Authors

Auteurs / Authors
Marlene Asselin is a professor and deputy head in the Department of
Language and Literacy Education, Faculty of Education, University of
British Columbia. Her research interests include information literacy, school
libraries, and new learners.
Tanya Beran is a professor in the Division of Applied Psychology, Faculty
of Education, University of Calgary.
Monique Brodeur, Ph.D., est professeure, Département d’éducation et de
formation spécialisées, Université du Québec à Montréal.
Rebecca Priegert Coulter is a professor in the Faculty of Education,
University of Western Ontario.
J. Bradley Cousins is a professor in the Faculty of Education, University of
Ottawa. He teaches program evaluation.
Yvette Daniel is a professor in the Faculty of Education, University of
Windsor with an interest in educational administration and policy studies.
Colette Deaudelin, Ph.D., est pofesseure, Département d’enseignement au
préscolaire et au primaire, Faculté d’éducation, Université de Sherbrooke
Heather Duncan is a professor in the Department of Educational Leadership,
University of Wyoming.
Marc Dussault, Ph.D., est professeur, Département des sciences de la gestion,
Université du Québec à Trois-Rivières.
Margaret Early is a professor in the Department of Language and Literacy
Education, Faculty of Education, University of British Columbia. She is
currently Principal Investigator of a collaborative SSHRC/INE funded
project researching multiple literacies, including multilingual literacies.
Margot Filipenko is an Instructor and Coordinator of Teaching Programs
with the Department of Language and Literacy Education at the University
of British Columbia. Her research interests focus on young children’s
literacy development.
Martine Hébert est professeure au Département de sexologie de l’Université
du Québec à Montréal. Ses thèmes de recherche sont l’enfance, la violence,
l’agression sexuelle, la prévention et l’évaluation de programme.
CANADIAN JOURNAL OF EDUCATION 28, 4 (2005)
923
Pierre Lapointe est professeur adjoint à la Faculté des sciences de l’éducation
de l’Université de Montréal. Ses travaux portent sur le développement de
l’enfant en milieu scolaire et sur l’évaluation des programmes éducatifs.
Sonia Lefebvre, Ph.D., est professeure, Département des sciences de
l’éducation, Université du Québec à Trois-Rivières.
Yves Lenoir est professeur titulaire à la Faculté d’éducation de l’Université
de Sherbrooke. Il est aussi le titulaire de la Chaire de recherche du Canada
sur l’intervention éducative, codirecteur du Centre de recherche
interuniversitaire sur la formation et la profession enseignante (CRIFPE)
et directeur du Centre de recherche sur l’intervention éducative (CRIE).
Xin Ma is a professor in the Department of Curriculum and Instruction,
University of Kentucky, with research interests in mathematics education,
school effectiveness, policy research, and advanced quantitative methods.
Laureen McIntyre is a professor in the Department of Educational
Psychology and Special Education, College of Education, University of
Saskatchewan.
Julien Mercier, Ph.D., est professeur, Département d’éducation et de
formation spécialisées, Université du Québec à Montréal
Faye Mishna is a professor at the University of Toronto, Faculty of Social
Work. Her current program of research includes bullying and cyber abuse,
and school-based interventions for students with learning disabilities.
Debra Pepler is a professor of Psychology, York University, and Psychologist
at the Hospital for Sick Children in Toronto. Dr. Pepler’s current research
examines aggression and victimization among adolescents with a concern
to the processes related to these problems over the lifespan. Dr. Pepler also
researches children in families at risk.
Jeanne Richer, Ph.D., est enseignante, Département de design d’intérieur,
Cégep de Trois-Rivières.
Geri Salinitri is a professor in the Faculty of Education, University of
Windsor, with interest in science and guidance education.
Iolanda Scarcello is a school social worker with the Toronto District School
Board. In addition to providing individual, family, and group support to
elementary and high school students and their families, Iolanda is
interested in developing anti-bullying initiatives which focus on children’s
924
CANADIAN JOURNAL OF EDUCATION 28, 4 (2005)
experiences of peer victimization.
Bonnie L. Shapiro is a professor in the Department of Teacher Education
Preparation, Faculty of Education, University of Calgary.
J. David Smith is a professor of educational counselling at the Faculty of
Education, University of Ottawa.
Rebecca Stewart, formerly of the Faculty of Education, University of
Ottawa, is currently a graduate student at Curtin University, Perth,
Australia.
Ruthanne Tobin is a professor in the Faculty of Education, University of
Windsor.
Richard E. Tremblay est professeur titulaire associé aux départements de
pédiatrie, de psychologie et de psychiatrie de l’Université de Montréal. Il
est aussi titulaire de la Chaire de recherche du Canada sur le
développement de l’enfant. Ses travaux portent notamment sur le
développement de l’enfant et sur les prédicteurs de la délinquance.
