International Education
Burbidge, T., & Hamer, R. (2020). Academic honesty in the International Baccalaureate Diploma Programme: Student, teacher, and school perspectives. Journal of International Students, 10(2), 265–285. https://doi.org/10.32674/jis.v10i2.667
https://files.eric.ed.gov/fulltext/EJ1253907.pdf
Hacking, E.B., Blackmore, C., Bullock, K., Bunnell, T., Donnelly, M., & Martin, S. (2018). International mindedness in practice: The evidence from International Baccalaureate Schools. Journal of Research in International Education, 17(1), pp.3-16. doi:10.1177/1475240918764722
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Poole A. (2020). Constructing International School teacher identity from lived experience: A fresh conceptual framework. Journal of Research in International Education, 19(2), pp.155-171. doi:10.1177/1475240920954044
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Wright, E., & Lee, M. (2014). Developing skills for youth in the 21st century: The role of elite International Baccalaureate Diploma Programme schools in China. International Review of Education, 60, 199–216. https://doi.org/10.1007/s11159-014-9404-6
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Wright, E., & Lee, M. (2014). Elite International Baccalaureate Diploma Programme schools and inter-cultural understanding in China. British Journal of Educational Studies, 62(2), 149-169. DOI: 10.1080/00071005.2014.924615
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SEL/Mindfulness
McCaw, C. T. (2020). Mindfulness ‘thick’ and ‘thin’— a critical review of the uses of mindfulness in education.Oxford Review of Education, 46(2), 257-278. DOI: 10.1080/03054985.2019.1667759
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Student Growth
Brushwood Rose, C., & Bimm, M. (2021). Children, schooling, and COVID-19: What education can learn from existing research. Journal of Teaching and Learning, 15(2), pp.3–20 https://doi.org/10.22329/jtl.v15i2.6663
https://jtl.uwindsor.ca/index.php/jtl/article/view/6663/5284
Carr, S. (2019). Dampened motivation as a side effect of contemporary educational policy: A self-determination theory perspective. Oxford Review of Education, DOI: 10.1080/03054985.2019.1682537
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Joseph, S., Murphy, D. & John Holford, J. (2020). Positive education: A new look at Freedom to Learn. Oxford Review of Education, DOI: 10.1080/03054985.2020.1726310
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Teacher Mental Health
Lawson, H., Caringi, J., Gottfried, R., Bride, B., & Hydon, S. (2019). Educators’ secondary traumatic stress, children’s trauma, and the need for trauma literacy. Harvard, Educational Review, 89(3), 421-447.
https://hepgjournals-org.proxy.hil.unb.ca/doi/pdf/10.17763/1943-5045-89.3.421
Technology and Education
Bailey, J., Burkell, J., Regan, P., & Steeves, V. (2020, April 21). Children’s privacy is at risk with rapid shifts to online schooling under coronavirus. The Conversation (Canadian Edition).
https://theconversation.com/childrens-privacy-is-at-risk-with-rapid-shifts-to-online-schooling-under-coronavirus-135787?utm_medium=email&utm_campaign=Latest%20from%20The%20Conversation%20for%20April%2022%202020&utm_content=Latest%20from%20The%20Conversation%20for%20April%2022%202020+CID_36bb34ef08a4c2d137986cddb105f2e6&utm_source=campaign_monitor_ca&utm_term=Childrens%20privacy%20is%20at%20risk%20with%20rapid%20shifts%20to%20online%20schooling%20under%20coronavirus
Regan, P. M., & Steeves, V. (2019). Education, privacy, and big data algorithms: Taking the persons out of personalized learning. First Monday, 24(11). https://doi.org/10.5210/fm.v24i11.10094
https://journals.uic.edu/ojs/index.php/fm/article/download/10094/8152
Mental Health Chafouleas, S.M., Koriakin, T.A., Roundfield, K.D. et al. (2019). Addressing childhood trauma in school settings: A framework for evidence-based practice. School Mental Health 11(1), pp. 40-53. https://doi.org/10.1007/s12310-018-9256-5
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Fabiano, G.A. & Pyle, K. (2019). Best practices in school mental health for attention-deficit/hyperactivity disorder: A framework for intervention. School Mental Health,11(1), pp. 72-91. https://doi.org/10.1007/s12310-018-9267-2
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Jones, A.M., West, K.B. & Suveg, C. (2019). Anxiety in the school setting: A framework for evidence-based practice School Mental Health, 11(1), pp. 4-14. https://doi.org/10.1007/s12310-017-9235-2
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Nickerson, A. (2019). Preventing and intervening with bullying in Schools: A framework for evidence-based practice. School Mental Health, 11(1), pp. 15-28. https://doi.org/10.1007/s12310-017-9221-8
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Singer, J.B., Erbacher, T.A. & Rosen, P. (2019). School-based suicide prevention: A framework for evidence-based practice. School Mental Health, 11(1), pp. 54-71. https://doi.org/10.1007/s12310-018-9245-8
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Thorneer, M., McDonald, C., Rodgers, J., & Lopata. (2019). High-functioning autism spectrum disorder: A framework for evidence-based practice. School Mental Health, 11(1), pp. 29-39. https://doi.org/10.1007/s12310-017-9236-1
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Waschbusch, D.A., Breaux, R.P. & Babinski, D.E. (2019). School-based interventions for aggression and defiance in youth: A framework for evidence-based practice. School Mental Health, 11(1), pp. 92-105. https://doi.org/10.1007/s12310-018-9269-0
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Teacher Mental Health Lawson, H., Caringi, J., Gottfried, R., Bride, B., & Hydon, S. (2019). Educators’ secondary traumatic stress, children’s trauma, and the need for trauma literacy. Harvard, Educational Review, 89(3), 421-447.
https://hepgjournals-org.proxy.hil.unb.ca/doi/pdf/10.17763/1943-5045-89.3.421
Berliner
Berliner, D. (1996). Uninvited comments from an uninvited guest. Educational Researcher, 25(8), pp. 47-50.
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Berliner, D. (2015). Trust but verify. Educational Leadership, 72(5), pp. 10-14.
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Berliner, D. (2019). We will never have the kind of schools we would like to have, nor the test scores we want, unless we do something about _____ [Part 1]. Kappa Delta Pi Record, 55(3), pp. 106-111. DOI: 10.1080/00228958.2019.1622375
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Berliner, D. (2019). Part two of two. We will never have the kind of schools we would like to have, nor the test scores we want, unless we do something about _____. Kappa Delta Pi Record, 55(4), pp. 154-159. DOI: 10.1080/00228958.2019.1659039
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