, Nipissing university
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McGill Journal of Education / Revue des sciences de l'éducation de McGill Vol. 40 No. 1 (2005) - Articles
Using Narrative Inquiry to Inform and Guide our (Re) Interpretations of lived experience
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McGill Journal of Education / Revue des sciences de l'éducation de McGill Vol. 45 No. 3 (2010) - Articles
SOLVING ETHICAL DILEMMAS WITH CHILDREN: EMPOWERING CLASSROOM RESEARCH
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McGill Journal of Education / Revue des sciences de l'éducation de McGill Vol. 46 No. 2 (2011) - Articles
THE ABSENTEE MINISTER OF EDUCATION OF CANADA: THE CANADIAN FEDERAL GOVERNMENT'S CONSTITUTIONAL ROLE IN FIRST NATIONS EDUCATION
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McGill Journal of Education / Revue des sciences de l'éducation de McGill Vol. 46 No. 3 (2011) - Articles
THE PERILS OF BEING A MALE PRIMARY/JUNIOR TEACHER: VULNERABILITY AND ACCUSATIONS OF INAPPROPRIATE CONTACT WITH STUDENTS
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McGill Journal of Education / Revue des sciences de l'éducation de McGill Vol. 47 No. 1 (2012) - Articles
INTERNATIONAL PRACTICA EXPERIENCES AS EVENTS OF INFLUENCE IN A TEACHER CANDIDATES’ DEVELOPMENT
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McGill Journal of Education / Revue des sciences de l'éducation de McGill Vol. 39 No. 003 (2004) - Book Reviews
WHAT TO DO? CASE STUDIES FOR EDUCATORS. 3RD REVISED EDITION (Authors: William Hare & John P. Portelli)
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McGill Journal of Education / Revue des sciences de l'éducation de McGill Vol. 52 No. 3 (2017) - Articles
TELL ME WITH PICTURES! GRADE 8 STUDENTS’ DIGITAL REPRESENTATIONS OF ENGAGEMENT IN LEARNING
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McGill Journal of Education / Revue des sciences de l'éducation de McGill Vol. 29 No. 002 (1994) - Book Reviews
FILM REVIEW
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McGill Journal of Education / Revue des sciences de l'éducation de McGill Vol. 49 No. 2 (2014) - Articles
TEACHING FOR TRANSFER: INSIGHTS FROM THEORY AND PRACTICES IN PRIMARY-LEVEL FRENCH-SECOND-LANGUAGE CLASSROOMS
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McGill Journal of Education / Revue des sciences de l'éducation de McGill Vol. 53 No. 3 (2018) - Articles
THE INFLUENCE OF CLASSROOM EXPERIENCE ON TEACHER BELIEF SYSTEMS: NEW FRENCH SECOND LANGUAGE TEACHERS’ BELIEFS ABOUT PROGRAM OPTIONS FOR ENGLISH LANGUAGE LEARNERS AND STUDENTS WITH LEARNING DIFFICULTIES
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