Judith Wiener is a professor in the Department of Human Development
and Applied Psychology, OISE/University of Toronto. Her program of
research examines social and affective development of children, adolescents,
and adults with learning disabilities, ADHD and other exceptionalities;
psychoeducational assessment; and classroom-based counselling
approaches.
CANADIAN JOURNAL OF EDUCATION 28, 4 (2005)
925
Index du volume 28 / Index to volume 28
Articles
Asselin, Margaret, Margaret Early & Margot Filipenko. Accountability, Assessment, and
ICT Literacies in the Canadian Context, 803.
Beran, Tanya & Bonnie Shapiro. Evaluation of an Anti-Bullying Program: Surprising Findings and Recommendations for New Research Directions, 700.
Bournot-Trites, Monique. See Ingrid Veilleux & Monique Bournot-Trites.
Brodeur, Monique. See Colette Deaudelin, Sonia Lefebvre, Monique Brodeur, Marc
Dussault, Jeanne Richer et Julien Mercier.
Castle, Joyce B. See Coral Mitchell & Joyce B. Castle.
Childs, Ruth A. See Barnabas C. Emenogu & Ruth A. Childs.
Corbett, Michael. Rural Education and Out-Migration: The Case of a Coastal Community,
52.
Coulter, Rebecca. Getting Things Done: Donalda J. Dickie and Leadership Through Practice, 669.
Cousins, J. Bradley. See J. David Smith, J. Bradley Cousins, and Rebecca Stewart.
Daniel, Yvette. The Textual Construction of HIgh Needs for Funding Special Education in
Ontario, 764.
Déry, Michèle, Jean Toupin, Robert Pauzé, & Pierrette Verlaan. Les caractéristiques d’élèves
en difficulté de comportement: placés en classe spéciale ou intégrés en classe ordinaire,
1.
Deaudelin, Colette, Sonia Lefebvre, Monique Brodeur, Marc Dussault, Jeanne Richer et
Julien Mercier. Evolution des conceptions relatives à l’enseignement, à l’apprentissage
et aux technologies de l’information et de la communication chez des enseignants du
primaire, 583.
Dugré, Suzanne & Marcel Trudel. Suivi longitudinal de profils d’adaptation en santé mentale
chez des élèves de niveau primaire, 24.
Duncan, Heather. On-line Education for Practising Professionals: A Case Study, 875.
Dussault, Marc. See Colette Deaudelin, Sonia Lefebvre, Monique Brodeur, Marc Dussault,
Jeanne Richer et Julien Mercier.
Early, Margaret. See Margaret Asselin, Margaret Early & Margot Filipenko.
Emenogu, Barnabas C. & Ruth A. Childs. Curriculum, Translation, and Differential Functioning of Measurement and Geometry Items, 128.
Ewart, Gestny & Stanley Straw. A Seven-Month Practicum: Collaborating Teachers’ Response, 185.
Filipenko, Margot. See Margaret Asselin, Margaret Early & Margot Filipenko.
Gamwell, Peter. Intermediate Students’ Experiences with an Arts-Based Unit: An Action
Research, 359.
Grace, André & Kris Wells. The Marc Hall Prom Predicament: Queer Individual Rights v.
Institutional Church Rights, 237.
Graham, Barbara. The Development of Aboriginal Language Programs: A Journey towards Understanding, 318.
Hasinoff, Shelley. See David Mandzuk, Shelley Hasinoff, & Kelvin Seifert.
Lapointe, Pierre. Evaluation d’un programme national de maternelle en milieux défavorisés,
615.
Lefebvre, Sonia. See Colette Deaudelin, Sonia Lefebvre, Monique Brodeur, Marc Dussault,
Jeanne Richer et Julien Mercier.
926
CANADIAN JOURNAL OF EDUCATION 28, 4 (2005)
Lenoire, Yves. Le “rapport Parent”, point de départ de l’ancrage de l’école québécoise
dans la logique anglophone nord-américaine, 638.
Lloyd, Jennifer E.V., John Walsh, & Manizheh Shehni Yailgagh. Sex, Differences in Performance Attributions, Self-Efficacy, and Achievement in Mathematics: If I’m So
Smart, Why Don’t I Know It?, 384.
Ma, Xin & Laureen J. McIntyre. Exploring Differential Effects of Mathematics Courses on
Mathematics Achievement, 828.
Mandzuk, David, Shelley Hasinoff, & Kelvin Seifert. Inside a Student Cohort: Teacher
Education from a Social Capital Perspective, 168.
Martin, Jack. See Ann-Marie McLellan & Jack Martin.
