Resources that can be accessed directly through links in the body of the document may not appear in this list.

  • ADEEWR (Australia Department of Education, Employment, and Workplace Relations). (2009). Belonging, being and becoming: The early years learning framework for Australia. Commonwealth of Australia: Author. Retrieved January 15, 2016.
  • Alexander, C., and Ignjatovic, D. (November 27, 2012). Early childhood education has widespread and long lasting benefits. TD Economics Special Report. Retrieved March 15, 2016.
  • Ardell, D. (1982). 14 days to a wellness lifestyle. Mill Valley, CA: Whatever Publishing.
  • Awartani, M., Whitman, V.C., & Gordon, J. (2007). The voice of children: Student well-being and the school environment. Middle East Pilot. Preliminary Survey Results: Palestine, Jordan and Lebanon. Ramallah, Palestine: Universal Education Foundation.
  • Awartani, M., Whitman, C., & Gordon, J. (2008, March). Developing instruments to capture young people's perceptions of how school as a learning environment affects their well-being. European Journal of Education, 43(1), 51-70.
  • Balfanz, R. (1999). Why do we teach children so little mathematics? Some historical considerations. In J. V. Copley (Ed.), Mathematics in the early years (pp. 3-10). Reston, VA: National Council of Teachers of Mathematics.
  • Barbanell, P. (2008, April). The importance of the A in literAcy. Educator's Voice (1), 30.
  • Baroody, A., Lai, M., & Mix, K. (2006). The development of young children's early number and operation sense and its implications for early childhood education. In B. Spodek & O. Saracho (Eds.), Handbook of research on the education of young children (2nd ed., pp. 187-221). London: Routledge.
  • Baumeister, R. F., & Vohs, K. D. (2011). Handbook of self-regulation: Research, theory, and applications. New York: Guilford Press.
  • Bernhard, J., Freire, M., & Mulligan, V. (2004). Canadian Parenting Workshops. Toronto: Chestnut.
  • Best Start Expert Panel on Early Learning. (2007). Early learning for every child today: A framework for Ontario early childhood settings. Toronto: Ministry of Children and Youth Services.
  • Best Start Resource Centre. (2010). Founded in culture: Strategies to promote early learning in First Nations children in Ontario. Toronto: Author. Retrieved April 15, 2016.
  • Bilmes, J. (2012). Chaos in Kindergarten? Educational Leadership (October), 32-35.
  • Birch, S., & Ladd, G. (1997). The teacher-child relationship and children's early school adjustment. Journal of School Psychology, 35(1), 61-79.
  • Bodrova, E., & Leong, D. J. (2008, March). Developing self-regulation in Kindergarten. In National Association for the Education of Young Children, Beyond the journal – Young children on the web. Retrieved November 20, 2015.
  • Booth, D., & Hachiya, M. (Eds.). (2004). The arts go to school. Markham, ON: Pembroke Publishers.
  • Booth Church, E. (n.d.) Learning through the arts. Early Childhood Today. Retrieved January 15, 2016.
  • Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development. New York: Basic Books.
  • Brietzke, R., & Peterson, K. D. (1994). Building collaborative cultures: Seeking ways to reshape urban schools. Urban Monograph Series. Oak Brook, IL: North Central Regional Educational Laboratory (NCREL). Retrieved January 15, 2016.
  • Bringuier, J.-C. (1980). Conversations with Jean Piaget. Chicago: University of Chicago Press.
  • British Columbia Ministry of Education. (2008). British Columbia early learning framework. Victoria, BC: Ministry of Education, Ministry of Health, Ministry of Children and Family Development, & Early Advisory Group. Retrieved January 15, 2016.
  • British Columbia Ministry of Education. (2009). Understanding the British Columbia early learning framework: From theory to practice. Retrieved January 15, 2016.
  • Brochu, P., Deussing, M.-A., Houme, K., & Chuy, M. (2013). Measuring up: Canadian results of the OECD PISA study. Council of Ministers of Education, Canada (CMEC). Retrieved January 15, 2016.
  • Bronson, M. B. (2000). Self-regulation in early childhood: Nature and nurture. New York: Guilford Press.
  • Brown, S. (2009). Play: How it shapes the brain, opens the imagination and invigorates the soul. New York: Avery.
  • Casey, B. M., Andrews, N., Schindler, H., Kersh, J. E., Samper, A., & Copley, J. (2008). The development of spatial skills through interventions involving block building activities. Cognition and Instruction, 26, 269-309.
  • Center on the Developing Child at Harvard University. (2007). The science of early childhood development (in brief). Retrieved March 15, 2016.
  • Center on the Developing Child at Harvard University. (2011). Building the brain's "air traffic control" system: How early experiences shape the development of executive function. Working paper no. 11. Retrieved January 15, 2016.
  • Center on the Developing Child at Harvard University. (n.d.). In brief: The science of early childhood development: Brain architecture. Retrieved March 15, 2016.
  • Centre for Educational Research and Innovation. (2008). 21st century learning: Research, innovation and policy: Directions from recent OECD analyses. Retrieved January 15, 2016.
  • Chumak-Horbatsch, R. (2012). Linguistically appropriate practice: A guide for working with young immigrant children. Toronto: University of Toronto Press.
  • Claessens, A., Duncan, G., & Engel, M. (2009). Kindergarten skills and fifth-grade achievement: Evidence from the ECLS-K. Economics of Education Review, 28, 415-427.
  • Claessens, A., & Engel, M. (2011). How important is where you start? Early mathematics knowledge and later school success. Paper presented at the 2011 Annual Meeting of the American Educational Research Association (AERA). New Orleans: AERA. Teachers College Record, 115 (June 2013). Retrieved January 15, 2016.
