2017FA_ED*6009*FRE1B Guide

Course Readings

Reading list

Achinstein, B. (2002). Conflict and community: The micropolitics of teacher collaboration. Teachers College Press, 104(3), 421-455.
http://schoolcontributions.cmswiki.wikispaces.net/file/view/Conflict+Amid+Community+The+Micropolitics+of+Teacher+Collaboration.pdf/203655702/Conflict%20Amid%20Community%20The%20Micropolitics%20of%20Teacher%20Collaboration.pdf

Alberta Teachers Association (2010). Here comes everyone: Teaching in the intercultural classroom.
http://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Human-Rights-Issues/MON-3%20Here%20comes%20everyone.pdf

Bajaj, M. (2015). ‘Pedagogies of resistance’ and critical peace education praxis. Journal of Peace Education, 12(2). 154-166.
https://login.proxy.hil.unb.ca/login?url=http://www.tandfonline.com/doi/abs/10.1080/17400201.2014.991914

Banks, J. A. (2004, Summer ). Teaching for social justice, diversity, and citizenship in a global world. The Educational Forum, 68, 296-305.
https://login.proxy.hil.unb.ca/login?url=http://www.tandfonline.com/doi/abs/10.1080/00131720408984645

Battiste, M. (2010). Nourishing the learning spirit: Living our way to new thinking. Education Canada, 50(1), 14-18.
https://www.edcan.ca/wp-content/uploads/EdCan-2010-v50-n1-Battiste.pdf

Blackmore, J. (2013). A Feminist Critical Perspective on Educational Leadership. International Journal Of Leadership In Education, 16(2), 139-154.
https://login.proxy.hil.unb.ca/login?url=http://www.tandfonline.com/doi/abs/10.1080/13603124.2012.754057#.VeiLt5dGR2A

Blair, M. (2002). Effective school leadership: The multi-ethnic context. British Journal of Sociology of Education, 23(2), 179-191.
https://login.proxy.hil.unb.ca/login?url=http://www.jstor.org/stable/1393283

Boothe, D. (2000). How to support a multiethnic school community. Principal Leadership, 81-82.
http://www.principals.org/portals/0/content/48864.pdf

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.
https://login.proxy.hil.unb.ca/login?url=http://www.jstor.org/stable/40212530

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.
https://login.proxy.hil.unb.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=28097521&site=ehost-live&scope=site

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.
https://login.proxy.hil.unb.ca/login? url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=87392031&site=ehost-live&scope=site

Bustamante, R., Nelson, J., & Onwuegbuzie, A. (2009). Assessing schoolwide cultural competence: Implications for school leadership preparation. Educational Administration Quarterly, 45(5), 793-827.
https://login.proxy.hil.unb.ca/login?url= http://journals.sagepub.com/doi/abs/10.1177/0013161X09347277

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.
https://login.proxy.hil.unb.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=86990736&site=ehost-live&scope=site

Cooper, C. (2009). Performing cultural work in demographically changing schools: Implications for expanding transformative leadership frameworks. Educational Administration Quarterly. 45(5), 694-724.
https://login.proxy.hil.unb.ca/login?url=http://journals.sagepub.com/doi/abs/10.1177/0013161X09341639

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.
https://journals.lib.unb.ca/index.php/antistasis/article/download/25099/29469

Cummins, J. (2001). Empowering minority students: A framework for intervention. Harvard Educational Review, 71(4), 656-675.
https://login.proxy.hil.unb.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2002-10191-001&site=ehost-live&scope=site

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.
https://login.proxy.hil.unb.ca/login?url=http://www.jstor.org/stable/3699853

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.
https://login.proxy.hil.unb.ca/login?url=http://www.jstor.org/stable/27866576

Devine, D. (2013). Practising leadership in newly multi-ethnic schools: tensions in the field? British Journal of Sociology of Education, 34(3), 392-411.
https://login.proxy.hil.unb.ca/login? url=http://www.tandfonline.com/doi/abs/10.1080/01425692.2012.722273

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.
https://login.proxy.hil.unb.ca/login?url=http://search.proquest.com/docview/230304290?OpenUrlRefId=info:xri/sid:wcdiscovery&accountid=14611

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.
https://login.proxy.hil.unb.ca/login?url=http://onlinelibrary.wiley.com/doi/10.1111/josi.12027/full

Evans, A. (2007). School leaders and their sensemaking about race and demographic change. Educational Administration Quarterly, 43(2), 159-188.
https://login.proxy.hil.unb.ca/login?url=http://journals.sagepub.com/doi/abs/10.1177/0013161X06294575