McIntyre, Laureen J. See Xin Ma & Laureen J. McIntyre.
McLellan, Ann-Marie, & Jack Martin. Psychology and the Education of Persons in British
Columbia: A Critical Interpretive Investigation, 73.
Mercier, Julien. See Colette Deaudelin, Sonia Lefebvre, Monique Brodeur, Marc Dussault,
Jeanne Richer et Julien Mercier.
Mishna, Faye, Iolanda Scarcello, Debra Pepler, & Judith Wiener. Teachers’ Understanding
of Bullying, 719.
Mitchell, Coral & Joyce B. Castle. The Instructional Role of Elementary School Principals,
409.
Montésinos-Gelet, Isabelle. See Marie-France Morin & Isabelle Montésinos-Gelet.
Montgomery, Cameron & André A. Rupp. A Meta-analysis for Exploring the Diverse
Causes and Effects of Stress in Teachers, 458.
Morin, Marie-France & Isabelle Montésinos-Gelet. Les habiletés phonogrammiques en
écriture à la maternelle: Comparaison de deux contextes francophones différents
France-Québec, 508.
Newton, Paul M., & Larry Sackney. Group Knowledge and Group Knowledge Processes
in School Board Decision Making, 434.
Nickerson-Crowe, Kate. An Arts-Based Appraoch to Conceptual Educational Practice,
534.
Robert Pauzé. See Michèle Déry, Jean Toupin, Robert Pauzé, & Pierrette Verlaan.
Pepler, Debra. See Faye Mishna, Iolanda Scarcello, Debra Pepler, & Judith Wiener.
Phelan, Anne M. A Fall from (Someone Else’s) Certainty: Recovering Practical Wisdom in
Teacher Education, 339.
Richer, Jeanne. See Colette Deaudelin, Sonia Lefebvre, Monique Brodeur, Marc Dussault,
Jeanne Richer et Julien Mercier.
Rupp, André A. See Cameron Montgomery & André A. Rupp.
Sackney, Larry. See Paul M. Newton & Larry Sackney.
Salinitri, G. The Effects of Formal Mentoring on the Retention Rates for First Year Low
Achieving Students, 854.
Scarcello, Iolanda. See Faye Mishna, Iolanda Scarcello, Debra Pepler, & Judith Wiener.
Schick, Carol & Verna St. Denis. Troubling National Discourses in Anti-Racist Curricular
Planning, 295.
Schulz, Renate. The Practicum: More than Practice, 147.
Seifert, Kelvin. See David Mandzuk, Shelley Hasinoff, & Kelvin Seifert.
Shapiro, Bonnie. See Tanya Beran & Bonnie Shapiro.
Smith, J. David, J. Bradley Cousins, and Rebecca Stewart. Anti-Bullying Interventions in
Schools: Ingredients of Effective Programs, 740.
Smithrim, Katharine & Rena Upitis. Learning Through the Arts: Lessons of Engagement,
109.
St. Denis, Verna. See Carol Schick & Verna St. Denis.
CANADIAN JOURNAL OF EDUCATION 28, 4 (2005)
927
Stewart, Rebecca. See J. David Smith, J. Bradley Cousins, and Rebecca Stewart.
Straw, Stanley. See Gestny Ewart & Stanley Straw.
Temple, Julia R. “People Who Are Different from You”: Heterosexism in Quebec High
School Textbooks, 271.
Tobin, Ruthanne. Co-teaching in Language Arts: Supporting Students with Learning Disabilities, 785.
Toupin, Jean. See Michèle Déry, Jean Toupin, Robert Pauzé, & Pierrette Verlaan.
Trudel, Marcel. See Suzanne Dugré, & Marcel Trudel.
Upitis, Rena. See Katharine Smithrim & Rena Upitis.
Veilleux, Ingrid & Monique Bournot-Trites. Standards for the Language Competence of
French Immersion Teachers: Is There a Danger of Erosion?, 487.
Verlaan, Pierrette. See Michèle Déry, Jean Toupin, Robert Pauzé, & Pierrette Verlaan.
Walsh, John. See Jennifer E.V. Lloyd, John Walsh, & Manizheh Shehni Yailgagh.
Ward, Angela & Linda Wason-Ellam. Reading Beyond School: Literacies in a Neighbourhood Library, 92.
Wason-Ellam, Linda. See Angela Ward & Linda Wason-Ellam.
Wells, Kris. See André Grace & Kris Wells.
Wiener, Judith. See Faye Mishna, Iolanda Scarcello, Debra Pepler, & Judith Wiener.
Yailgagh, Manizheh Shehni. See Jennifer E.V. Lloyd, John Walsh, & Manizheh Shehni
Yailgagh.
