Knowledge Mobilization Project Gallery

This gallery displays a class of MEd student’s work that addresses the following scenario: You have under 6 minutes to advocate for your profession and/or students, and persuade a leader to consider your arguments for a specific intervention or issue. What would you do?

Location: Neville Scarfe Foyer
Date: March 20th – 31st, 2023


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  • Amemiya, J., Mortenson, E., & Wang, M.-T. (2020). Minor infractions are not minor: School
    infractions for minor misconduct may increase adolescents’ defiant behavior and
    contribute to racial disparities in school discipline. American Psychologist, 75(1), 23–36.
  • Bandura, A. (1978). Social Learning Theory of Aggression. Journal of Communication, 28(3),
  • Chia, K., Hsu, C., Lin, L., & Tseng, H. H. (2021). The Identification of Ideal Social Media
    Influencers: Integrating the Social Capital, Social Exchange, and Social Learning
    Theories. Journal of Electronic Commerce Research, 22(1), 4-21.
  • Cornell, D., Shukla, K., & Konold, T. R. (2016). Authoritative school climate and student
    academic engagement, grades, and aspirations in middle and high schools. AERA Open,
    2(2), 233285841663318.
  • Global News. (2021, September 16). TikTok’s “devious lick” trend has BC school districts
    dealing with theft, vandalism [Video]. YouTube.
  • Magier, M., Patte, K. A., Battista, K., Cole, A. G., & Leatherdale, S. T. (2020). Are School
    Substance Use Policy violation disciplinary consequences associated with student
    engagement in cannabis? International Journal of Environmental Research and Public
    Health, 17(15), 5549.
  • Magier, M. J., Leatherdale, S. T., Wade, T. J., & Patte, K. A. (2021). Disciplinary approaches for
    cannabis use policy violations in Canadian Secondary Schools. International Journal of
    Environmental Research and Public Health, 18(5), 2472.
  • Solakoglu, O., & Yuksek, D. A. (2019). Delinquency Among Turkish Adolescents: Testing
    Akers’ Social Structure and Social Learning Theory. International Journal of Offender
    Therapy and Comparative Criminology, 64(5), 539–563.

  • Ahram, R., Fergus, E., & Noguera, P. (2011). Addressing Racial/Ethnic disproportionality in special education: Case studies of suburban school districts. Teachers College Record (1970), 113(10), 2233-2266.
  • Artiles, A. J., Kozleski, E. B., Trent, S. C., Osher, D., & Ortiz, A. (2010). Justifying and explaining disproportionality, 1968–2008: A critique of underlying views of culture. Exceptional Children, 76(3), 279-299.
  • Brown, R. S., & Parekh, G. (2010). Special education: Structural overview and student demographics. Toronto District School Board.
  • Cavendish, W., Connor, D., Gonzalez, T., Jean-Pierre, P., & Card, K. (2020). Troubling "the problem" of racial overrepresentation in special education: A commentary and call to rethink research. Educational Review (Birmingham), 72(5), 567-582.
  • Cooc, N., & Kiru, E. W. (2018). Disproportionality in special education: A synthesis of international research and trends. SAGE Publications.
  • Ford, D. Y., Grantham, T. C., & Whiting, G. W. (2008). Culturally and linguistically diverse students in gifted education: Recruitment and retention issues. Exceptional Children, 74(3), 289-306.
  • Gabel, S. L., Curcic, S., Powell, J. J. W., Khader, K., & Albee, L. (2009). Migration and ethnic group disproportionality in special education: An exploratory study. Disability & Society, 24(5), 625-639.
  • McBride, S. R., McKee, W. T., British Columbia. Aboriginal Education Branch, British Columbia Government EBook Collection, British Columbia. Ministry of Education. Special Programs Branch, & McBride Management Ltd. (2001). Over-representation of aboriginal students with reported behaviour disorders: A report to the ministry of education - British Columbia, Aboriginal education branch and special programs branch. Ministry of Education, Aboriginal Education Branch.

