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Journal Publications (2013-2014)
Abergel, E., Magnusson., J. (2014). The art of (bio)surveillance: Bioart and the financialization of
life systems. Canadian Journal of Cultural Studies, 30-31. Special Issue: The Financialized
Imaginary and Beyond.
A Chum, L. M., F. Handy, D. S., & J. Quarter. (2013). Degree and Direction of Paid
Employee/Volunteer Interchange in Nonprofit Organizations. Nonprofit Management and
Leadership, 23(4), 409–426.
Acker, S. (2013). Review of Women and Success: Professors in the UK Academy, by Kate Hoskins.
National Association of Student Personnel Administrators (NASPA) Journal about Women in
Higher Education, 6, 259–63.
Acker, S. (2014). A foot in the revolving door? Women academics in lower middle management.
Higher Education Research and Development, 33(1), 73–85.
Acker, S., W., M., L. Daunton, J. S., & B. Thomas. (2013). Academia as the (Com)promised Land for
Women? In C. C. L. Gornall (Ed.), Academic Working Lives: Experience, Practice and Change
(pp. 199–206). London: Bloomsbury.
Aitken, M., M., R. (2013). Exploring predictors of performance on a curriculum-based measure of
written expression. Journal of Writing Research, 43(4), 281–299.
Anzures, G., Q., P. C., Pascalis, O., S., A. M., & Lee, K. (2013). Development of own-race biases.
Visual Cognition, 21.
Anzures, G., Q., P.C., Pascalis, O., S., A.M., & Tanaka, J.W., L., K. (2013). Developmental origins of
the other-race effect. Current Directions in Psychological Science, 22, 173–178.
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Astington, J. W., D., L. A. (2013). Development of the deontic advantage in reasoning: Reply to
Cummins. Journal of Experimental Child Psychology, 116(3), 770–773.
Bégin-Caouette, Olivier, J., Glen A. (2014). Student Organizations in Canada and Quebec‟s “Maple
Spring.” Studies in Higher Education, 39(3), 412–425.
Bencze, J.L. (2013). Science & technology education for global wellbeing. Les Dossiers Des Sciences
de lEducation (The Records of Educational Sciences), 29, 109–123.
Bencze, J.L., C., L. .., Chiu, M.-H., D., R., Martin. S., S., C., Krajcik, J., S., N., Choi, K., L., H., &
Kim, S.-W. (2013). Globalization and science education. COSMOS, 8(2), 139–152.
Bialystok, L. (2013). Clearing Conscience. Reply to Curriculum and the Conscience of Parents by
Sarah Stitzlein. Philosophy of Education Society, 259–262.
Bialystok, L. (2013). Rev. of Authenticity as an Ethical Ideal by Somogy Varga. Philosophy in
Review, 33(6), 496–499.
Bialystok, L. (2014). Politics without “Brainwashing”: A Philosophical Defence of Social Justice
Education. Curriculum Inquiry, 44(3), 413–440.
Bialystok, L, G., L, & Poole, N. (2013). Preconception Care: A Call for National Guidelines.
Canadian Family Physician, 59(10), 1037–1039.
Botelho, Maria José, K., Julie A., & Jang, Eunice E., P., Shelley Stagg. (2014). Assessing
multiliteracies: Mismatches and opportunities. Language and Literacy, 16(1), 1–20.
Brett, C. (n.d.). Classroom Culture. International Innovation: Disseminating Science, Research and
Technology, (126), 12–14.
Browne, D.T., R., A., Wiener, J., H., J.S., & Meunier, J. C., T., S. (2013). Examining the Family-
Level and Economic Impact of Complex Child Disabilities as a Function of Child Hyperactivity
and Service Integration. Journal of Developmental and Physical Disabilities, 25(2), 181–201.
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Brunet, M.K., E., A. .., Talwar, V., B., N., & Lindsay, R.C.L., L., K. (2013). How children report true
and fabricated stressful and non-stressful events. Psychiatry, Psychology and Law, 20(6): 867–
881.
Campbell, C., L., A., & Yashkina, A. (2013). Teacher learning and leadership for classroom, school
and system improvement. Pensamiento Educativo: Revista de Investigación Educacional Latino
Americana, 50(2), 51–68.
