Research Connections
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(Listed alphabetically by the last name, for the original articles or future research collaboration, please contact the authors)

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Sullivan, K., Zhu, Q., Wang, C., & Boyanton, D. (2021) Relations Among Peer Victimization, Ag- gression, and School Climate Among Elementary School Students in China, School Psychology Re- view , DOI: 10.1080/2372966X.2021.1898290

Wang, C., Liu, J., Zhu, Q., Yao, J., Boyanton, D. (May, 2021). Covitality Moderates the Relation- ship between Victimization and Loneliness. Australia Journal of Psychology (Article DOI: 10.1111/ ajpy.12292)

Ambo, A. A., Dabi, K., & Chan, T. C. (2021). Stakeholders’ perception of political influences on quality management of secondary education in Ethiopia. Educational Planning, 28(1), 35-54.

Chan, T. C., & Ridley, A.L. (2020). Curriculum leadership: High school principals’ perception of their roles. Southeast Journal of Educational A dministration, 20(1), 30-44. Available at https:// www.srcea.co/southeast -journal

Xiao, H., & Chan, T. C. (2020). An analysis of governance models of research universities in se- lected countries: Lessons learned. Educational Planning, 27(1), 17-30.

Eppert, C. (2020). Forest walks in the Anthropocene: Meditations on grief, joy, and a restorative politics. In M. Bussey & C. Mozzini -Alister (Eds.), Phenomenologies of grace: The body, embodi- ment and transformative futures (pp. 65-84). Palgrave MacMillan.

Eppert, C. & Bach, J. (Eds.). (in press). Questions of gratitude: Storying transformative and curric- ular relationships with women's experiences and lives [Special symposium]. Curriculum Inquiry.

Eppert, C. (in press). Contemplating educations of ecological well-becoming, with gratitude to (Mother) Earth, wildlife, and women. In C. Eppert & J. Bach (Eds.), Questions of gratitude: Story- ing transformative and curricular relationships with women's experiences and lives [Special sympo- sium]. Curriculum Inquiry.

Culham, T., and Lin, J. (2020). Daoist Cultivation of Qi and Virtue for Life, Wisdom, and Learn- ing. New York: Palgrave-Springer.

Lin, J., Culham, T., and Edwards, S. (Eds.). (2019). Contemplative Pedagogies for Transformative Teaching, Learning, and Being . Charlotte, North Carolina: Information Age Publishing.

Rappeport, A., and Lin, J. (forthcoming). Experiential Ecological and Art-Based Practices for Re- connecting with Mother Earth and with Each Other. Ashmi Desai and Hoa Nguyen (Eds.). Global Approaches to Dialogue: Cultivating Inclusive, Authentic and Intersectional Classroom Conversa- tions.

Lin, J. (2021). Foreword. In Miller, J. P., Li, X., and Tian Y. The Tao of Teaching and Learning: A Nature -Based Approach to Education. University of Toronto Press.

Xu Zhi Xing, Lin, J., and Xia Siyong. (2021 forthcoming). Providing Quality Physical Educa- tion (QPE): Conceptual and Practical Framework, and Barriers to Its Global Implementa- tion. Beijing Journal of International Education.

Lin, J., McHugh, D, Rappeport, A., Fiore, A., Culham, T, & Oxford, R. (accepted). Fostering a Life Energy Field for Interbeing: Psychosocial Support/Social Emotional Learning as a Preventative Measure against Future Conflict. Journal of Education in Emergencies.

Lin, J., Stoltz, A., Rappeport, A., and Aruch, M. (2021). Decolonization and Transformation of Higher Education for Sustainability: Integrating Indigenous Knowledge into Research, Policy, and Practice. Journal of International and Comparative Higher Education.

Lin, J., Hiltebrand, G., Stoltz, and A., Rappeport, A. (2020). Environmental justice must include the rights of all species to life and respect: integrating indigenous knowledge into educa-
tion.
International Studies in Sociology of Education, 30:1-2, 93-112. https:// doi.org/10.1080/09620214.2020.1854827

Lin, J., Culham, T., & Scott, C. (2020). Virtues as Emergence from Contemplative Practic- es. Journal of Character Education, Volume 16(1), 2020, pp. 39–53.

Moon, S. (2021). Transnational curriculum studies. In William H. Schubert and Ming Fang He (Eds.), Oxford Encyclopedia of Curriculum Studies. New York: Oxford University Press. https:// doi.org/10.1093/acrefore/9780190264093.013.1577

Tocci, C. & Moon, S. (2020). Non-violencing: Imagining non-violence pedagogy with Laozi and Deleuze. Journal of Philosophy in Education. 54(3), 541 -562. Doi: 10.1111/1467-9752.12406

Ryan, A., Tocci, C., & Moon, S. (2020). The curriculum foundations reader. New York, NY: Pal- grave Macmillan.

Moon, S., Guo, W. (2021, May). I-Ching (The Book of Change) and reimagining social transfor- mation. To see, to observe, and to contemplate (Chapter 20). AAACS s Taskforce of Internationali- zation of Curriculum Studies.

Ryan, A., Tocci, C., & Moon, S. (2020). The curriculum foundations reader. New York, NY: Pal- grave Macmillan.

Moon, S. (2021). Transnational curriculum studies. In William H. Schubert and Ming Fang He (Eds.), Oxford Encyclopedia of Curriculum Studies. New York: Oxford University Press. https:// doi.org/10.1093/acrefore/9780190264093.013.1577

Tocci, C. & Moon, S. (2020). Non-violencing: Imagining non-violence pedagogy with Laozi and Deleuze. Journal of Philosophy in Education. 54(3), 541 -562. Doi: 10.1111/1467-9752.12406

Moon, S., Guo, W. (2021, May). I-Ching (The Book of Change) and reimagining social transfor- mation. To see, to observe, and to contemplate (Chapter 20). AAACS s Taskforce of Internationali- zation of Curriculum Studies.

Wang, H. (in press). Contemporary Daoism, organic relationality, and curriculum of integrative creativity. Information Age Publishing.

Karrow, D., Harvey, S., & Yu, J. (2020). Social theory’s nod to Heidegger: Contributions of phe- nomenological ontology to teacher education research. In K. Nolan & J. Tupper (Eds.), Social the- ory for teacher education research: Beyond the technical -rational (pp. 243-262). Bloomsbury. 

 
 
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