Faculty of Education

Faculty of Education
Faculty of Education

Recent Faculty Member Publications

Congratulations to the following faculty members on their recent publications!

Liying ChengRosa Bruno-Jofré

Accepted for Publication and Forthcoming

Rosa Bruno-Jofré and Jon Igelmo. The radicalization of Monsignor Ivan Illich’s Critique of the Institutionalized Church and the Formation of Missioners, 1960-1966. Journal of Ecclesiastical History, Cambridge University, forthcoming.

Rosa Bruno-Jofré. The Canadian Province of the Religieuses de Notre Dame des Missions: The horizon reference and reception of Vatican II, moving toward a new constellation of meanings, chapter 7, pp. 123-139, in Understanding the Consecrated Life in Canada : Critical Essays on Contemporary Trends, J. Zuidema, ed ( Wilfred Laurier University Press, 2015)

Rosa Bruno-Jofré. The Situational Dimension of the Educational Apostolate and the Configuration of the Learner as a Cultural and Political Subject: The Case of the Sisters of Our Lady of the Missions in the Canadian Prairies, chapter 9, pp. 160-182, in Education, Identity and Teaching Sisters. Deirdre. Raftery and Elizabeth Smyth . eds (Routledge, 2015)

Rosa Bruno-Jofre and Elizabeth Smyth, Doctoral Programs in Canada: The Ontario Case, in Doctoral Studies and University Identities: A Comparative View, Donatella Palomba and Carlo Cappa, eds ( Rome: Aracne editrice, Comparative Education Studies/Studi comparativi in educazione, forthcoming 2015).

Rosa Bruno-Jofré, La politique d’excellence au Canada, in De Ketele, J-M., Bernard Hugonnier et alii (eds.). Quelle Excellence pour l’enseignement supérieur. Bruxelles. De Boeck, à paraître, 2016.

Rosa Bruno-Jofré, Las Hermanas del Niño Jesús en Bembibre, León, España, en la Segunda Etapa del Franquismo: La Escuela sin Puertas, Historia de la Educación, Revista Inter-universitaria, Universidad de Salamanca, Spain, no 35 (Jan 2016).

Rosa Bruno-Jofré and Josh Cole. What the Dead Say to the Living?: Time, Politics, and Teacher Preparation in English Canada’s long-1960 in Rebekka Horlacher and Andreas Hoffmann-Ocon (Eds.). 2016. Pädagogisches Wissen in der Lehrerinnen -und Lehrerbildung / Educational Knowledge in Teacher Education . Bad Heilbrunn, Germany: Klinhardt.

Book Chapters and Journal Articles Published

Rosa Bruno-Jofré and Ana Jofré. Reading the Lived Experience of Vatican II: Words and Images, The Canadian Province of the Sisters of Our Lady of Missions in Peru, Historical Studies, Canadian Catholic Association, vol 81 (fall 2015): 31-52.

Rosa Bruno-Jofré. History of religious education: A transnational and trans-temporal journey: rescuing the longue durée and moving beyond theories of secularization. Contributing to the debate opened by David Käbisch., Bilddungsgeschichte. International Journal for the Historiography of Education, forthcoming, 5, Heft 2 (fall 2015) 218-221.

Rosa Bruno-Jofré and Josh Cole . To Serve and Yet to be Free: Historical Configurations and the Insertions of Faculties of Education in Ontario in Teacher Education in a Transnational World, Rosa Bruno-Jofré and James Scott Johnston, co-editors (Dec2014). Toronto: University of Toronto Press.

Rosa Bruno-Jofré. History of Education in Canada: Historiographic “turns” and Widening Horizons, Paedagogica Historica, LXVI, Extra II (December 2014), 257-487.

Rosa Bruno-Jofré and Jon Igelmo Zaldívar. The Center for Intercultural Formation, Cuernavaca, Mexico its Reports (1962-1967) and Ivan Illich’s Critical Understanding of Mission in Latin America, Hispania Sacra, LXVI, extra II (July-December 2014): 457-487.ISI Journal

Non Refereed Publications

Intellectual Interview

​Levantando el velo de la historia de la educación : Un acercamiento a la trayectoria, el pensamiento y la obra de Rosa Bruno-Jofré in Espacio, Tiempo y Educatión, Spain, 1-2, pp. 173-198, June 2014. Interviewers: Jon Igelmo and Patricia Quiroga. Doi: http://dx.doi.org/10.14516/ete.2014.001.002.007.

