Achinstein, B. (2002). Conflict and community: The micropolitics of teacher collaboration. Teachers College Press, 104(3), 421-455.
Alberta Teachers Association (2010). Here comes everyone: Teaching in the intercultural classroom.
Bajaj, M. (2015). ‘Pedagogies of resistance’ and critical peace education praxis. Journal of Peace Education, 12(2). 154-166.
Banks, J. A. (2004, Summer ). Teaching for social justice, diversity, and citizenship in a global world. The Educational Forum, 68, 296-305.
Battiste, M. (2010). Nourishing the learning spirit: Living our way to new thinking. Education Canada, 50(1), 14-18.
Blackmore, J. (2013). A Feminist Critical Perspective on Educational Leadership. International Journal Of Leadership In Education, 16(2), 139-154.
Blair, M. (2002). Effective school leadership: The multi-ethnic context. British Journal of Sociology of Education, 23(2), 179-191.
Boothe, D. (2000). How to support a multiethnic school community. Principal Leadership, 81-82.
Boyatzis, R. E., Smith, M. L., & Blaize, N. (2006). Developing Sustainable Leaders Through Coaching and Compassion. Academy of Management Learning & Education, 5(1), 8-24.
Broadway, M. (2007). Meatpacking and the transformation of rural communities: A comparison of Brooks, Alberta and Garden City, Kansas. Rural Sociology, 72(4), 560-582.
Broadway, M. (2013). The world “meats” Canada: Meatpacking’s role in the cultural transformation of Brooks, Alberta. American Geographical Society’s Focus on Geography, 56(2), 47-53.
Bustamante, R., Nelson, J., & Onwuegbuzie, A. (2009). Assessing schoolwide cultural competence: Implications for school leadership preparation. Educational Administration Quarterly, 45(5), 793-827.
Coleman, D., Battiste, M., Henderson, S., Findlay, I. M., & Findlay, L. (2012). Different Knowings and the Indigenous Humanities. English Studies In Canada, 38(1), 141-159.
Cooper, C. (2009). Performing cultural work in demographically changing schools: Implications for expanding transformative leadership frameworks. Educational Administration Quarterly. 45(5), 694-724.
Cormier, K., Massfeller, H., Hamm, L. & Oulette, K. (2016). “The world is constantly arriving”: The Diversity and Intercultural educational tool-kit as a key resource for demographically changing schools and communities. Antistasis, 6(2), 44-53.
Cummins, J. (2001). Empowering minority students: A framework for intervention. Harvard Educational Review, 71(4), 656-675.
DeCuir, J. T., & Dixson, A. D. (2004). "So when it comes out, they aren't that surprised that it is there": Using critical race theory as a tool of analysis of race and racism in education. Educational Researcher, 33(5), 26-31.
Deslisle, J. (2009). An institution deeply rooted in the status quo: insights into leadership development and reform in the education sector of Trinidad and Toabgo. Social and Economic Studies. 58(1), 69-93.
Devine, D. (2013). Practising leadership in newly multi-ethnic schools: tensions in the field? British Journal of Sociology of Education, 34(3), 392-411.
Doige, L. (2003). A missing link: Between traditional Aboriginal education and the western system of education. Canadian Journal of Native education, 27(2), 144-160.
Esses, V. M., Medianu, S., & Lawson, A. S. (n.d.). Uncertainty, Threat, and the Role of Media in Promoting the Dehumanization of Immigrants and Refugees, Journal of Social Issues, 69(3), 518-536.
Evans, A. (2007). School leaders and their sensemaking about race and demographic change. Educational Administration Quarterly, 43(2), 159-188.
Fullan, M. (2002). The Role of Leadership in the Promotion of Knowledge Management in Schools. Teachers & Teaching, 8(3/4), 409-419.
Gaetane, J. M., Normore, A., & Brooks, J. (2009) Leadership for Social Justice: Preparing 21st Century School Leaders for a New Social Order. Journal of Research on Leadership Education, 4(1), 1-31.