Campbell, E. (2013). Judgment in Teaching. Curriculum Inquiry, 43(2), 181–188.
Campbell, E. (2013). The Virtuous, Wise, and Knowledgeable Teacher: Living the Good Life as a
Professional Practitioner. Educational Theory, 63(4), 413–430.
Canfield, F. C., G., P. A. (2014). You could call it magic: What parents and siblings tell preschoolers
about absent entities. Journal of Cognition and Development, 15(2), 269–286.
Carpenter, Sara, G. R., & Shahrzad Mojab. (2013). The dialectics of praxis. Socialist Studies, 9(1), 1–
17.
Cax a j , C. S ., Berman, H., Restoule, J. P., Varcoe, C., & Ray, S. L. (2013). Promises of peace and
development: Mining and violence in Guatemala. Advances in Nursing Science, 36(3), 213–228.
Cesaroni, C., P.-B., M. (2013). The importance of institutional culture to the adjustment of
incarcerated youth and young adults. Canadian Journal of Criminology and Criminal Justice,
55(4), 563–575.
Chen, C. P. (2013). Rejuvenate career counselling training in counsellor education. Australian
Journal of Career Development, 22(2), 72–81.
Chen, C. P., V., S. (2013). Multiple identities and career development of GLB immigrants.
Counselling Psychology Quarterly, 26(2), 208–224.
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Chen, C. P., W., J. (2013). Career counselling for gifted students. Australian Journal of Career
Development, 22(3), 121–129.
Cheung, J. J. H., Koh, J., Mackinnon, K., Brett, C., Bägli, D., Kapralos, B., & Dubrowski, A. (2013).
The use of web-based learning for simulation-based education and training of central venous
catheterization in novice learners. Studies in Health Technology and Informatics, 184, 71–77.
Chiu Loke, I., Heyman, G. D., Itakura, S., Toriyama, R., & Lee, K. (2014). Japanese and American
children‟s moral evaluations of reporting on transgressions. Developmental Psychology, 50(5),
1520–1531.
Cleovoulu, Y., M., H., Ellis, E., C., L., Moore, I, C., A., & Pelletier, J. (2013). Using photographic
picture books to better understand young children‟s ideas of belonging: A study of early literacy
and social inclusion. Canadian Children, 38(1), 11–20.
Craig, S. L., McInroy, L. B., Alaggia, R., & McCready, L. T. (2014). “Like PICKING UP A SEED,
BUT YOU HAVEN‟T PLANTED IT”: QUEER YOUTH ANALYZE THE IT GETS BETTER
PROJECT. International Journal of Child, Youth and Family Studies, 5(1), 204–219.
Cumming, A. (2013). Assessing integrated writing tasks for academic purposes: Promises and perils.
Language Assessment Quarterly, 10.
Cumming, A. (2013). Multiple dimensions of academic language and literacy development. Agendas
for Language Learning Research. Supplement 1 to Language Learning, 63, 130–152.
Cumming, A. (2013). Review of A. Inoue & Poe, M. (Eds.), Race and writing assessment. Assessing
Writing, 18(3), 239–240.
Cumming, A. (2013). Review of Macqueen, S., The emergence of patterns in second language
writing: A sociocognitive exploration of lexical trails. Studies in Second Language Acquisition,
35(3), 555–556.
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Cummins, J. (2013). Bilingual education and content and language integrated learning (CLIL):
Research and its classroom implications. Padres Y Maestros, No. 349.
Cummins, J. (2013). Rethinking pedagogical assumptions in Canadian French immersion programs.
Journal of Immersion and Content-Based Education, 2(1), 3–22.
Cummins, J. (2014). Beyond language: Academic communication and student success. Linguistics
and Education, 26, 145–154.
Cummins, J. (2014). To what extent are Canadian second language policies evidence-
based? Reflections on the intersections of research and policy. Frontiers in Psychology, 5, 1–
10.
Dafoe, T., S., L. (2013). Mindfulness meditation as an adjunct approach to treatment within the
correctional system. Journal of Offender Rehabilitation, 52(3), 198–216.