Introductory Articles

Rosa Bruno-Jofré, “Current Issues in Education: An Inquisitive Engagement,” Words from the Editor. Queen’s Education Letter, Faculty of Education, Queen’s University, Spring 2014.

Rosa Bruno-Jofré and Daniel Tröhler, Peripathetic Journey of Education in a Globalizing and “Educationalized” World: Keeping a Critical Edge in the Search for Educational Aims, Introduction to the special issue of Pensamiento Educativo, Pontificia Universidad Católica de Chile, Santiago, forthcoming April 2014.

Rosa Bruno-Jofré and James Scott Johnston , Introduction: Emerging Critical Issues in Teacher Education in a Globalizing and Transnational World in Teacher Education in a Transnational World (Toronto: University of Toronto Press, 2014), pp. 3-32.

Translation of Chapters and Articles (Forthcoming)

Translated into Chinese

Rosa Bruno-Jofré, “To those in ‘Heathen Darkness’: Deweyan Democracy and Education in the American Interdenominational Configuration in Latin America,” (2010) in Democracy and the Intersection of Religion and Traditions: The Readings of John Dewey’s Understandings of Democracy and Education, pp.131-165. Rosa Bruno-Jofré, James S. Johnston, Gonzalo Jover, and Daniel Tröhler, eds. Montreal and Kingston: McGill-Queen’s University Press.

To be published in Chinese in Zhang, Bin-xian & Tu, Shi-wan (eds.) John Dewey's Democracy and Education at 100: Reflections for a New Century. Beijing: Educational Science Publishing House, 2016.

Translated into Spanish

Rosa Bruno-Jofré. Popular Education in Latin America in the 1970s and 1980s: Mapping its political and pedagogical meanings, Bildungsgeschichte. International Journal for the Historiography of Education,1 (2011), 23-39 translated into Spanish, Educación popular en América Latina durante la década de los setenta y ochenta: una cartografía de sus significados políticos y pedagógicos, to be republished in Forum de Educación, 14,no 20 (January-June 2016).

Rosa Bruno-Jofré and Jon Igelmo Zaldívar, Ivan Illich’s Late Critique of Deschooling Society: “I was Largely Barking up the Wrong Tree”, Educational Theory, Journal of the John Dewey Society and the Philosophy of Education Society, 62, 5 (2012):573-592. To be republished in Spanish in Entramados: Educación y Sociedad, Argentina.

Recent Edited Book Published

Rosa Bruno-Jofré and James Scott Johnston, eds (2014) Teacher Education in a Transnational World. Toronto: University of Toronto Press.

Book Proposals Approved and Manuscripts Submitted

Rosa Bruno-Jofré and Jon Igelmo, eds, Fifty Years After Vatican II, 1962-1965 – A Transnational Interdisciplinary Encounter ( in process, University of Toronto Press). 

Rosa Bruno-Jofré, Heidi McDonald and Elizabeth Smyth. Vatican II and Beyond: Re-Envisioning Mission and reconstructing identity in the “Age of Fracture.”

Senior Editor:

Encounters in Theory and History of Education, vol. 16 forthcoming November 2015. Thematic issue: Difficult Intersections: Social Excellence, Equity, and the Democratization of Higher Education. It includes an interview with Judith Butler.

Guest Editor:

Rosa Bruno-Jofré and Patricia Quiroga, guest editors, special issue of Historia de la Educación, Inter-University Journal published in print (access online) by the University of Salamanca, Spain. Date of publication: January 2016.

Rosa Bruno-Jofré and Daniel Trohler, special issue of Pensamiento Educativo, journal of the Faculty of Education, Pontificia Universidad Católica de Chile. Title: Peripathetic Journey of Education in a Globalizing and “Educationalized” World: Keeping a Critical Edge in the Search for Educational Aims. April 2014.