George, J. M., & Lubben, F. (2002). Facilitating teachers' professional growth through their involvement in creating context-based materials in science. International Journal of Educational Development, 22(6), 659-672.
George, J. M. (2013). ‘Do you have to pack?’—Preparing for culturally relevant science teaching in the caribbean. International Journal of Science Education, 35(12), 2114-2131.
Goddard, J. T., & Hart, A. (2007). School leadership and equity: Canadian elements. School Leadership and Management, 27(1), 7-20.
Grady, K. J. (2001). "School made me stupid": The literacies and learning of immigrant adolescents in a rural midwestern high school. (Doctoral Dissertation,Indiana University).
Hamm, L. D. (2010). "I'm just glad I'm here": Stakeholder perceptions from one school in a community undergoing demographic changes on the alberta grasslands. University of Calgary.
Hamm, L. (2014). The culturally responsive classroom: A proactive approach to diversity in Canadian classrooms. Education Canada, 54(4), Web exclusive.
Hamm, L. (2015). Hiring and retaining teachers in diverse schools and districts. In B. Hatt & N. Maynes (Eds.), The complexity of hiring, supporting, and retaining new teachers across Canada, pp. 40-61. Canadian Association for Teacher Education.
Hamm, L. & Cormier, K. (2015). School leaders face complex racial issues in diverse schools and communities. Antistasis, 5(1), 41-44.
Hamm, L., Dogurga, S., & Scott, A. (2016). Leading a diverse school during times of demographic change in rural Canada: Reflection, action and suggestions for practice. Citizenship, Teaching & Learning, 11(2), 211-230.
Hamm. L., Peck, C., & Sears. A. (2017). “Don’t even think about bringing that to school”: New Brunswick students’ understandings of ethnic diversity. Education, Citizenship & Social Justice, DOI: 10.1177/1746197917699219
Hamm, L. (2017). Becoming a transformative vice-principal in culturally and linguistically rich diverse schools: “Pace yourself. It’s a marathon, not a sprint.” International Journal of Mentoring & Coaching in Education, 6(2), 82-98.
Hamm, L., Massfeller, H., Scott, A., & Cormier, K. (2017). “They wanted to study us; they didn’t want to help us”: Socially just and participatory research methodologies for demographically changing schools. Journal of Contemporary Issues in Education (Special Issue), 12(1), 53-70.
Hodgkinson, H. (Dec 2002). Grasping demographics: Get ready for them now. Education Digest, 68(4), 4-7.
Howard, G. (2007). As diversity grows, so must we. Educational Leadership, 64(6), 16-22.
Kelly, J. (1998). `Experiences with the white man.'. Canadian Ethnic Studies, 30(2), 95
Lopez, A. (2013). Collaborative mentorship: A mentoring approach to support and sustain teachers for equity and diversity. Mentoring and Learning: Partnership in Learning, 21(3), 292-311.
Lund, D. (2003). Educating for social justice: Making sense of multicultural and antiracist theory and practice with Canadian teacher activists. Intercultural Education, 14(1), 3-16.
Lund, D. (2006). Everyday racism in Canada: Learning and teaching respect for aboriginal people. Multicultural Education, 14(1), 49-51.
Lund, D. (2008). Harvesting social justice and human rights in rocky terrain. The Ardent Review, 1. 62-67.
Lund, D., Carr, P. (2010). Exposing Privilege and Racism in "The Great White North": Tackling Whiteness and Identity Issues in Canadian Education. Multicultural Perspectives, 12(4), 229-234.
Lund, D., Bragg, B., Kaipainen, E. & Lee, L. (2012). Preparing pre-service teachers through service-learning: Collaborating with community for children and youth of immigrant backgrounds. International Journal of Research on Service-Learning in Teacher Education, 2, 1-32.
MacNeill, N., & Cavanagh, R. (2013). The Possible Misfit of Csikszentmihalyi's Dimensions of Flow in the Contemporary Roles of School Leaders. Management In Education, 27(1), 7-13.