  • Butler, D. L., & Schnellert, L. (2015). Success for students with learning disabilities: What does self- regulation have to do with it? In T. Cleary (Ed.), Self-regulated learning interventions with at-risk youth: Enhancing adaptability, performance, and well-being (pp. 89–111). American Psychological Association.
  • Dweck, C.S. (2006). Mindset: The new psychology of success. Random House.
    Erickson, H.L., & Lanning, L. A. (2014). Transitioning to concept-based curriculum and instruction. Sage.
  • Garwood, J. D., & Ampuja, A. A. (2019). Inclusion of students with learning, emotional, and behavioral disabilities through strength-based approaches. Intervention in School and Clinic, 55(1), 46-51.
  • McCoy, J. D., & Ketterlin-Geller, L. R. (2004). Rethinking instructional delivery for diverse student populations: serving all learnings with concept-based instruction. Intervention in School and Clinic, 40(2), 88-95.

  • Cologon, K. (2022). Is inclusive education really for everyone? Family stories of children and young people labelled with ‘severe and multiple’ or ‘profound’ ‘disabilities’. Research Papers in Education, 37(3), 395-417.
  • Hunt, P., Staub, D., Alwell, M., & Goetz, L. (1994). Achievement by all students within the context of cooperative learning groups. Journal of the association for persons with severe handicaps, 19(4), 290-301.
  • Krammer, M., Gasteiger-Klicpera, B., Holzinger, A., & Wohlhart, D. (2021). Inclusion and standards achievement: the presence of pupils identified as having special needs as a moderating effect on the national mathematics standards achievements of their classmates. International Journal of Inclusive Education, 25(7), 795-811.
  • Oh-Young, C., & Filler, J. (2015). A meta-analysis of the effects of placement on academic and social skill outcome measures of students with disabilities. Research in developmental disabilities, 47, 80-92.
  • Rojewski, J. W., Lee, I. H., & Gregg, N. (2015). Causal effects of inclusion on postsecondary education outcomes of individuals with high-incidence disabilities. Journal of Disability Policy Studies, 25(4), 210-219.
  • Rose, C. A., Monda-Amaya, L. E., & Espelage, D. L. (2011). Bullying perpetration and victimization in special education: A review of the literature. Remedial and special education, 32(2), 114-130.
  • Szumski, G., Smogorzewska, J., & Karwowski, M. (2017). Academic achievement of students without special educational needs in inclusive classrooms: A meta-analysis. Educational research review, 21, 33-54.
  • Wenting’s poster: Supporting English Language Learners with Self-Regulated Learning strategies
    Butler, D. L., Schnellert, L., & Perry, N. E. (2017). Developing self-regulating learners. Don Mills, ON: Pearson.
  • Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), 121–131.
  • Pintrich, P.R., & Zusho, A. (2002). The development of academic self-regulation: The role of cognitive and motivational factors. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 249–284). Academic Press.
  • Wang, C., & Bai, B. (2017). Validating the instruments to measure ESL/EFL learners’ self-Efficacy beliefs and self-regulated learning strategies. TESOL Quarterly, 51(4), 931–947.
  • Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183.

  • Aknin, L. B., Hamlin, J. K., & Dunn, E. W. (2012). Giving leads to happiness in young children. PLoS one, 7(6), e39211.
  • Canada Helps, Environics Analytics, & Imagine Canada. (2021). (rep.). THE GIVING REPORT 2021 Faster Growth in Online Giving Crucial During Times of Crisis.
  • McDonald, N. M., & Messinger, D. S. (2011). The development of empathy: How, when, and why. Moral behavior and free will: A neurobiological and philosophical approach, 333-359.
  • Paulus, M. (2014). The early origins of human charity: Developmental changes in preschoolers’ sharing with poor and wealthy individuals. Frontiers in Psychology, 5, 344.