Fullan, M. (2002). The Role of Leadership in the Promotion of Knowledge Management in Schools. Teachers & Teaching, 8(3/4), 409-419.
https://login.proxy.hil.unb.ca/login?url=http://www.tandfonline.com.proxy.hil.unb.ca/doi/pdf/10.1080/135406002100000530​

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.
http://files.eric.ed.gov/fulltext/EJ875408.pdf/a>

Gay, G. (2013). Teaching to and through cultural diversity. Curriculum Inquiry, 43(1), 48-70.
https://login.proxy.hil.unb.ca/login? url=http://onlinelibrary.wiley.com/doi/10.1111/curi.12002/abstract

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.
https://login.proxy.hil.unb.ca/login?url=http://www.sciencedirect.com/science/article/pii/S0738059301000335

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.
https://login.proxy.hil.unb.ca/login?url=http://www.tandfonline.com/doi/abs/10.1080/09500693.2012.760138

Goddard, J. T., & Hart, A. (2007). School leadership and equity: Canadian elements. School Leadership and Management, 27(1), 7-20.
https://login.proxy.hil.unb.ca/login?url=http://www.tandfonline.com/doi/abs/10.1080/13632430601092263

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).
https://login.proxy.hil.unb.ca/login?url=http://search.proquest.com/docview/275838120?accountid=14611

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.
https://login.proxy.hil.unb.ca/login?url=http://search.proquest.com/docview/734411063?accountid=14611

Hamm, L. (2014). The culturally responsive classroom: A proactive approach to diversity in Canadian classrooms. Education Canada, 54(4), Web exclusive.
https://www.edcan.ca/articles/the-culturally-responsive-classroom/

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.
https://www.edu.uwo.ca/faculty-profiles/docs/other/pollock/Hiring-Supporting-Retaining-New-Teachers-Across-Canada-8.pdf

Hamm, L. & Cormier, K. (2015). School leaders face complex racial issues in diverse schools and communities. Antistasis, 5(1), 41-44.
https://journals.lib.unb.ca/index.php/antistasis/article/view/22861

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.
https://login.proxy.hil.unb.ca/login?url=http://www.ingentaconnect.com/contentone/intellect/ctl/2016/00000011/00000002/art00007

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
https://login.proxy.hil.unb.ca/login?url=http://journals.sagepub.com/doi/full/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.
https://login.proxy.hil.unb.ca/login?url=http://www.emeraldinsight.com/doi/abs/10.1108/IJMCE-11-2016-0072

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.
https://journals.library.ualberta.ca/jcie/index.php/jcie/article/viewFile/28712/21147

Hodgkinson, H. (Dec 2002). Grasping demographics: Get ready for them now. Education Digest, 68(4), 4-7.
https://login.proxy.hil.unb.ca/login? url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=8684586&site=ehost-live&scope=site

Howard, G. (2007). As diversity grows, so must we. Educational Leadership, 64(6), 16-22.
https://login.proxy.hil.unb.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=24657419&site=ehost-live&scope=site

Kelly, J. (1998). `Experiences with the white man.'. Canadian Ethnic Studies, 30(2), 95
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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.
https://login.proxy.hil.unb.ca/login?url=http://www.tandfonline.com/doi/abs/10.1080/13611267.2013.827836

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.
https://login.proxy.hil.unb.ca/login? url=http://www.tandfonline.com/doi/abs/10.1080/1467598032000044610

Lund, D. (2006). Everyday racism in Canada: Learning and teaching respect for aboriginal people. Multicultural Education, 14(1), 49-51.
https://login.proxy.hil.unb.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=sih&AN=22665323&site=ehost-live&scope=site

Lund, D. (2008). Harvesting social justice and human rights in rocky terrain. The Ardent Review, 1. 62-67.
http://www.academia.edu/3717763/The_Ardent_Anti-Racism_and_Decolonization_Review

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.
https://login.proxy.hil.unb.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ907729&site=ehost-live&scope=site

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.
http://journals.sfu.ca/ijrslte/index.php/IJRSLTE/article/view/25

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.
https://login.proxy.hil.unb.ca/login?url=http://journals.sagepub.com/doi/abs/10.1177/0892020612459288?journalCode=miea

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.
https://login.proxy.hil.unb.ca/login?url=http://journals.sagepub.com/doi/abs/10.1177/0192636512450909

Maina, F. (1997). Culturally relevant pedagogy: First Nations education in Canada. Canadian Journal of Native Studies, 17(2), 293-314
http://iportal.usask.ca/docs/ind_art_cjns_v17/cjnsv17no2_pg293-314.pdf