Madhlangobe, L. & Gordon, S. (2012). Culturally responsive leadership in a diverse school: A case study of a high school leader. NASSP Bulletin, 96(3), 177-202.
Maina, F. (1997). Culturally relevant pedagogy: First Nations education in Canada. Canadian Journal of Native Studies, 17(2), 293-314
McKenzie, K. B., Christman, D., Hernandez, F., Fierro, E., Capper, C. A., Dantley, M.,… Scheurich, J. J. (2008). From the field: A proposal for educating leaders for social justice. Educational Administration Quarterly, 44(1), 111– 138.
McKenzie, K. & Scheurich, J. (2004). Equity Traps: A useful construct for preparing principals to lead schools that are successful with racially diverse students. Educational Administration Quarterly, 40 (5), 601-632.
McKenzie, K. B., & Scheurich, J. J. (2008). "Teacher resistance to improvement of schools with diverse students". International Journal of Leadership in Education, 11(2), 117-133.
Merchant, B. (1999). Ghosts in the classroom: Unavoidable casualties of a principal’s commitment to the status quo. Journal of Education for Students Placed at Risk, 4(2), 153-171.
Merchant, B. (1999). Now you see it; now you don’t: A district’s short-lived commitment to an alternative high school for newly arrived immigrants. Urban Education, 34(1), 26-51.
Munroe, E., Borden, L., Orr, A., Toney, & Meader, J. (2013). Decolonizing aboriginal education in the 21st century. McGill Journal of Education, 48(2), 317-337.
New Brunswick Early Childhood Centre Research and Development Team (2007). New Brunswick Curriculum Framework for Early Learning and Child Care.
Ogbu, J. & Simons, H. (1998). Voluntary and involuntary minorities: A cultural-ecological theory of school performance with some implications for education. Anthropology and Education Quarterly, 29(2), 155-188.
Ottmann, J. (2009). Canada’s First Nations People: Ethnicity and Leadership. Education and Ethnicity, 6(2), 100-116.
Ottmann, J. & Pritchard, L. (2010). Aboriginal perspectives and the social studies curriculum. First Nations Perspectives, 3(1), 21-46.
Ottmann, J. (2013). Indigenizing the Academy: Confronting “contentious ground”. In Anderson & Hanrahan (Eds.), The Morning Watch, 8-24.
Peck, C., & Sears, A. (2005). Uncharted Territory: Mapping Students' Conceptions of Ethnic Diversity. Canadian Ethnic Studies, 37(1), 101-120.
Peck, C., Sears, A., & Donaldson, S. (2008). Unreached and unreachable: Curriculum standards and children's understanding of ethnic diversity in Canada. Curriculum Inquiry, 38(1), 63-92.
Restoule, J. P. (2000). Aboriginal identity: The need for historical and contextual perspectives. Canadian Journal of Native Studies, 24(2), 102-112.
Riehl, C. (2000). The principal’s role in creating inclusive schools for diverse students: A review of normative, empirical, and critical literature on the practice of educational administration. Review of Educational Research, 70(1), 55-81.
Robertson, J. & Miller, T. (2007). School leadership and equity: The case of New Zealand. School Leadership and Management: Formerly School Organization, 27(1), 91-103.
Roessingh, H. (2006). The teacher is the key: Building trust in ESL high school programs. Canadian Modern Language Review, 62(4), 563-590.
Ryan, J. (2006). Inclusive leadership and social justice for schools. Leadership and Policy in Schools, 5(1), 3-17.
Ryan, J. (2010). Promoting social justice in schools: Principals’ political strategies. International Journal of Leadership in Education, 13(4), 357-376.
Ryan, J. & Rottmann, C. (2009). Struggling for democracy: Administrative communication in a diverse school context. Educational Management, Administration & Leadership, 37(4), 473-496.
Santoro, N. (2009). Teaching in culturally diverse contexts: What knowledge of ‘self’ and ‘others’ do teachers need? Journal of Education for Teaching: International Research and Pedagogy, 35(1), 33-45.