Liying ChengLiying Cheng

Refereed Journal Articles

Cheng, L., Sun, Y., & Ma, J. (2015). Review of Washback Research Literature Within Kane’s Argument-Based Validation Framework. Language Teaching, 48(4), 436–470. doi:10.1017/S0261444815000233

Cheng, L., Wu, Y., & Liu, X. (2015). Chinese University Students’ Perceptions of Assessment Tasks and Classroom Assessment Environment. Language Testing in Asia, 5(13). DOI 10.1186/s40468-015-0020-6

Cheng, L., & Ma, J. (2015). “It puts us in our students’ shoes”: Listening to Voices from Teacher Candidates on Their Test-Taking Experience. International Journal of Humanities and Social Science Research, 1, 46-56.

Wei, Y. & Cheng, L. (2015). How Language Proficiency Contributes to Chinese Students’ Academic Success in Korean Universities. Language Testing in Asia, 5(8). Doi:10.1186/s40468-015-0016-2

Cheng, L., & Sun, Y. (2015). Teachers’ grading decision making: Multiple influencing factors and methods. Language Assessment Quarterly, 12, 213-233. doi:10.1080/15434303.2015.1010726

Song, X., Cheng, L., & Klinger, D. (2015). DIF investigation across groups of gender and academic background in a large-scale high-stakes language test. Papers in Language Testing and Assessment, 4(1), 97-124.

Cheng, L., & Sun, Y. (2015). Interpreting the impact of the Ontario Secondary School Literacy Test on second language students within argument-based validation framework. Language Assessment Quarterly, 12, 50–66. doi: 10.1080/15434303.2014.981334

Encyclopedia Entries

Cheng, L. (2015). Framing and defining your research project. In C. Coombe & J. D. Brown (Eds.), The Cambridge Guide to Research in Language Teaching and Learning. Cambridge, UK: Cambridge University Press.

Keynote and Plenary Presentations

Cheng, L. (November, 2015). Teacher assessment literacy: What teachers need to know? Keynote speech at MEXTESOL, Cancun, Quintana Roo, Mexico.

Cheng, L. (October, 2015). Connecting teaching, learning, and assessment through teachers’ quality classroom assessment practices. Keynote speech at TESL North York/York Region Fall Conference. Toronto, Ontario.

Cheng, L. (October, 2015). Teachers’ Grading Decision-Making: Validating the Interface between Teaching and Assessment. Invited public talk at Official Languages and Bilingualism Institute ǀ Institut des langues officielles et du bilinguismeUniversity of Ottawa ǀ Université d’Ottawa.

Cheng, L. (April, 2015). Supporting teachers and learners through classroom assessment. Invited public talk at TESL Kingston, Kingston.

Cheng, L. (March, 2015). Revisiting the interface of second language acquisition and language assessment research. Invited Joint AAAL/ILTA colloquium chaired and presented at the annual conference of American Association of Applied Linguistics. Toronto ON Canada.

Ted ChristouTheodore Christou

Refereed Journal Articles

Christou, Theodore (2015). “We Find Ourselves in the World of the Present: Humanist Resistance to Progressive Education in Ontario,” History of Education Quarterly 55 (3): 273-293.

Christou, Theodore (2015). “History of Education Crossing the Street: Exploring the Tenuous Place of Educational History in Canadian Historiography,” Acadiensis 43 (2): 157-167.

Christou, Theodore and Judy Wearing (2015). “An Interdisciplinary Curriculum Conversation on Fear and Learning,” In Education 21 (1): 57-73

Christou, Theodore (2015). “Taking Action in Teacher Education: Social Studies as a Means of Cultivating Engaged Citizenship,” LEARNing Landscapes 8 (1): 71-85.

Christopher DeLuca, Jason Shulha, Ulemu Luhanga, Lyn M. Shulha, Theodore M. Christou, and Don A. Klinger (2015). “Collaborative inquiry as a professional learning structure for educators: a scoping review,” Professional Development in Education 41 (4): 640-670.

Books

Christou, Theodore, Stan Hallman-Chang, and Charlene Hendricks (2015). History 7. Toronto: Nelson.​

Christou, Theodore, Stan Hallman-Chang, and Charlene Hendricks (2015). History 7: Student Book. Toronto: Nelson.

Christou, Theodore, Stan Hallman-Chang, and Charlene Hendricks (2015). History 7: Teacher's Resource. Toronto: Nelson.

Refereed Book Chapters

Christou, Theodore (2015). “Operationalizing Historical Thinking: Historical Research in Undergraduate Teacher Education,” In The Many Faces of Teacher Education, Amy von Heyking and Ruth Sandwell, Eds. Toronto: University of Toronto Press, 226-234.

Christou, Theodore and Helen Raptis (2015). “Why the Foundations of Education Matter: History of Education,” In Case Studies in Educational Foundations: A Canadian Perspective, David Mandzuk and Shelley Hasinoff, Eds. Toronto: Oxford University Press, 1-6.

Christou, Theodore (2015). “Flipping Burgers for a Living: Learned Helplessness and the Challenge of Assessment for Learning,” In Case Studies of Educational Foundations: A Canadian Perspective, David Mandzuk and Shelley Hasinoff, Eds. Toronto: Oxford University Press, 40-44.

Christou, Theodore (2015). “The Future is Now: Technology as a Means or an End in Education,” In Case Studies of Educational Foundations: A Canadian Perspective, David Mandzuk and Shelley Hasinoff, Eds. Toronto: Oxford University Press, 88-91.

Christou, Theodore, and Alan Sears (2015). “Character Counts: Media Spin, Politicking, and the Perceived Need for Character Education,” In Case Studies of Educational Foundations: A Canadian Perspective, David Mandzuk and Shelley Hasinoff, Eds. Toronto: Oxford University Press, 156-160.

Editorial Articles in Refereed Journals

DeLuca, Christopher and Theodore Christou (2015). “Looking Forward,” Canadian Journal of Education, 38 (1): 1-3.

DeLuca, Christopher and Theodore Christou (2015). “The Curriculum Theorizing of Teacher Education,” Journal of the Canadian Association for Curriculum Studies, 12 (2): 1-3.

Christou, Theodore and Christopher DeLuca (2015). “The Privilege and Place of Canadian Curriculum Studies,” Journal of the Canadian Association for Curriculum Studies, 12 (1): 1-5.

Editorial Articles in Professional Publications and Media Sources

Christou, Theodore (2015). “Why History Education,” CAEP Dialogic, Mental Health Issue: 6-7.

Encyclopedia Entries

Christou, Theodore (2015). “Education after Constantine the Great,” Encyclopedia of Christian Education, Mark Lamport, Ed. Metuchen, NJ: Scarecrow Press.

Christou, Theodore (2015). “Education after Julian the Apostate,” Encyclopedia of Christian Education. Mark Lamport, Ed. Metuchen, NJ: Scarecrow Press.

Book Reviews

Christou, Theodore (2015). Review of Peter Medway, John Hardcastle, Georgina Brewis, and David Crook’s “English Teachers in a Postwar Democracy: Emerging Choice in London Schools, 1945-1965,” Historical Studies in Education: 158-160.

Christou, Theodore (2015). “Gregory Palamas and Two Ways of Knowing in Education,” Gregory Palamas Symposium, June 18-24, Veroia, Greece.

Christou, Theodore and Kyle Robinson (2015). “Examining the Rise of Auxiliary Education in Ontario,” Canadian Society for the Study of Education, May 30-June 2, University of Ottawa, Ottawa, ON.

Christou, Theodore (2015). “Unrest in Educational Rhetoric,” Canadian Society for the Study of Education, May 30-June 2, University of Ottawa, Ottawa, ON.

Christou, Theodore and Christopher DeLuca (2015). “Editor’s Panel,” Canadian Society for the Study of Education, May 30-June 2, University of Ottawa, Ottawa, ON.

Christou, Theodore (2015). “The Future of the Foundations of Education: Featured Session,” Canadian Society for the Study of Education, May 30-June 2, University of Ottawa, Ottawa, ON.

Christou, Theodore and Christopher DeLuca (2015). “Forward to the Normal School,” Canadian Society for the Study of Education, May 30-June 2, University of Ottawa, Ottawa, ON.

Christou, Theodore (2015). “Debating History, Heritage, and Commemoration: The Ontario Curriculum’s Turn to Historical Thinking,” Contesting Canada Conference, May 21-24, Trent University, Peterborough, ON.

