Curriculum Theorizing, 36(2), 43-55.
Delgado, S. & Ross, E. W. (2016). Students in revolt: The pedagogical potential of student collective action in the age of the corporate university. Knowledge Cultures, 4(6): 141-158.
Delgado, S., Gautreaux, M. & Ross, E. W. (2016). La literatura infantil como herramienta para enseñar cuestiones relativas al poder, la tiranía y la justicia social [Children’s literature as a tool to teach issues of power, tyranny and social justice]. Íber: Didáctica de las Ciencias Socials, Geografia e Historia, 82, 50-55.
Delgado, S. & Gautreaux, M. (2015). Film Review of Economic Freedom in Action: Changing Lives. Workplace, 25, 52-57.
Delgado-Betancourth, S. X. (2014). Rethinking Economics Education: Challenges and Opportunities. Workplace, 23, 48-56. ISSN 1715-0094
Code, J., Ralph, R. & Forde, K. (2022). A disorienting dilemma: Teaching and learning in technology education during a time of crisis. Canadian Journal of Science, Mathematics and Technology Education. https://doi.org/10.1007/s42330-022-00191-9
Code, J., Ralph, R. & Forde, K., (2020). Pandemic designs for the future: Perspectives of technology education teachers during COVID-19. Information and Learning Science, 121(5/6), 419-431. https://doi.org/10.1108/ILS-04-2020-0112
Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
Fuchs, T.T. & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1). https://doi.org/10.1007/s42330-022-00200-x
Fuchs, T.T., Bonney, K.M., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. American Biology Teacher, 83(1), 5-11. DOI: https://doi.org/10.1525/abt.2021.83.1.5.
Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2021). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education. https://doi.org/10.1080/1046560X.2021.1908658.
Clark, P., Gemmell, K., & Gleason, M. (2018). Historical Studies in Education/Revue d’histoire de l’éducation – A journal’s journey from past to present. Scholarly Research and Communication, 9(1): 1-11.
Clark, P., & Gemmell, K. (2017). “The school book question is a farce:” Textbook provision in Nova Scotia, 1864-1944. Acadiensis: Journal of the History of the Atlantic Region, 46(2): 59-87.
Goh, D. (2022). Rethinking textbooks as active social agents in interpretivist research. The Curriculum Journal, 1–16. https://doi.org/10.1002/curj.162
Goh, D. (2021). Book review: Understanding the school curriculum: Theory, politics and principles. Journal of the Canadian Association for Curriculum Studies, 19(1), 129–136. https://doi.org/10.25071/1916-4467.40551
Stagg-Peterson, S., Huston, L., Ings, E., Mason, B., & Falcigno, K. (2022). Awakening Indigenous Knowledge: Perspectives and Experiences of Indigenous Early Childhood Education Diploma Students. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 56(1). Retrieved from https://mje.mcgill.ca/article/view/9892
Hudson., M., & Huston., L. (2021). We are all in it together: Supporting hearts and minds during unprecedented times. Journal of Childhood Studies, 46(3), 53-62. https://doi.org/10.18357/jcs463202120026m
Huston., L., Mason. B & Loon, R. (2020). Culturally Responsive Indigeneity of Relations: Embracing the Needs of First Nation Children Through the Voices of First Nation Early Childhood Educators. Journal of Childhood Studies, 45 (4), 68 81. https://doi.org/10.18357/jcs00019203.
Peterson, S.S., Huston, L., & Loon, R. (2019). Preparing Indigenous teachers from remote communities: Voices from Northern Ontario, Brock Journal of Education, 48(2), 17-32.
Huston, L., (2018). The Leadership Journey in the Spirit of indigenous Early Childhood Educators in remote Northern First Nations Communities, Association of Early Childhood Educators Ontario (AECEO), 2, No 1(Spring/Summer 2018), 45-56. https://drive.google.com/file/d/1YBa6ishzwBwEb8sYSXLRnnfiZwNGSTUd/view
Iskander, L. (2021). Nonbinary beginning teachers: Gender, power, and professionalism in teacher education. Teachers College Record, 123 (9), https://www.tcrecord.org ID Number: 23831.
Khayatt, D. & Iskander, L. (2020). Reflecting on ‘coming out’ in the classroom. Teaching Education.
DOI: https://doi-org.ezproxy.library.ubc.ca/10.1080/10476210.2019.1689943
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Forde, K. (2023). Currere: The agentic (re)writing of the self. Currere Exchange Journal, 7(2). https://cej.lib.miamioh.edu/index.php/CEJ/article/view/246
Code, J., Moylan, R., Forde, K., & Ralph, R. (2023). Teachers’ Sense of Efficacy During a Time of Crisis. Canadian Journal of Science, Mathematics and Technology Education. https://doi-org.ezproxy.library.ubc.ca/10.1007/s42330-023-00291-0
Kinslow, A. (2013) Treading the Path of the Heart. E. Ritskes (Ed.) Decolonization: Indigeneity, Education & Society, Vol 2, No. 2 (Open Access journal) ISSN 1929-8692 http://decolonization.org/index.php/des/article/view/19610
Michelle Therese Gautreaux. (2015). Neoliberal education reform’s mouthpiece: Analyzing Education Week’s discourse on Teach for America. Critical Education, 6(11).
Hales, A. (2015). “A multitude of wedges:” Neoliberalism and micro-political resistance in British Columbia’s public schools 2001-2014. Workplace, 25, 53-63.
Lenz Kothe, E., Mary Jo Maute, & Chris Brewer. (2015). Vanishing Ice: Art as a Tool for Documenting Climate Change. Art Education, 68(2), 48–54.
Kothe, E. L., Higgins, M., Stiegler, S., Bérard, M., & Madden, B. (2015). A quick guide to speed-dating theorists through Thinking with theory in qualitative research: Viewing data across multiple perspectives [Review of the book Thinking with Theory in Qualitative Research: Viewing Data Across Multiple Perspectives by A. Jackson & L. Mazzei]. Canadian Journal for New Scholars in Education, 6(1), 68-78. Available at: http://www.cjnse-rcjce.ca/ojs2/index.php/cjnse/article/view/323/pdf
Madden, B. (2015). Pedagogical pathways for Indigenous education with/in teacher education. Teaching and Teacher Education, 51,1-15. Available at: http://authors.elsevier.com/a/1R7u6,GtqvXIW8
Higgins, M., Madden, B., & Korteweg, L. (2015). Witnessing (halted) deconstruction: White teachers’ ‘perfect stranger’ position in urban Indigenous education. Race Ethnicity and Education, 18(2), 251-276.
Madden, B. (2014). Coming full circle: White, Euro-Canadian teachers’ positioning, understanding, doing, honouring, and knowing in school-based Aboriginal education. In Education, 20(1), 57-81. Available at: http://ineducation.ca/ineducation/article/view/153/652
Marsden, R. (2014, Jan/Feb). Anishinaabe Research & Bimaadiziwin, or ‘the Good Life’. Complicity: An International Journal of Complexity & Education, 11(1). Introduction & article: http://ejournals.library.ualberta.ca/index.php/complicity/article/view/21431/16149
http://ejournals.library.ualberta.ca/index.php/complicity/article/view/21425/16142
Mosavarzadeh, M., & Ding, P. (2022). Hold Me: Togetherness as an Aesthetic Experience. International Journal of Art & Design Education. https://doi.org/10.1111/JADE.12425
Mosavarzadeh, M., Mahlouji, Sh., Moussavi, Y., & Sarreshtehdari, E. (2022). Walking with water: (Re)making pedagogical relations through walking and artmaking. The Canadian Journal of Action Research, 22(2), 91-108. https://journals.nipissingu.ca/index.php/cjar/article/view/578
Gómez, H., Núñez, I., Murillo, F. (en prensa) Decolonizar y Queerezar lo docente: repensando el discurso de la formación docente.
O’Sullivan, M. (2019). I played for my father. Action, Criticism, Theory for Music Education, 18(2), 190-98. http://act.maydaygroup.org/volume-18-issue-2/act-18-2-osullivan/
Raisinghani, L. (2016). Social justice in Mathematics: Mathematics for all! Needs, prospects and possibilities. Vector: The Official Journal of the BC Association of Mathematics Teachers, 57 (1): 29 – 33. Fall.
Raisinghani, L. (2016). (Re)searching (Trans-Multi)culturally responsive curricular conversations. Journal of the Canadian Association for Curriculum Studies, 14 (1): 182 – 198.
Gouzouasis, P., Ryu, J. (2014). A pedagogical tale from the piano studio: Autoethnography in early childhood music education research. Music Education Research, 1-24. oi:10.1080/14613808.2014.972924.
S-N
Louzano, P., Freitas, P. F., Santos, A. F., Ribeiro, V. M., & de Gusmão, J. B. (2018). Implementation of educational policies: elements for the debate and contributions to the field [Implementação de políticas educacionais: elementos para o debate e contribuições para o campo]. Cadernos Cenpec| Nova série, 8(2).
Don Krug & Ashley Shaw (2016). Reconceptualizing ST®E(A)M(S) Education for Teacher Education, Canadian Journal of Science, Mathematics and Technology Education, 16:2, 183-200, DOI: 10.1080/14926156.2016.1166295
Stiegler, S. (2016). Privacy for all students?: Talking about and around trans students in ‘public’. Curriculum Inquiry, 46(4): 348-368. doi: 10.1080/03626784.2016.1209638.
Stiegler, S. (2016). ‘Getting to [un]known you’: Opening up construction and imaginations of youth. Discourse: Studies in the cultural politics of education. doi: 10.1080/01596306.2016.1187114.
Loutzenheiser, L. W. and Stiegler, S. (2016) Youth. In N. Rodriguez, E. Brockenbrough, J. Ingrey, and W. Martino (Eds.) Queer Studies and Education: Critical Concepts for the Twenty-First Century (pp. 473-81). New York: Palgrave MacMillan.
Stiegler, S. and Sullivan, R. E. (2015). How to ‘fail’ in school without really trying: Queering pathways to success. Pedagogy, Culture and Society. 23(1): 65-83. doi: 10.1080/14681366.2014.919956.