Shah, S. (2008). Leading multi-ethnic schools: Adjustments in concepts and practices for engaging with diversity. British Journal of Sociology of Education, 29(5), 523-536.
Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E. S. (2003). Student Engagement in High School Classrooms from the Perspective of Flow Theory. School Psychology Quarterly, 18(2), 158-76.
Shields, C. M. (2004). Dialogic leadership for social justice: Overcoming pathologies of silence. Educational Administration Quarterly, 40(1), 109-132.
Shields, C. M. (2009). Transformative leadership: A call for difficult dialogue and courageous action in racialised contexts. International Studies in Educational Administration, 37(3), 53-68.
Shields, C. M. (2010) Transformative Leadership: Working for equity in diverse contexts. Educational Administration Quarterly, 46(4), 558-589.
Smith-Davis, J. (2004). The new immigrant students need more that ESL. The Education Digest, 69(8), 21-26.
Sobel, A., & Kugler, E. G. (2007). Building partnerships with immigrant parents. Educational Leadership, 64(6), 62-66.
Starratt, R. J. (2005). Responsible leadership. The Educational Forum, 69(2), 124-133.
Stewart, J. L. (2008). Children affected by war: A bioecological investigation into their psychosocial and educational needs. (Doctoral Dissertation, University of Manitoba).
Stewart, Jan (2012). Transforming Schools and Strengthening Leadership to Support the Educational and Psychosocial Needs of War-Affected Children Living in Canada. Diaspora, Indigenous, and Minority Education, 6:3, 172-189.
Stovall, D. (2004, Winter). School leader as negotiator: Critical race theory, praxis, and the creation of productive space. Multicultural Education, 12(2), 8-12.
Stovall, D. (2006). Forging community in race and class: critical race theory and the quest for social justice in education. Race, Ethnicity and Education, 9(3), 243-259.
Svendsen, Stine H Bang. "Learning Racism in the Absence of ‘Race’." European Journal of Women's Studies 42, no. 4 (2014): 627-637.
Theoharis, G. (2007). Social justice educational leaders and resistance: Toward a theory of social justice leadership. Educational Administration Quarterly, 43(2), 221-258.
Theoharis, G. & O’Toole, J. (2011). Leading Inclusive ELL: Social justice leadership for English language learners. Educational Administration Quarterly, 47(4), 646-688.
Toohey, K., & Derwing, T. M. (2008). Hidden Losses: How demographics can encourage incorrect assumptions about ESL high school students' success. The Alberta Journal of Educational Research, 54(2, Summer 2008), 178-193.
Varma-Joshi, M., Baker, C. & Tanaka, C. (2004). Names will never hurt me? Harvard Educational Review, 74(2),175-208. (EJ738616)
Villegas, A. M. (2007). Dispositions in teacher education: A look at social justice. Journal of Teacher Education, 58(5), 370–380.
Villegas, A. M., & Lucas, T. (2007). The culturally responsive teacher. Educational Leadership, 64(6), 28-33.
Walker, A., & Dimmock, C. (2005, Winter). Leading the multiethnic school: Research evidence on successful practice. The Educational Forum, 69(3), 291-304.
Walker, A. & Riordan, G. (2010). Leading collective capacity in culturally diverse schools. School Leadership & Management: Formally School Organization, 30(1), 51-63.
Databases listed below provide access to citations and often the full text of journal/magazine/other articles when UNB has an electronic subscription to the host or source publication. Where full text is not linked directly, there should be some facility (often denoted by the UNB sail logo) to "Check for Fulltext".
If you are unable to locate the item you are looking for at UNB, either in print or online, you can still submit a document delivery request.
- ERIC - EBSCO ERIC is a "bibliographic database that contains education-related documents and journal articles." The EBSCO interface also provides some full text linking.
Unlimited simultaneous users.
- Academic Search Premier
see also [TEST QuestLocation TEST QuestCallNum]Academic Search Premier is a multidisciplinary resource that "provides journal coverage for most academic areas of study."
Unlimited simultaneous users.
