Dr. Kristen Ferguson
Literacy, Literacy coaching, Professional Development, Higher Education, Drama Education, Teacher Stress and Coping
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.
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.
Curriculum Developed and Edited
Ontario SPCA. (2018). AnimalSmart Primary. Stouffville, ON: Author. Available at http://animalsmart.ca/
Shwed, A.N.M., O'Rourke, B.L., Bruner, B.G., & Ferguson, K. (2022). Impact of School COVID-19 Related Policies in Ontario on Parents’ School Lunch Packing Habits. Canadian Journal of Dietetic Practice and Research,
Ferguson, K., James, Y., & Bourgeault, I. (2022). Teacher Mental Health and Leaves of Absences: A Pilot Study Examining Gender and Care. The Canadian Journal of Education. 45(2), 315-349.
Corrente, M, Ferguson, K., & Bourgeault, I. Teacher Leaves of Absences and Return to Work: A Scoping Review. (2022). Journal of Teaching and Learning, 16(1), 23-43.
O'Rourke, B.L., Shwed, A.N.M., Bruner, B.G., & Ferguson, K. (2020). What's for lunch? Investigating the experiences, perceptions, and habits of parents and school lunches: A scoping review. Journal of School Health, 90, 812-819.
Ferguson, K. (2019). Revisiting Taba’s Questioning Sequences to Teach Reading Comprehension. The Forty-first Yearbook: A Double Peer-Reviewed Publication of the Association of Literacy Educators.
Ferguson, K. & Brown, N. (2019). “Better Together? Sense of Community in a Pre-Service Teacher Cohort Model,” Currents in Teaching and Learning, 11(1), 96-111.
Ferguson, K., Brown, N., & Piper, L. (2018). “Exploring the Lasting Impact of a Common Book Program,” Engaging All Readers Through Explorations of Literacy, Language, and Culture, The Fortieth Yearbook: A Double Peer-Reviewed Publication of the Association of Literacy Educators. 217-233.
Ferguson, K., Brown, N., & Piper, L. (2018). Common Book: A Novel Approach to Teaching and Learning. The Canadian Journal for the Scholarship of Teaching and Learning, 9(2), https://ir.lib.uwo.ca/cjsotl_rcacea/vol9/iss2/6/ .
Ferguson, K., Mang, C., & Frost, L. (2017). Teacher Stress and Utilization of Social Supports. Brock Education, 26(2) 62-86.
Ferguson, K. (2017). A poetry coffee house: Creating a cool community of writers. The Reading Teacher 71(2) 209-213.
Ferguson, K. (2017). Using a simulation to teach reading assessment to pre-service teachers. The Reading Teacher 70(5), 561-569
Brown, N. & Ferguson, K. (2017). Teaching financial literacy with Max and Ruby. Childhood Education 93(1), 58-65.
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.