Recensions / Book Reviews
Amacher, Ryan C. & Roger E. Meiners. (2004). Faulty Towers: Tenure and the Structure
of Higher Education, by Brian Roberts, 571.
Beattie, Mary. (2004). Narratives in the Making: Teaching and Learning of Corktown
Community High School, by Helen E. Christiansen, 213.
Bratton, John, Jean Helms Mills, J., Timothy Pyrch and Peter Sawchuk. (2004). Workplace
Learning: A Critical Introduction, by Steven Jordan, 566.
Boyd, Fenice B., Cynthia H. Brock, and Mary S. Rozendal. (2004). Multicultural. and
Multilingual Literacy and Language Contexts and Practices, by Theresa Rogers, 917.
Coles, Gerald. (2003). Reading the Naked Truth: Literacy, Legislation, and Lies, by Marianne
McTavish, 904.
Dawson, P. & R. Guare. (2004). Exectuive Skills in Children and Adolescents: A Practical
Guide to Assessment and Intervention, by John R. Kirby, 224.
Duke, Nell K. and Marla H. Mallette (Eds.). (2004). Literacy Research Methodologies, by
Linda Coles, 898.
Hayhoe, Ruth. (2004). Full circle: A Life with Hong Kong and China, by Glen A. Jones,
222.
Jochems, Wim, Jeroen van Merrienboer, & Rob Koper (Eds.). (2004). Integrated e-learning: Implications for Pedagogy, Technology and Organization, by Peter Wright, 227.
Liston, Daniel & Jim Garrison (Eds.). Teaching, Learning, and Loving: Reclaiming Passion
in Educational Practice, by Deborah Orr, 230.
Luce-Kapler, Rebecca. (2004). Writing with, through, and beyond the text: An ecology of
language, by Trevor J. Gambell, 219.
McNinch, J. & M. Cronin. (2004). I Could Not Speak My Heart: Education and Social
Justice for Gay and Lesbian Youth, by Wayne Martino, 559.
Morrow, Lesley M. (2003). Organizing and Managing the Language Arts Block: A Professional Development Guide, by Lynne Wiltse, 924.
Moss, Barbara. (2003). Exploring the Literature of Fact: Children’s Nonfiction Trade Books
in the Elementary Classroom, by Linda L. Lang, 902.
928
CANADIAN JOURNAL OF EDUCATION 28, 4 (2005)
Ness, Molly. (2004). Lessons to Learn: Voices from the Front Lines of Teach for America,
by Roslyn Thomas-Long, 210.
Norton, Bonnie & Kelleen Toohey (Eds.). (2004). Critical Pedagogies and Language
Learning, by Sharon Rich, 914.
Roth, Wolff-MIchael & Angela Calabrese Barton. (2004). Rethinking Scientific Literacy,
by Douglas A. Roberts, 561.
Sadoski, Mark. (2004). Conceptual Foundations of Teaching Reading, by Lyndsay Moffatt,
908.
Schleppegrell, Mary J. (2004). The Language of Schooling: A Functional Linguistics
Perspective, by Don K. Philpot, 911.
Smylie, Mark A. & Debra Miretzky. (Eds.). (2004). Developing the Teacher Workforce:
103rd Yearbook of the National Society for the Study of Education, Part I, by Virginia
Stead, 554.
Suarez-Orozco, Marcelo M. and Desiree B. Qin-Hilliard. (2004). Globalization, Culture
and Education in the New Millenium, by Alison I. Griffith, 569.
Walker, Catherine & Edgar Schmidt. (2004). Smart Tests: Teacher-Made - Tests That Help
Students Learn, by Sonya Corbin Dwyer, 215.
Wilson, Mark. (Ed.). (2004). Towards Coherence between Classroom Assessment and
Accountability: 103rd yearbook of the National Society for the Study of Education,
Part II, by Louis Volante, 558.
Essai critique / Review Essay
Grossman, Herbert. (2004). Classroom Behaviour Management for Diverse and Inclusive
Schools, by S. Anthony Thompson, 203.
Johnson, David. (2005). Signposts of Success: Interpreting Ontario’s Elementary School
Test Scores, by W. Todd Rogers and Don A. Klinger, 535.
Monteith, Moira (Ed.). ICT for Curriculum Enhancement, by Bruce L. Mann, 540.
Politique rédactionnelle / Editorial Policy
La polituqe redactionnelle pour la Revue canadienne de
l’éducation peut se voir au site web: http://www.csse.ca/
CJE/General.htm
The Editorial Policy for the Canadian Journal of Education
can be found on the website at: http://www.csse.ca/CJE/
General.htm
CANADIAN JOURNAL OF EDUCATION 28, 4 (2005)
929