- Google Scholar Google Scholar searches a subset of the Web that Google has classified as "scholarly literature". They do not publish a list of chosen sites, and they do not state how often sites are checked. Some important sources are not covered at all. Thus, Google Scholar alone should not be relied on for comprehensive research.
By accessing Google Scholar via the UNB Libraries website, you benefit from technology that lets on-campus and off-campus users connect directly to full-text articles in journals to which UNB subscribes. Just click on the blue Title link in the Google result list.
Off-campus users can also set Scholar Preferences to show the "Check for fulltext @ UNB" link in search results. See "Scholar Preferences" at the Google Scholar site.
Unlimited simultaneous users.
- Dissertations & Theses (ProQuest PQDT: formerly Digital Dissertations) ProQuest Dissertations and Theses (formerly Digital Dissertations) "is the single, authoritative source for information about doctoral dissertations and master's theses. The database represents the work of authors from over 1,000 graduate schools and universities."
All PhD dissertations and Master's theses from depositing universities are available from 1997 onwards, unless the document's author has requested a temporary delay.
It is also possible to search within an interface exclusive to Dissertations & Theses @ University of New Brunswick.
Unlimited simultaneous users.
- PsycINFO PsycINFO is an abstracting and indexing database of more than 2000 journals (approximately 3.3 million records) devoted to peer-reviewed literature (journals, books and dissertations) in the behavioural sciences and mental health.
Unlimited simultaneous users.
- Canadian Business and Current Affairs (CBCA) Education (ProQuest) Please note: CBCA Education is now searchable as part of the larger CBCA Complete collection. Canadian Business and Current Affairs (CBCA) Complete is the nation's largest and most comprehensive bibliographic full-text reference and current events database. Available through the ProQuest Web interface, CBCA Complete combines full text and indexed content from all four CBCA database subsets (Business, Current Events, Education, and Reference). Subject coverage is comprehensive and information is available from the broadest range of Canadian sources anywhere.
NOTE: In certain instances ProQuest has decided to omit particular 'articles' from full-text access due to copyright restrictions or because the item has not met their criteria for being an 'article' (ie. too short, a letter, not attributed to an author, etc.).
Unlimited simultaneous users.
- Scopus Scopus, a new multidisciplinary online resource, will be invaluable to students and faculty in various fields of study within the sciences, health sciences and the social sciences. Scopus offers full-text linking, abstracting-and-indexing information and provides access to over 66 million abstracts dating back to 1966.
Unlimited simultaneous users.
- SpringerLink SpringerLINK service provides access to electronic journals in a variety of subjects, including "life sciences, chemical sciences, geosciences, computer science, mathematics, medicine, physics & astronomy, engineering, environmental sciences, law, and economics."
[NOTE: pre-1996 Archival content now accessible when available]
Unlimited simultaneous users.
- CINAHL with Full Text (Cumulative Index to Nursing & Allied Health Literature) CINAHL with Full Text is the world's most comprehensive source of full text for nursing & allied health journals, providing full text for more than 500 journals indexed in CINAHL. This authoritative file contains full text for many of the most used journals in the CINAHL index - with no embargo. With full-text coverage dating back to 1981, CINAHL with Full Text is the definitive research tool for all areas of nursing and allied health literature.
Unlimited simultaneous users
Below is a small sample of the encyclopedias and handbooks available through UNB Libraries.
To find more, search UNB WorldCat on the Find Books tab in this guide and include, among your keywords, the term "encyclopedia" or "handbook" (e.g. search for handbooks on special education using terms such as: "special education handbook"). Limit by Format to "eBook" for web-available versions.
- Blackwell Guide to the Philosophy of Education
see also [HIL-REF LB14.7 .B57 2002]
Philosophy of education has now established itself throughout the world as a theoretically significant and practically vital discipline. In this important survey, an international group of leading philosophers charts the development of the field in the twentieth century and points to important questions for its future.Each chapter has been written as a collaboration between authors in order to emphasize the diversity of thought, and where appropriate, the dissent and debate that is intrinsic to the field. The contributors explore social and cultural theories, politics and education, philosophy as education, teaching and curriculum, and ethics and upbringing. The Blackwell Guide to Philosophy of Education is state-of-the-art map to the field as well as a valuable reference book. Distributed by Syndetic Solutions, Inc.