Das Gupta, T., M., G., & Mirchandani, K, N., R. (2014). Class Borders: Chinese and South Asian
Canadian Professional Women Navigating the Labor Market. Asian and Pacific Migration
Journal, 23(1), 55–83.
Deering, D., S., C. (2014). Financial management of Canadian universities: Adaptive strategies to
fiscal constraints. Tertiary Education and Management, 20(3), 207–224.
Dei, G. (2013). African Indigenous Proverbs and the Question of Youth Violence: Making the case
for the Use of the Teachings of Akan Proverbs for Canadian Youth Character and Moral
Education. Alberta Journal of Educational Research, 59(3), 1–19.
Dei, G. (2013). Africentric Schooling: What Next? International Journal for Talent Development and
Creativity, 1(2), 119–127.
Dei, G. (2013). Critical Perspectives on Indigenous Research. Socialist Studies/Etudes Socialistes,
9(1). Special Issue on Transgressive Pedagogies and Research, 27–38.
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Dei, G. (2014). African Indigenous Proverbs and the Instructional and Pedagogic Relevance for
Youth Education: Lessons from the Kiembu of Kenya and Igbo of Nigeria. Journal of Education
and Training, 1(1), 1–28.
Dei, G, Coburn, Elaine, M. S.-H., & Aileen Moreton-Robinson. (2013). Unspeakable Things:
Indigenous Research and Social Sciences. Socio, 2, 331–347.
Ding, X., G., X., & Fu, G., L., K. (2013). Neural correlates of spontaneous deception: A functional
near-infrared spectroscopy (fNIRS) study. Neuropsychologia, 51, 704–712.
Edgar Krull. (2003). Hilda Taba (1902 - 1967). Prospects, XXXIII(4), 481–491.
Emotion-focused therapy in practice: working with grief and abandonment. (2013). Washington, DC:
American Psychological Association. Retrieved from http://go.utlib.ca/cat/9030652
Erica Smith, S. (2013). Foreword. In Buddhist Voices in School: How a Community Created a
Buddhist Education Program for State Schools. Sense Publishers.
Esmonde, I. (2013). Nobody‟s rich and nobody‟s poor it sounds good, but it‟s actually not!: Affluent
students learning mathematics and social justice. Journal of the Learning Sciences, 23(3), 348–
391.
Esmonde, I., L.-O., J. (2013). Power in numbers: Student participation in mathematical discussions in
heterogeneous spaces. Journal for Research in Mathematics Education, 44(1), 288–315.
Evans, A. D., & Lee, K. (2014). The relation between 8- to 17-year-olds‟ judgments of other‟s
honesty and their own past honest behaviors. International Journal of Behavioral Development,
38(3), 277–281.
Evans, A.D., L., K. (2013). Emergence of lying in very young children. Developmental Psychology,
49(10), 1958-1963.
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Farmer, D., Bélanger, N., & Cyr, L.-A. (n.d.). Pour une gouvernance renouvelée dans le secteur de
l‟immigration au Nouveau-Brunswick : représentations et mobilisation autour d‟un instrument
d‟action publique, 10(No. 1), 20.
Farmer, D., & Prasad, G. (2014). Des jeunes (se) racontent! Approches créatives visuelles mises au
profit d‟élèves issus de la diversité linguistique et culturelle au Canada., No. 176(April), 10.
Farnia, F., G., E. (2013). Growth and Predictors of Change in English Language Learners‟ Reading
Comprehension. Journal of Research in Reading, 36(4), 389–421.
Fletcher, T., M., J., & Kosnik, C. (2013). Elementary classroom teachers and physical education:
Change in teacher-related factors during pre-service teacher education. Physical Education and
Sport Pedagogy, 18(2), 169–183.
Forward, Pat, W., Leesa. (2013). Interview with Leesa Wheelahan. The Australian TAFE Teacher, 8–
11.
Fritzley, H.V., L., R., & Lee, K. (2013). Young children‟s response tendencies toward yes-no
questions concerning actions. Child Development, 84(711-725).