DeLuca, Christopher, Ulemu Luhanga, Jason Shulha, Lyn Shulha, Theodore Christou, and Don Klinger (2015). “A Scoping Review of Collaborative Inquiry,” American Educational Research Association, April 17-20, Chicago, IL.

Chris DeLucaChristopher DeLuca

Peer Reviewed Articles

Pyle, A., & DeLuca, C. (in press). Assessment in play-based kindergarten classrooms: An empirical study of teacher perspectives and practices. The Journal of Educational Research.

Kutsyuruba, B., Christou, T., Murray, J., Heggie, L, & DeLuca, C. (in press). Teacher collaborative inquiry in Ontario: An analysis of provincial and school board policies and support documents. Canadian Journal of Educational Administration and Policy.

DeLuca, C., Shulha, J., Luhanga, U., Shulha, L. M., Klinger, D. A., & Christou, T. (2015) Collaborative inquiry as a professional learning structure for educators: A scoping review. Professional Development in Education, 41(1), 640-670.

DeLuca, C., Volante, L., & Earl, L. (2015). Assessment for learning across Canada. Education Canada, 55(2).

Christou, T. M., & DeLuca, C. (2015). The privilege and place of Canadian curriculum studies. Journal of the Canadian Association for Curriculum Studies, 12(2), 1-2.

DeLuca, C., Chapman, A., & Luhanga, U. (2015). Ipsative Assessment: Motivation Through Marking Progress – A Book Review. British Journal of Educational Studies, 63(2), 246-248.

DeLuca, C., Godden, L., Hutchinson, N. L., & Versnel, J. (2015). Preparing at-risk youth for a changing world: Revisiting a person-in-context model for transition to employment. Educational Research, 57(2), 182-200.

Birenbaum, M., DeLuca, C., Earl, L., Heritage, M., Klenowski, V., Looney, A., Smith, K., Timperley, H., Volante, L., & Wyatt-Smith, C. (2015). International trends in the implementation of assessment: Implications for policy and practice. Policy Futures in Education, 13(1), 117-140.

DeLuca, C., Klinger, D., Pyper, J., Shulha, L., & Woods, J. (2015). Building school district capacity in assessment for learning: A study on the effectiveness of an instructional rounds professional learning approach. Assessment in Education: Principles, Policy and Practice, 22(1), 122-139.

Book Chapters

DeLuca, C. (2015). Evaluating university admission policy and practice: A neoinstituional perspective. In V. Stead (Ed.), International Perspectives on Higher Education Admission Policy: A Reader. New York, NY: Peter Lang.

Editorials

Christou, T. M., & DeLuca, C. (2015). The privilege and place of Canadian curriculum studies. Journal of the Canadian Association for Curriculum Studies, 12(2), 1-2.

Conference Presentations

DeLuca, C., Klinger, D., Pyper, J., Shulha, L., & Woods, J. (2015). Building school district capacity in assessment for learning: A study on the effectiveness of an instructional rounds professional learning approach. Presentation at the American Educational Research Association annual meeting, Chicago, IL.

DeLuca, C., Shulha, J., Luhanga, U., Shulha, L. M., & Klinger, D. A. (2015) Collaborative inquiry as a professional learning structure for educators: A scoping review. Presentation at the American Educational Research Association annual meeting, Chicago, IL.

Christou, T., Coe, H., DeLuca, C., Gauthier, L., & Wearing, J. (2015). Carrying on the conversation: Reflections on curriculum as phenomenon, event, and autobiography. Presentation at the International Association for the Advancement of Curriculum Studies conference, Ottawa, ON.

Chapman, A., DeLuca, C., & Klinger, D. (2015). Assessment for learning in the classroom: The students' perspective. Presentation at the Canadian Society for the Study of Education annual meeting, Ottawa, ON.

DeLuca, C., LaPointe, D., & Luhanga, U. (2015). Measuring teacher assessment competency: An instrument development study. Presentation at the Canadian Society for the Study of Education annual meeting, Ottawa, ON.

Christou, T., DeLuca, C., Deslandes, R., Éthier, M., Hasebe-Ludt, E., Strong-Wilson, T. (2015). What role do journals play in mobilizing knowledge as a public good?. Panel presentation at the Canadian Society for the Study of Education annual meeting, Ottawa, ON.

LaPointe, D., DeLuca, C., & Klinger, D. (2015). Networked professional learning: A complexity model for systemic educator development. Presentation at the Canadian Society for the Study of Education annual meeting, Ottawa, ON.

Ben KutsyurubaBen Kutsyuruba

Refereed Journal Articles

Kutsyuruba, B., Christou, T., Heggie, L., Murray, J., Deluca, C. (2015). Teacher collaborative inquiry in Ontario elementary schools: An analysis of provincial and school board policies and support documents. Canadian Journal of Educational Administration and Policy, 172, 1-38. 

Kutsyuruba, B., Klinger, D., & Hussain, A. (2015). Relationships between school climate/school safety, and student achievement and well-being: A review of the literature. Review of Education. DOI: 10.1002/rev3.3043

Kutsyuruba, B., Walker, K., & Noonan, B. (in press). The trust imperative in the principalship: The Canadian perspective. Leadership and Policy in Schools.

Cherkowski, S., Walker, K., & Kutsyuruba, B. (2015). Principals’ moral agency and ethical decision-making: Toward a transformational ethics. International Journal of Education Policy and Leadership, 10(5), 1-17.

Kutsyuruba, B., & Walker, K. (2015). The role of trust in developing teacher leaders through early-career induction and mentoring programs. Antistasis: An Open Educational Journal (Special Issue on Educational Leadership: Complexities and Practicalities), 5(1), 32-36.

Kutsyuruba, B., & Kovalchuk, S. (2015). Stated or actual change in policy terrain? Review of the literature on the Bologna Process implementation within the context of teacher education in Ukraine. Journal of Ukrainian Politics and Society, 1(1), 33-57.

Khanna, N., MacCormack, J., Kutsyuruba, B., McCart, S., & Freeman, J. (2015). “Discovering” critical factors for youth thriving: Using Grounded Theory rigorous review method. Graduate Student Symposium: Selected Papers, 9, 35-50.

Book Chapters

Kutsyuruba, B. (in press).  Teachers’ work in times of ideological and philosophical uncertainty in post-Soviet Ukraine. In Samier, E. (Ed.), Ideologies in Educational Administration and Leadership. London, UK: Routledge.

Kutsyuruba, B. (in press). Examining education reforms through document analysis methodology. In I. Silova, A. Korzh, S. Kovalchuk, & N. Sobe (Eds.), Reimagining utopias: Theory and method for educational research in post-socialist contexts. Rotterdam, Netherlands: Sense Publishers.

Conference Presentations

Godden, L., Tregunna, L., Kutsyuruba, B., & Walker, K. (2015, May-June). Induction and Mentorship Programs to Support New and Beginning Teachers: A Geographical Systematic Review. Paper presented at the Canadian Society for the Study of Education Annual Conference, Ottawa, ON.

Kutsyuruba, B., Godden, L., & Tregunna, L. (2015, April). Addressing early-career attrition through teacher induction and mentorship programs:  A Pan-Canadian document analysis study. Paper presented at the American Educational Research Association Annual Meeting, Chicago, IL.

Tregunna, L., Godden, L., & Kutsyuruba, B., (2015, February). Navigating Contextual Challenges and Accelerating Teaching Excellence Through Induction Programs. Workshop presented at the New Teacher Center Symposium, San Francisco, CA.

Godden, L., Tregunna, L., Kutsyuruba, B., & Walker, K. (2015, February). Supporting Beginning Teachers, Creating Collaborative School Cultures: Mitigating the Known and the Unknown. Paper presented at the Conference on Knowledge, Culture and Change in Organizations, Berkeley, CA.

Kutsyuruba, B., & Walker, K. (2015, January). Early-career mentoring: The role of trust in developing teacher leaders. Paper presented at the Hawaiian International Conference in Education, Honolulu, HI.

Godden, L., Tregunna, L., Kutsyuruba, B., & Walker, K. (2015, January). New teachers and ongoing career development: A document analysis of formalized induction programs. Paper presented Cannexus15: National Career Development Conference, Ottawa, ON.