- Curriculum Handbook: A Resource for Curriculum Administrators [HIL-REF LB2806.15 .C847 1999 vols. 1-2]
- KI-ES-KI Handbook/Directory of Key Contacts in Canadian Education [HIL-RFDSK (ask at Research Help Desk) LB2890 .C36 2012]
- Education and Technology: An Encyclopedia [HIL-REF LB1028.3 .E17 2004 vols. 1-2]
A reference intended to help nonspecialists (parents, policymakers, professionals in other fields) understand how technology is being used in kindergarten through postsecondary education as well as in corporate and industrial training and distance education. The approximately 200 entries fall under seven major categories: foundations, implementation, issues, leaders, professional associations, projects, and research and theory. Co-editor Kovalchick directs the Center for Innovations in Technology for Learning, Ohio U., Athens; Dawson teaches educational technology at the U. of Florida, Gainesville. Annotation #169;2004 Book News, Inc., Portland, OR (booknews.com) Distributed by Syndetic Solutions, Inc.
- Handbook of prosocial education [HIL-REF LB1072 .H36 2012 v. 1-2] "This handbook is the first definitive source on character education, social-emotional learning, and school climate improvement. Each chapter includes discussion of practices and models of education as well as theory and research that grounds these approaches. Case studies add the voices and insights of practitioners with experience in adopting, implementing, and evaluating prosocial education school reform strategies"
- Educator's Desk Reference (EDR): A Sourcebook of Educational Information and Research
see also [HIL-REF LB1028.27 .U6 F74 2002]
This master guide facilitates educational research using both traditional and electronic sources.
- Handbook of Education Policy Research [HIL-REF LC71 .H363 2009]
Written for scholars and graduate students in education policy, as well as individuals in policy research, this handbook sponsored by the American Educational Research Association addresses the role that research can play in helping school administrators, governmental leaders, and higher-education policy makers in decision making, in addition to explaining the theoretical boundaries and methodological approaches used in K-12 and higher education policy research.
- International Handbook of Educational Policy
see also [HIL-REF LC71 .I492 2005 vols. 1-2]
This Handbook presents contemporary and emergent trends in educational policy research, in over fifty chapters written by nearly ninety leading researchers from a number of countries. It is organized into five broad sections which capture many of the current dominant educational policy foci and at the same time situate current understandings historically, in terms of both how they are conceptualized and in terms of past policy practice.
- International Handbook of Student Experience in Elementary & Secondary School
see also [HIL-REF LC210 .I58 2007]
The International Handbook of Student Experience in Elementary and Secondary School is the first handbook of its kind to be published. It brings together in a single volume the groundbreaking work of scholars who have conducted studies of student experiences of school in Afghanistan, Australia, Canada, England, Ghana, Ireland, Pakistan, and the United States. Drawing extensively on students' interpretations of their experiences in school as expressed in their own words, chapter authors offer insights into how students conceptualize and approach school, how students understand and address the ongoing social opportunities for and challenges in working with other students and teachers, and the multiple ways in which students shape and contribute to school improvement. The individual chapters are framed by an opening chapter, which provides background on, bases of, and trends in research on students' experiences of school, and a final chapter, which uses the interpretive framework translation provides to explore how researching students' experiences of school challenges those involved to translate the qualitative research methods they use, the terms they evoke to describe and define students' experiences of schools, and, in fact, themselves as researchers. Book jacket. Distributed by Syndetic Solutions, Inc.
- Multicultural Education: Issues and Perspectives [HIL-REF LC1099.3 .M85 2007]
- Oxford Reference Multi-part database of the online versions of Oxford University Press texts. Each topical division contains the searchable version of the latest edition of published dictionaries and encyclopedias. Additionally, information about Oxford University Press is provided. Online texts will be updated after new editions of the print monographs are published. Covers the humanities and social sciences.