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.
https://login.proxy.hil.unb.ca/login?url=http://journals.sagepub.com/doi/abs/10.1177/0013161X07309470

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.
https://login.proxy.hil.unb.ca/login?url=http://journals.sagepub.com/doi/abs/10.1177/0013161X04268839

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.
https://login.proxy.hil.unb.ca/login?url=http://www.tandfonline.com/doi/abs/10.1080/13603120801950122

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.
https://login.proxy.hil.unb.ca/login? url=http://www.tandfonline.com/doi/abs/10.1207/s15327671espr0402_2

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.
https://login.proxy.hil.unb.ca/login?url=http://journals.sagepub.com/doi/abs/10.1177/0042085999341003

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.
http://www.erudit.org/revue/mje/2013/v48/n2/1020974ar.pdf

New Brunswick Early Childhood Centre Research and Development Team (2007). New Brunswick Curriculum Framework for Early Learning and Child Care.
http://www.gnb.ca/0000/ECHDPE/curriculum-e.asp

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.
https://login.proxy.hil.unb.ca/login?url=http://onlinelibrary.wiley.com/doi/10.1525/aeq.1998.29.2.155/abstract

Ottmann, J. (2009). Canada’s First Nations People: Ethnicity and Leadership. Education and Ethnicity, 6(2), 100-116.
http://www.puk.ac.za/opencms/export/PUK/html/fakulteite/opvoed/educ/artikels/SpecialIssue2009/Christien_Red_Canada_Final.pdf

Ottmann, J. & Pritchard, L. (2010). Aboriginal perspectives and the social studies curriculum. First Nations Perspectives, 3(1), 21-46.
http://www.mfnerc.org/wp-content/uploads/2012/11/5_OttmanPritchard.pdf

Ottmann, J. (2013). Indigenizing the Academy: Confronting “contentious ground”. In Anderson & Hanrahan (Eds.), The Morning Watch, 8-24.
http://www.mun.ca/educ/faculty/mwatch/vol40/winter2013/indigenizingAcademy.pdf

Peck, C., & Sears, A. (2005). Uncharted Territory: Mapping Students' Conceptions of Ethnic Diversity. Canadian Ethnic Studies, 37(1), 101-120.
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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.
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Restoule, J. P. (2000). Aboriginal identity: The need for historical and contextual perspectives. Canadian Journal of Native Studies, 24(2), 102-112.
https://login.proxy.hil.unb.ca/login?url=http://search.proquest.com/docview/230307861?OpenUrlRefId=info:xri/sid:wcdiscovery&accountid=14611

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.
https://login.proxy.hil.unb.ca/login?url=http://journals.sagepub.com/doi/abs/10.3102/00346543070001055

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.
https://login.proxy.hil.unb.ca/login?url=http://www.tandfonline.com/doi/abs/10.1080/13632430601092560

Roessingh, H. (2006). The teacher is the key: Building trust in ESL high school programs. Canadian Modern Language Review, 62(4), 563-590.
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Ryan, J. (2006). Inclusive leadership and social justice for schools. Leadership and Policy in Schools, 5(1), 3-17.
https://login.proxy.hil.unb.ca/login?url=http://www.tandfonline.com/doi/abs/10.1080/15700760500483995

Ryan, J. (2010). Promoting social justice in schools: Principals’ political strategies. International Journal of Leadership in Education, 13(4), 357-376.
https://login.proxy.hil.unb.ca/login? url=http://www.tandfonline.com/doi/abs/10.1080/13603124.2010.503281

Ryan, J. & Rottmann, C. (2009). Struggling for democracy: Administrative communication in a diverse school context. Educational Management, Administration & Leadership, 37(4), 473-496.
https://login.proxy.hil.unb.ca/login?url=http://journals.sagepub.com/doi/abs/10.1177/1741143209334579

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.
https://login.proxy.hil.unb.ca/login?url=http://www.tandfonline.com/doi/abs/10.1080/02607470802587111

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.
https://login.proxy.hil.unb.ca/login?url=http://www.tandfonline.com/doi/abs/10.1080/01425690802263684

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.
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Shields, C. M. (2004). Dialogic leadership for social justice: Overcoming pathologies of silence. Educational Administration Quarterly, 40(1), 109-132.
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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.
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Shields, C. M. (2010) Transformative Leadership: Working for equity in diverse contexts. Educational Administration Quarterly, 46(4), 558-589.
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Smith-Davis, J. (2004). The new immigrant students need more that ESL. The Education Digest, 69(8), 21-26.
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Sobel, A., & Kugler, E. G. (2007). Building partnerships with immigrant parents. Educational Leadership, 64(6), 62-66.
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Starratt, R. J. (2005). Responsible leadership. The Educational Forum, 69(2), 124-133.
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Stewart, J. L. (2008). Children affected by war: A bioecological investigation into their psychosocial and educational needs. (Doctoral Dissertation, University of Manitoba).
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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.
https://login.proxy.hil.unb.ca/login?url=http://www.tandfonline.com/doi/abs/10.1080/15595692.2012.691136

Stovall, D. (2004, Winter). School leader as negotiator: Critical race theory, praxis, and the creation of productive space. Multicultural Education, 12(2), 8-12.
https://login.proxy.hil.unb.ca/login?url=http://eric.ed.gov/?id=EJ781916

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.
https://login.proxy.hil.unb.ca/login?url=http://www.tandfonline.com/doi/abs/10.1080/13613320600807550

Svendsen, Stine H Bang. "Learning Racism in the Absence of ‘Race’." European Journal of Women's Studies 42, no. 4 (2014): 627-637.
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Theoharis, G. (2007). Social justice educational leaders and resistance: Toward a theory of social justice leadership. Educational Administration Quarterly, 43(2), 221-258.
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Theoharis, G. & O’Toole, J. (2011). Leading Inclusive ELL: Social justice leadership for English language learners. Educational Administration Quarterly, 47(4), 646-688.
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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.
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Varma-Joshi, M., Baker, C. & Tanaka, C. (2004). Names will never hurt me? Harvard Educational Review, 74(2),175-208. (EJ738616)
http://readingsineducationandmore.pbworks.com/w/file/fetch/73526855/VarmaJoshi-NamesWillNeverHurtMe.pdf

Villegas, A. M. (2007). Dispositions in teacher education: A look at social justice. Journal of Teacher Education, 58(5), 370–380.
https://login.proxy.hil.unb.ca/login?url=http://journals.sagepub.com/doi/abs/10.1177/0022487107308419

Villegas, A. M., & Lucas, T. (2007). The culturally responsive teacher. Educational Leadership, 64(6), 28-33.
https://login.proxy.hil.unb.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=24657421&site=ehost-live&scope=site

Walker, A., & Dimmock, C. (2005, Winter). Leading the multiethnic school: Research evidence on successful practice. The Educational Forum, 69(3), 291-304.
https://login.proxy.hil.unb.ca/login?url=http://www.tandfonline.com/doi/abs/10.1080/00131720508984697

Walker, A. & Riordan, G. (2010). Leading collective capacity in culturally diverse schools. School Leadership & Management: Formally School Organization, 30(1), 51-63.
https://login.proxy.hil.unb.ca/login?url=http://www.tandfonline.com/doi/abs/10.1080/13632430903509766

Find Articles

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.

Key Resources

  • 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
    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.

Additional Resources

  • 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

 

Reference Sources

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.

Key Resources

  • 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]

Additional Resources

  • 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.

 

Find Books

 

Search UNB WorldCat:     

Advanced Search | Locations Guide | Other Catalogues | Help/FAQ

Searching UNB WorldCat for e-Books using the example of Research Methods in Education:
http://youtu.be/9SszJiPnTvY

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.

 

Video Tutorials

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:

https://vimeo.com/158528573

Locating UNB Libraries Resources:

Where you will find us on the web (though, technically, you already have):
https://youtu.be/48vV96IpmLc

ERIC

Covers the basics of locating and using ERIC on the EBSCO platform:
https://youtu.be/k-ma9DVy_YQ

Dissertations and Theses

Search and retrieval of PhD Dissertations and Masters Theses in full text:
https://youtu.be/XTnZQJ41rMQ

Google Scholar

Using Google Scholar as a UNB student in order to link results to the fulltext of journal articles and to export citations to Zotero:
https://youtu.be/o9MPPm8l2zo

eBooks

Locating and viewing eBooks in the UNB Libraries collection; includes downloading and installing the Adobe Digital Editions eBook reader:
https://youtu.be/HXkEgJX9Lz0

Document Delivery

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.
https://youtu.be/etp_tDFdEiY

What is a Distance Education Librarian for, anyway?

A brief look at my support responsibilities with regards to your academic success:
https://youtu.be/Z9FI20FSpy4

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:
http://lib.unb.ca/news/distance-education/files/2012/07/SearchStrategiesForClassroomDesign1.pdf

Citing Sources

RefWorks

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:
https://lib.unb.ca/guides/view/index.php/683

 

 

Citations

Ask Us

Last modified on September 20, 2017 08:17