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Current Issue
Vol. 17 No. 1 (2023)
Published:
2023-06-16
Full Issue
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Editorial Comments
The Responsibilities of Historical Inheritance, in Education and Beyond
Lana Parker
1-6
PDF
Articles
Social-Emotional Learning for Teachers
Critical and Holistic Well-Being as a Marker of Success
Madora Soutter
7-30
PDF
Teachers Learning Classroom Sociology and Social Justice in Primary Education
An Applied Research Project
Büşra Tombak İlhan, Bülent Alcı, Dilek Güven-Hastürk
31-51
PDF
Stones from a Glasshouse
The Paradoxical Condemnation of Reading Recovery in the Ontario Human Rights Commission Right to Read Report
Joe Stouffer, Janice Van Dyke
52-71
PDF
The The Impact of COVID-19 on Instruction for and the Implementation of Quebec’s Sexual Health Curriculum
Teacher Perspectives
Enoch Leung, Katja Kathol, Tara Flanagan
72-92
PDF
Embracing a Trauma-Sensitive Approach
One School’s Transformative Experience of Creating Equitable Schooling
Amy Ballin
93-110
PDF
Reconciliation Through Education
A Model of Ethical Spaces and Relationality
Yvonne Poitras Pratt, Sulyn Bodnaresko
111-128
PDF
Dialogue & Commentary
Right to Read Implies Opportunity to Read
A Contribution to Ongoing Dialogue Concerning the Ontario Human Rights Commission Right to Read Report
Jim Cummins
129-144
PDF
Book Reviews
The Complexities of Authority in the Classroom: Fostering Democracy for Student Learning
Rogene Reid
145-148
PDF
Inclusive Teaching: Strategies for Promoting Equity in the College Classroom
Leslie M. Boon
149-151
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