5 simultaneous users.
- SAGE Handbook for Research in Education [HIL-REF LB1028 .S14 2006]
This Handbook brings together leading academics in diverse fields within and outside of education, as well as quantitative, qualitative, and mixed method approaches, to provide an upto- date, advanced analysis of all relevant issues involved in educational research.
- SAGE Handbook of Curriculum and Instruction
see also [HIL-REF LB2806.15 .S24 2008]This edited work emerges from a concept of curriculum and instruction as a diverse landscape defined and bounded by schools, school boards and their communities, policy, teacher education, and academic research. The book is aimed at lecturers, professors and academics.
- SAGE Handbook of e-Learning Research [HIL-REF LB1028.5 .S17 2007]
This is the first text of its kind to address issues in the rapidly expanding area of e-learning. It covers fundamental research questions about the entire e-learning area. Many illustrative quotations and examples make the complex philosophical concepts accessible and practically relevant.
- Educating the Global Workforce: Knowledge, Knowledge Work and Knowledge Workers
see also [HIL-REF L101 .G8 Y4 2007]
The 2007 edition of this respected international volume considers the challenges facing work related education arising from the rapid expansion of the global economy and the impact of this on labour markets and individual workers.
- International Encyclopedia of the Social & Behavioral Sciences (2nd Ed.)
see also [HIL-REF H41 .I58 2001 vols. 1-26]Fully revised and updated, the second edition of the International Encyclopedia of the Social and Behavioral Sciences, first published in 2001, offers a source of social and behavioral sciences reference material that is broader and deeper than any other. Available in both print and online editions, it comprises over 3,900 articles, commissioned by 71 Section Editors, and includes 90,000 bibliographic references as well as comprehensive name and subject indexes.
UNB has online access to the 2001 edition as well as owning print volumes of the earlier edition.
Unlimited simultaneous users.
Searching UNB WorldCat for e-Books using the example of Research Methods in Education:
Dissertations and theses
Dissertations and Theses (formerly Digital Dissertations) "is the single, authoritative source for information about doctoral dissertations and master's theses. The database represents the work of authors from over 1,000 graduate schools and universities." All PhD dissertations and Master's theses from depositing universities are available from 1997 onwards, unless the document's author has requested a temporary delay.
The Theses Canada Portal currently provides access to records from the National Library of Canada theses collection (from 1965), and access to fulltext for theses and dissertations submitted between 1998 and 2002.
Conducting and managing literature searches
The video series below reviews essential resources, services, and strategies available from UNB Libraires for conducting and managing literature searches.
Library online resources for coursework, series introduction:
Locating UNB Libraries Resources:
Where you will find us on the web (though, technically, you already have):
Covers the basics of locating and using ERIC on the EBSCO platform:
Dissertations and Theses
Search and retrieval of PhD Dissertations and Masters Theses in full text:
Using Google Scholar as a UNB student in order to link results to the fulltext of journal articles and to export citations to Zotero:
Locating and viewing eBooks in the UNB Libraries collection; includes downloading and installing the Adobe Digital Editions eBook reader:
How to submit a request for the full text (i.e., content) of articles to which UNB Libraries does not provide access. "Document delivered" articles are sent to you via email links.
What is a Distance Education Librarian for, anyway?
A brief look at my support responsibilities with regards to your academic success:
Forming a search using search operators
For those of you interested in learning more about how to break down a research question into its logical parts and put it back together in a manner that works well in ERIC on the EBSCO platform, have a look at the following document:
If you are still using RefWorks to track citations, you have ONLY until August 2017 to export your content before UNB cancels its subscription. Please consult our RefWorks guide for migrating your content.
Zotero for citation management
A software program that collects, manages, and cites research sources, Zotero is easy to use, works with your web browser where you do your work, and best of all it's free. With one click, Zotero will save web pages, books, PDFs, abstracts, and almost anything else with all its citation information. Learn more here: