For full references click here

EDUCATOR PRACTICE INNOVATIONS

  1. Brodin, J. (2010). Education for Global Competencies: An EU-Canada Exchange Programme in Higher Education and Training. Journal of Studies in International Education, 14(5), 569-584.
     

  2. Heredia, B. (2005). A two-year evaluation of the impact of in-service professional development on primary students' literacy outcomes. (Master of Arts M.A.), Ontario Institute for Studies in Education, University of Toronto, Ann Arbor.
     

  3. Howe, N., Jacobs, E., Vukelich, G., & Recchia, H. (2011). In-Service Professional Development and Constructivist Curriculum: Effects on Quality of Child Care, Teacher Beliefs, and Interactions. Alberta Journal of Educational Research, 57(4), 353-378.
     

  4. Hundert, J. P. (2007). Training Classroom and Resource Preschool Teachers to Develop Inclusive Class Interventions for Children with Disabilities: Generalization to New Intervention Targets. Journal of Positive Behavior Interventions, 9(3), 159-173.
     

  5. Katz, J., & Sokal, L. (2016). Universal Design for Learning as a Bridge to Inclusion: A Qualitative Report of Student Voices. International Journal of Whole Schooling, 12(2), 36–63.
     

  6. Kopf-Johnson, L. A. (2019). Coaching as a Strategy for Improving Early Learning Program Quality. (Ph.D.), University of Toronto, Ann Arbor.
     

  7. Voyer (2018)
     

  8. Ball, J., & Pence, A. (2000). First Nations Partnership Programs Generative Curriculum Model: Program Evaluation Report.
     

  9. Doherty, G., Ferguson, T. M., Ressler, G., & Lomotey, J. (2015). Enhancing Child Care Quality by Director Training and Collegial Mentoring. Early Childhood Research & Practice, 17(1).
     

  10. Girard, L.-C., Girolametto, L., Weitzman, E., & Greenberg, J. (2011). Training Early Childhood Educators to Promote Peer Interactions: Effects on Children's Aggressive and Prosocial Behaviors. Early Education and Development, 22(2), 305-323.
     

  11. Kummen, K., & Hodgins, B. D. (2019). Learning collectives With/In sites of practice: Beyond training and professional development. Journal of Childhood Studies, 44(1), 111-122.
     

  12. Pyle, A. and C. DeLuca (2017). "Assessment in play-based kindergarten classrooms: An empirical study of teacher perspectives and practices." Journal of Educational Research 110(5): 457-466."
     

  13. Moisan, A., Poulin, F., Capuano, F., & Vitaro, F. (2014). Impact of two interventions to improve social competence in aggressive children in Kindergarten. Canadian Journal of Behavioural Science, 46(2), 301-311"
     

  14. Poulin, F., Capuano, F., Vitaro, F., Verlaan, P., Brodeur, M., & Giroux, J. (2012). Large-scale dissemination of an evidence-based prevention program for at-risk kindergartners: Lessons learned from an effectiveness trial of the Fluppy Program. In M. Boivin & K. L. Bierman (Eds.), Promoting School Readiness: The Implications of Developmental Research for Practice and Policy (pp. 304-328). New York, NY, US: Guilford Press.Province of Nova Scotia. (2016). Learning as we grow: Evaluation of the pre-primary program and early years centres. Round 1 report. Margaret and Wallace McCain Family Foundation.
     

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