Fu, G., Xiao, W. S., Killen, M., & Lee, K. (2014). Moral judgment and its relation to second-order
theory of mind. Developmental Psychology, 50(8), 2085–2092.
Galazka, M., G., P. A. (2014). The Role of Representational Strength in Verbal Updating: Evidence
from 19-and 24-month-olds. Journal of Experimental Child Psychology, 121, 156–168.
Gallagher, K. (2013). The Arts in Education: what more can be said? A book review of The Arts in
Education: An introduction to aesthetics, theory and pedagogy. by Mike Fleming. Drama
Research - International Journal of Drama in Education, 4(1).
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Gallagher, K., A. Wessels, & B. Yaman Ntelioglou. (2013). Becoming a networked public: Digital
ethnography, youth, and global research collectives. Ethnography and Education, 8(2), Special
Issue: Investigating Ethnography, Netography, On-line sites and communities), 177–193.
Gallagher, K., A.Wessels., & B.Yaman Ntelioglou. (2013). Listening to the affective life of injustice:
Drama Pedagogy, Race, Identity and Learning. Youth Theatre Journal, 27, 7–19.
Gallagher, K., & Wessels, A. (2013). Between the frames: Youth spectatorship and theatre as curated,
„unruly‟ pedagogical space. Research in Drama Education: The Journal of Applied Theatre and
Performance, 18(1), 25–43.
Ganea P.A., C., C.F., & Simons-Ghafari, K, C., T. (2014). Do cavies talk?: The effect of
anthropomorphic books on children‟s knowledge about animals. Frontiers in Psychology,
5(283).
Ganea, P. A., S., M. M. (2013). Representational Constraints on Language Development: Thinking
and Learning About Absent Things. Child Development Perspectives, 7, 227–231.
Ganea, P. A., S., M. M. (2013). Talking about the near and dear: Infants‟ Comprehension of
Displaced Speech. Developmental Psychology, 49, 1299–1307.
Ganea, P. A., H., P. H. (2013). Early limits on the verbal updating of an object‟s location. Journal of
Experimental Child Psychology, 114, 89–101.
Gaztambide-Fenández, R., S., A., & Desai, C. (2013). Talent and the misrecognition of social
advantage in specialized arts education. The Roeper Review - A Journal on Gifted Education,
35(2), 124–135.
Gaztambide-Fernández, R. (2013a). Thinking otherwise about the arts in education: A rejoinder.
Harvard Educational Review, 83(4), 636–643.
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Gaztambide-Fernández, R. (2013). Why the arts don‟t do anything: Toward a new vision for cultural
production in education. Harvard Educational Review, 83(1), 211–237.
Gaztambide-Fernández, R. (2014). Decolonial options and artistic/aestheSic entanglements: An
interview with Walter Mignolo. Decolonization: Indigeneity, Education, Society, 3(1), 196–212.
Gaztambide-Fernández, R., H., A. (2013). Social justice, deferred complicity, and the moral plight of
the wealthy. Democracy & Education, 21(1).
Gaztambide-Fernández, R., V., E, & Cairns, K. (2014). The mall and the plant:Choice and the classed
construction of possible futures in two specialized arts programs. Education and Urban Society,
46(1), 109–134.
Geva, E. (2014). The Cross-Language Transfer Journey – A Guide to the Perplexed. Written
Language & Literacy, 17(1). Special Issue: Crosslinguistic Transfer in Reading in Multilingual
Contexts: Recent Research Trends, 1–15.
Geva, E., M.-G., A. (2013). A Comparison of the Language Skills of ELLs and Monolinguals who are
Poor Decoders, Poor Comprehenders or Normal Readers. Journal of Learning Disabilities, 46,
387–401.
Ghiso, M.P., C., G., & Simon, R. (2013). Grassroots inquiry: Reconsidering the location of
innovation. Language Arts, 91(2), 105–112.
Gillis, J. R. (2013). Affirming sexual and gender minority identities. PsycCRITIQUES, 58(22).
Gini-Newman, G. (2014). Encouraging Digital Technology Integration with Critical Thinking: The
Global Teenager Project. In Inquiry into Practice: Learning and Teaching Global Matters in
Local Classrooms, 92–96.
Gini-Newman, G. (2014). In Search of the Thinking Classroom. Canadian Issues.
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Goldman, S. R., S., M. (2013). Managing, understanding, applying, and creating knowledge in the
information age: Next-generation challenges and opportunities. Cognition and Instruction, 31(2),
255–269.
Goldman, S. R., S., M. (Ed.). (2013). Multiple document comprehension. Cognition and Instruction,
31(2).
Goldstein, T. (2013). Travelling with Harriet‟s House. Playwrights POV, 2(4).
Goldstein, T. (2014). Learning from Other People‟s Families. Teaching Education Journal, 25(1), 65–
81.
Goldstein, T. (2014). Satellite Kids: An Ethnographic Play. Education Matters: The Journal of
Teaching and Learning. Online Journal. Faculty of Education, University of Saskatchewan.
Retrieved from http://ematters.ca
Goldstein, T., G., J., & Salisbury, J., S., P. (2014). When Educational Research Meets Theatre:
Performed Ethnography and Research-Informed Theatre Project Design. Qualitative Inquiry,
20(5), 674-685.
Goodwin. L. A., K., C. (2013). Quality teacher educators = quality teachers?: Conceptualizing
essential domains of knowledge for those who teach teachers. Teacher Development: An
International Journal of Teachers’ Professional Development, 17(3), 334–346.
Gottardo, A., J., C., Mak, L, F., F., & Geva, E. (2014). The role of first and second language skills in
reading comprehension in Spanish-speaking English learners: An examination of bidirectional
cross-linguistic relations. Written Language and Literacy, 17(1). Special Issue: Crosslinguistic
Transfer in Reading in Multilingual Contexts : Recent Research Trends,), 62–88.
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Groenendijk, R., K., M. .., Coppen, P, I., J., & van de Ven, P. (2013). Striving for literary
development in secondary literature students: A teacher‟s self-study. English Teaching: Practice
and Critique, 12(3), 41–64.
Grossman, M., P., J., & San Juan, V. (2013). Thinking about a reader‟s mind: Fostering
communicative clarity in the compositions of youth with autism spectrum disorders. Journal of
Autism and Developmental Disorders, 43(10), 2376–2392.
Guerrero, C., Gaztambide-Fernández, R., R., M., & Guerrero, E. (2013). Proyecto Latin@ On Stage
and Under the Magnifying Glass: The Possibilities and Limitations of a High-Profile
Institutionally Sponsored Youth Participatory Action Research Project. International Journal of
Critical Pedagogy, 4(2), 105–126.
Guoping Zhao, R. H. (Ed.). (2013). The Mission of Education in China. Frontiers of Education in
China, 8(4), 491–615.
Hagedorn, A., S., S. (2013). Making Our Way Through: DIY and Crafting Communities in Toronto.
Craft Research, 4(1), 11–30.
Harris, A., C., C., Mujis, D., R., D., Campbell, C., C., B., Earl, L., K., L., Munoz, G., S., L.,
Stringfield, S., van V., B., & Weinstein, J. (2013). Getting lost in translation? An analysis of the
international engagement of practitioners and policy-makers with the educational effectiveness
research base. School Leadership and Management, 33(1), 3–19.
Hayhoe, R., Pan, J., & Zha, Q. (2013). Lessons from the Legacy of Canada-China University
Linkages. Frontiers of Education in China, 8(1), 78-102.
Herman, J., E., S., & Fraser, C, C., R. (2013). Efficiency in the workplace: How knowledge
mobilization can help life balance. Leaders & Learners, 34.
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Heron-Delaney, M., Q., P.C., Lee, K., S., A.M., & Pascalis, O. (2013). Nine-month-old infants prefer
unattractive bodies over attractive bodies. Journal of Experimental Child Psychology, 115, 30–
41.
Hipfner-Boucher, K., M., T., Weitzman, E., G., J., & Pelletier, J., G., L. (2014). Relationships
between preschoolers‟ oral language and phonological awareness skills. First Language, 34(2),
178–197.
Hong, H-Y., S., M. (2014). Community knowledge assessment in a knowledge building environment.