Stiegler, S. (2015). Review of the book Sexuality in school: The limits of education, by J. Gilbert. Journal of the Canadian Association for Curriculum Studies, 15(2), 134-145.
Thomas, K., Thulson, A. (2014). Not Showing. Visual Arts Research Journal, Volume 40, Number 1, Issue 78, pp. 138-140. University of Illinois Press.
Halsall, T., Mahmoud, K., Iyer, S.N., Orpana, H., Zeni, M., & Matheson, K. (2023). Implications of time and space factors related with youth substance use prevention: a conceptual review and case study of the Icelandic Prevention Model being implemented in the context of the COVID-19 pandemic. International Journal of Qualitative Studies on Health and Well-being, 18:1, DOI: 10.1080/17482631.2022.2149097
Zeni, M., Schnellert, L., & Brussoni, M. (2023). “We do it anyway”: Professional identities of teachers who enact risky play as a framework for education outdoors. Journal of Outdoor and Environmental Education, https://doi.org/10.1007/s42322-023-00140-6
Molyneux, T., Zeni, M.,Oberle, E. (2022). Choose Your Own Adventure: Promoting Social and Emotional Development through Outdoor Learning. Early Childhood Education Journal. https://www.springer.com/journal/10643.
Eva Oberle, Megan Zeni, Fritha Munday & Mariana Brussoni (2021). Support Factors and Barriers for Outdoor Learning in Elementary Schools: A Systemic Perspective, American Journal of Health Education, DOI: 10.1080/19325037.2021.1955232.
Brussoni, M., Han, C., Jacob, J., Munday, F., Zeni, M., Walters, M., Cheng, T., Schneeberg, A., Fox, E., Oberle, E. (2021). A Web-Based Risk Reframing Intervention to Influence Early Childhood Educators’ Attitudes and Supportive Behaviors Toward Outdoor Play: Randomized Controlled Trial. JMIR Research Protocols.
Cheng, T., Brussoni, M., Han, C., Munday, F., Zeni, M. (2021). Perceived Challenges of Early Childhood Educators in Promoting Unstructured Outdoor Play: An Ecological Systems Perspective. Early Years: an international research journal.
Conference Proceedings
Forde, K. & Petrina, S. (2021). Design of the pre-service teacher’s digital self. In Anderson, D., Milner-Bolotin, M., Santos, R., & Petrina, S. (Eds.), Proceedings of the 6th International STEM in Education Conference (STEM 2021) pp. 446-452. University of British Columbia, Vancouver, Canada, July 5-9. University of British Columbia. https://doi.org/10.14288/1.0402129
Code, J., Forde, K., Ralph, R. & Zap, N. (2021). Assessment for learning in immersive and virtual environments – Evidence-centred game design in stem In Anderson, D., Milner-Bolotin, M., Santos, R., & Petrina, S. (Eds.), Proceedings of the 6th International STEM in Education Conference (STEM 2021) pp. 459-465. University of British Columbia, Vancouver, Canada, July5-9. University of British Columbia. https://doi.org/10.14288/1.0402129
Forde, K. (2021). Regulation of Teacher Professionalism and Social Media: An Analysis of Teacher Candidates’ Self-Regulation in British Columbia [Poster presentation]. In Anderson, D., Milner-Bolotin, M., Santos, R., & Petrina, S. (Eds.), Proceedings of the 6th International STEM in Education Conference (STEM 2021) p. 553. University of British Columbia, Vancouver, Canada, July 5-9. University of British Columbia. https://doi.org/10.14288/1.0402129
Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, California.
Royea, D. A., Nicol, C., & Osana, H. P. (in press). “Borrowing from the neighbour”: Preservice tecachers’ interpretations of student errors. Proceedings of the 39th annual meeting of the International Group for the Psychology of Mathematics Education. (July 2015 in Tasmania – proceedings not published yet)
Royea, D. A., Medina, M. A., Raisinghani, L., Yaro, K., & Nicol, C. (2014). Exploring preservice teachers’ mathematical and pedagogical engagement. In S. Oesterle, C. Nicol, P. Liljedahl, P., & D. Allan (Eds.). Proceedings of the Joint Meeting of PME 38 and PME-NA 36, Vol. 6, 215.
Raisinghani, L., Yaro, K., Royea, D. A., McDonald, R., & Nicol, C. (2014). Opportunities for learning: Exploring preservice teachers’ engagement with mathematical tasks. In S. Oesterle, C. Nicol, P. Liljedahl, P., & D. Allan (Eds.). Proceedings of the Joint Meeting of PME 38 and PME-NA 36, Vol. 6, 203.
Santos, A.F. (2020) Mathematics curriculum implementation through high-order cognitive tasks. In: 64th Annual Conference Comparative and International Education Society. Miami (Virtual).
Editorial
Murillo, F. (2014) Social Justice and Higher Education: How are we walking the talk? – bilingual commentary at Centre for Education, Law and Society – Simon Fraser University. Link: http://www.sfu.ca/education/cels/bilingual/bilingual-corner/social-justice-and-higher-education.html>