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Dr. Kristen Ferguson

Schulich School of Education  - Associate Professor
office: A326
email: kristenf@nipissingu.ca
tel: 705-474-3450      
ext: 4173
fax: 705-474-1947

Education:

BA (Honours), Nipissing University;
BEd, Nipissing University;
MEd, Nipissing University;
PhD, York University

Research Interests:

Literacy, Literacy coaching, Professional Development, Higher Education, Drama Education, Teacher Stress and Coping

Publications:

Books 

Wynch, G., Lynch, J., Ferguson, K., Johnston, R. R., March, P., & Ljungdahl, L. (2017). Literacy: Reading, Writing, and Children’s Literature, Canadian Edition. Don Mills, ON: Oxford University Press.

Northey, M., Ferguson, K., & Bradley, J. G. (2017). Making Sense in Education. 2nd. Edition.  Don Mills, ON: Oxford University Press.

Book Chapters

Ferguson, K. (2013). Wanting it All: A Ph.D. and Motherhood.  In Ryan, T. (Ed.) The Doctoral Journey: Perseverance. Champaign, Il: The World Universities Forum, pp. 94-101.

Ferguson, K., Frost, L., Kirkwood, K., & Hall, D. (2007). Teacher Stress and Stigma in Northern Ontario. In LeClair, J. A. & Foster, L. T. (Eds.) Contemporary Issues in Mental Health: Concepts, Policy & Practice. Victoria: Western Geographical Press, pp. 211-225.

Journal Articles

Ferguson, K. (accepted, in press). Using a Simulation to Teach Reading Assessment to Pre-Service Teachers. The Reading Teacher.

Brown, N. & Ferguson, K. (accepted, in press). Teaching Financial Literacy with Max and Ruby. Childhood Education.

Dupuis, J.K. & Ferguson, K. (2016). Fostering Remembrance and Reconciliation through an Arts-Based Response. in education, 22(1), 127-147.

Ferguson, K. (2016). Learning Theories, Professional Development, and Implementation Motives: A Discussion of Teacher Peer Coaching. Journal of Authentic Leadership in Education 4(4), 1-10.

Ferguson, K.  (2016) Lessons Learned From Using Shadowing as a Qualitative Research Technique in Education, Reflective Practice 17(1), 15-26.

Ferguson, K., Brown, N., & Piper, L. (2016). Tensions and Issues in Selecting a Book for a University Common Book Program, Currents of Teaching and Learning, 7(2), 58-69.

Ferguson, K., Brown, N., & Piper, L. (2015). Exploring Sense of Community through a Common Book Program for First-Year University Students, The Learning Assistance Review, 20(1), 7-22.

Ferguson, K., Brown, N., & Piper, L.  (2014). “How much can one book do?”: Exploring perceptions of a common book program for first-year university students. Journal of College Reading and Learning 44 (2), 164-199.

Ferguson, K. (2014). Five practical research-based tips for literacy coaches. The California Reader, 47(3), 27-34.

Ferguson, K. (2014). How three schools view the success of literacy coaching: Teachers’, principals’ and literacy coaches’ perceived indicators of success. Reading Horizons, 53(1), 23-48.

Ferguson, K. (2014). Performing poetry: Using drama to increase the comprehension of poetry. What Works? Research into Practice, Ontario Association of Deans of Education, Research Monograph #52, www.edu.gov.on.ca/eng/.../inspire/research/WW_PerformPoetry.pdf.

Ferguson, K. (2014). The benefits of using a professional learning community simulation in a pre-service language arts classroom. The Reading Professor 36(1), 26-31.

Ferguson, K. (2013). Exploring the role of literacy coaches: A case study of three schools in Ontario. The Alberta Journal of Educational Research 59(4) 1-18.

Ferguson, K. (2013). Organizing for professional learning communities: Embedding professional learning during the school day in one Ontario school. Canadian Journal of Administration and Education Policy, 142, 50-68.

Ferguson, K., Frost, L., & Hall, D. (2012). Predicting teacher stress, anxiety, and job satisfaction. Journal of Teaching and Learning, 8(1), 27-42.

Ferguson, K. (2011). Examining the relationships of power and resistance in literacy coaching in three school contexts. In P. Dunstan & L.B. Gambrell (Eds.) 60th Yearbook of the Literacy Research Association, 257-269.

Lynch, J. & Ferguson, K. (2010). Reflections of elementary school literacy coaches on practice: Roles and perspectives. Canadian Journal of Education, 33(1), 199-227.



 

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