Computers and Education, 71, 279–288.
Hurley, P., S. C. (2013). Higher education policy and legitimacy building: The making of a new
academic credential in Ontario. Higher Education Quarterly, 67(2), 157–179.
Jang, E. E. (2014). Assessing English language learners in K-12 schools. Education Matter, 2(1), 72–
80.
Jang, E. E., Dunlop, M., Wagner, M., Kim, Y.-H., & Gu, Z. (2013). Elementary School ELLs‟
Reading Skill Profiles Using Cognitive Diagnosis Modeling: Roles of Length of Residence and
Home Language Environment. Language Learning, 63(3), 400–436.
Jansen Koh, J. J. H. C. (2013). Web-based learning and computer supported collaborative learning for
psychomotor skill acquisition: perspectives of medical undergraduate students. Studies in Health
Technology and Informatics, 184, 222–4.
Jones, Glen A. (2013). Governing Quality: Positioning Student Learning as a Core Objective of
Institutional and System-Level Governance. International Journal of Chinese Education, 2(2),
189–203.
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Jones, Glen A. (2013). Review of Lowering Higher Education: The Rise of Corporate Universities
and the Fall of Liberal Education by James E. Cote and Anton L. Allahar. University of Toronto
Quarterly, 82(3), 474–475.
Jones, Glen A. (2013). The Horizontal and Vertical Fragmentation of Academic Work and the
Challenge for Academic Governance and Leadership. Asia Pacific Education Review, 14(1), 75–
83.
Keates, J., G., S., & Ganea, P. A. (2014). Infants transfer nonobvious properties from pictures to real-
world objects. Journal of Experimental Child Psychology, 125, 35–47.
Kelemen, D., E., N., & Seston, R., G., P. A. (2014). Young children can be taught basic natural
selection using a picture storybook intervention. Psychological Science., 25(4), 893–902.
Khu, M., G., S.A., & Ganea, P.A. (2014). Learning from picture books: Infants‟ use of naming
information. Frontiers in Psychology, 5, 144.
Kooy, M., C., D. (2014). The Space in Between: A Book Club with Inner City Girls and Professional
Teacher Learning. Professional Development in Education, 1–17.
Kosnik, C., D., P., Miyata, C., C., Y., & Beck, C. (2014). Beyond initial transition: An international
examination of the complex work of experienced literacy/English teacher educators. English in
Education, 48(1), 41–62.
Kosnik, C., M., L., Dharmashi, P., M., C., & Beck, C. (2013). A foot in many camps: Literacy teacher
educators acquiring knowledge across many realms and juggling multiple identities. Journal of
Education for Teaching, 39(5), 534–540.
Kretz, A., S., C. (2013). Third stream, fourth mission: Perspectives on university engagement with
economic relevance. Higher Education Policy, 26(4), 497–506.
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Lasthiotakis, H., S., K., & Sá, C. (2013). Pursuing scientific excellence globally: International
research collaborations as a policy target. Higher Education Policy and Management, 35(6),
612–625.
Lau, Y.L., C., C.A., Chieh, K.M., O‟l., J., & Fu, G., L., K. (2013). Cultural differences in moral
justifications enhance understanding of Chinese and Canadian children‟s moral decisions.
Journal of Cross-Cultural Psychology, 44, 461–477.
Leatherdale, S.T., B., K.S., Carson, V., C., R.A., Dubin, J.A., E., S.J., Faulkner, G., H., D., Manske,
S., S., C.M., Laxer, R.E., B., C., & Thompson-Haile, A. (2014). The COMPASS study: A
longitudinal hierarchical research platform for evaluating natural experiments related to changes
in school-level programs, policies and built environment resources. BMC Public Health 2014,
14(331), 1–7.
Lee, K. (2013). Little liars: Development of verbal deception in children. Child Development
Perspectives, 7, 91–96.
Lee, K., Brett, C., Lee, K., & Brett, C. (2013). What are student inservice teachers talking about in
their online Communities of Practice? Investigating student inservice teachers‟ experiences in a
double-layered CoP. Journal of Technology and Teacher Education, 21(1), 89–118.
Lemay, A., S., C. (2014). The use of academic research in public health policy and practice. Research
Evaluation, 23(1), 79–88.
Li, Q. G., H., G. D., & Xu, F., L., K. (2014). Young Children‟s Use of Honesty as a Basis for
Selective Trust. Journal of Experimental Child Psychology, 117, 59–72.
Liu, J., L., J., Feng, L., L., L., & Tian, J., L., K. (2014). Seeing Jesus in toast: Neural and behavioral
correlates of face pareidolia. Cortex, 31, 60–77.
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Liu, J., W., M., Shi, X., F., L., Thacker, J.M., T., J., Li,L, S., D., & Lee, K. (2013). Neural correlates
of covert face processing: fMRI evidence from a prosopagnosic patient. Cerebral Cortex.
Retrieved from http://cercor.oxfordjournals.org/content/early/2013/02/28/cercor.bht059
.full.pdf+html
Livingstone, D. . W. (2014). Interrogating professional power and recognition of specialized
knowledge: a class analysis. European Journal for Research on the Education and Learning of
Adults, 5(1), 13–29.
Li, Y., L., H., & Decety, J., L., K. (2013). Experiencing a natural disaster alters children‟s altruistic
giving. Psychological Science, 24, 1686–1695.
Lopez, A.E. (2013). Collaborative Mentorship: A Mentoring Approach to Support and Sustain
Teachers for Equity and Diversity. Mentoring and Tutoring: Partnership in Learning, 21(3),
292-311.
Lopez, A. E. (2013). Embedding and Sustaining Equitable Practices in Teachers Everyday Work: A
Framework for Critical Action. Teaching & Learning, 7(3), 1–15.
Lopez, A. E., B., J. (2013). Navigating in Stormy Waters. Canadian Journal of Educational
Administration and Policy, (142), 1–17.
Lum, Lillie, B., Pat, & Kerekes, Julie, V., Antonella. (2014). Challenges in oral communication for
internationally educated nurses. The Journal of Transcultural Nursing, 26(1), 83-91.
Luo, Y. C., C., X., & Geva, E. (2014). Concurrent and Longitudinal Cross-Linguistic Transfer of
Phonological awareness and Morphological Awareness in Chinese-English Bilingual Children.
Written Language and Literacy, 17(1). Special Issue: Crosslinguistic Transfer in Reading in
Multilingual Contexts: Recent Research Trends, 89–115.
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Magnusson, J. (2013). Biosurveillance as a terrain of innovation in an era of monopoly finance
capital. Policy Futures in Education, 11(6), 746–756.
Magnusson, J. (2013). Precarious learning and labour in financialized times. Brock Education: A
Journal of Educational Research and Practice, 22(2). Special Issue on The Impact of
Globalization for Adult Education and Higher Education, 69–83.
Mair, Heather, J. S. (Ed.). (n.d.). Special Issue on Leisure and Food. In Leisure/Loisir, 34 (1-4).
Major, A., M., R., & Wiener, J. (2013). Self-efficacy for self-regulated learning in adolescents with
and without attention deficit hyperactivity disorder (ADHD). Learning and Individual
Differences, 27, 149–156.
Markel, C., W., J. (2014). Attribution Processes in Parent-Adolescent Conflict in Families with
Adolescents with and without ADHD. Canadian Journal of Behavioural Science, 46(1), 40–48.
McClay, J. K., & Peterson, S. S. (2013). Teaching composition with new literacies perspectives:
“We‟ll test it out and then let the kids run with it.” Language and Literacy, 15(1), 39–57.
McCready, L. T. (2013). Conclusion to the Special Issue: Queer of Color Analysis: Interruptions and
Pedagogic Possibilities: QOCA: Interruptions and Pedagogic Possibilities. Curriculum Inquiry,
43(4), 512–522.
McKnight, K., L. M. (2014). Academic Freedom or Bottom Line: Public College Healthcare
Professionals Teaching in a Global Economy. College Quarterly, 17(1). Retrieved from
http://www.collegequarterly.ca/2014-vol17-num01-winter/mcknight-muzzin.html
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