  • Clay, M. M. (2000). Running records for classroom teachers. Portsmouth, NH: Heinemann.
  • Clements, D. H., & Sarama, J. (2009). Learning and teaching early math: The learning trajectories approach. New York: Routledge.
  • Clements, D. H., & Sarama, J. (2011). Early childhood teacher education: The case of geometry. Journal of Mathematics Teacher Education, 14, 133-148.
  • Clements, D. H., & Sarama, J. (2013). Rethinking early mathematics: What is research-based curriculum for young children? In L. D. English & J. T. Mulligan (Eds.), Reconceptualizing early mathematics learning (pp. 121-47). Berlin: Springer.
  • Clements, D. H., & Sarama, J. (2014). The importance of the early years. In R. E. Slavin (Ed.), Science, technology & mathematics (STEM) (pp. 5–9). Thousand Oaks, CA: Corwin.
  • Clinton, J. (2013a). The power of positive adult-child relationships: Connection is the key. Think, feel, act: Lessons from research about young children. Toronto: Queen's Printer for Ontario.
  • Clinton, J. (2013b). Think, feel act: Lessons from research about young children. Positive relationships and brain development. Video: Connecting vs. directing.
  • CMEC (Council of Ministers of Education, Canada). (2011). Canada's ministers of education move ahead on pan-Canadian priorities. Press release, February 23. Retrieved January 15, 2016.
  • CMEC (Council of Ministers of Education, Canada). (2012). "Statement on play-based learning." Retrieved January 15, 2016.
  • Council for Learning outside the Classroom (Shrewsbury, UK). (2009). Benefits for early years of learning outside the classroom. Retrieved January 15, 2016.
  • Crompton, M., & Jackson, R. (2004). Spiritual well-being of adults with Down syndrome. Southsea: Down Syndrome Educational Trust.
  • Dartnell, L. (n.d.). Maths and art: The whistlestop tour. Plus. Retrieved April 15, 2016.
  • deVries, E., Thomas, L., & Warren, E. (2007). Teaching mathematics and play-based learning in an Indigenous early childhood setting: Early childhood teachers' perspectives. Playing with mathematics: Play in early childhood as a context for mathematical learning (pp. 719-722). Fremantle, Western Australia: MERGA (Mathematics Education Reference Group of Australasia) Inc.
  • Dewey, J. (1938). Experience and education. New York: Macmillan.
  • Dickinson, D., & Neuman, S. (2005). Handbook of early literacy research (2nd ed.). New York: Guilford.
  • Donaldson, M., Grieve, R., & Pratt, C. (1983). Early childhood development and education: Readings in psychology. Oxford: Basil Blackwell.
  • Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Hutson, A. C., Klebanov, P., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43, 1428-1446.
  • Dyment, J. E., & Bell, A. C. (2008). Grounds for movement: Green school grounds as sites for promoting physical activity. Health Education Research, 23(6), 952-962.
  • Earl, L., & Hannay, L. (2011). Educators as knowledge leaders. In J. Robertson & H. Timperley (Eds.), Leadership and learning (pp. 186-201). Thousand Oaks, CA: Sage.
  • Early Years Matters. (2016). Transitions. Early Years Foundation Stage (EYFS) website. Retrieved April 15, 2016.
  • Edwards, C., Gandini, L., & Forman, G. (Eds.). (1998). Hundred languages of children: The Reggio Emilia approach to early childhood education (2nd ed.). Toronto: Elsevier Science.
  • Eisenburg, N., & Mussen, P. H. (1989). The roots of prosocial behaviour in children. Cambridge: Cambridge University Press.
  • ELECT (Early Learning for Every Child Today). See Best Start Expert Panel on Early Learning (2007).
  • First Nation Trustees Council of the Ontario Public School Boards' Association. (2011). Input on the draft curriculum for Ontario's Full-Day Early Learning-Kindergarten Program. Toronto: Author.
  • First Nations Education Steering Committee. (n.d.). First peoples principles of learning. Retrieved January 15, 2016.
  • Fosnot, C. T. (2005a). Constructivism revisited: Implications and reflections. The Constructivist, 16(1). Retrieved January 15, 2016.
  • Fosnot, C. T. (Ed.). (2005b). Constructivism: Theory, perspectives, and practice (2nd ed.). New York: Teachers College Press.
  • Frankel, E., & Underwood, K. (2012). Early intervention for young children. In I. Brown and M. Percy (Eds.), Developmental disabilities in Ontario (3rd ed.). Toronto: Ontario Association on Developmental Disabilities.
  • Fraser, S. (2012). Authentic childhood: Experiencing Reggio Emilia in the classroom (3rd ed.). Toronto: Nelson Education.
  • Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.
  • FRP Canada (The Canadian Association of Family Resource Programs). (2011). Family is the foundation: Why family support and early childhood education must be a collaborative effort. Ottawa: Author. Retrieved January 15, 2016.
  • Fullan, M. (2013). Great to excellent: Launching the next stage of Ontario's education agenda. Retrieved June 11, 2016.
  • Fullan, M., & Hargreaves, A. (1991). What's worth fighting for? Working together for your school. Toronto. Ontario Public School Teachers' Federation.
  • Fullan, M., & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. New York: Pearson. Retrieved January 15, 2016.
  • g2g Outside. (2013). The benefits of outdoor play. Retrieved September 15, 2014.
  • Gandini, L. (1998). Educational and caring spaces. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach to early childhood education - Advanced reflections (pp. 161-178). Norwood, NJ: Ablex.
  • Gandini, L., & Kaminsky, J. A. (2004). Reflections on the relationship between documentation and assessment in the American context. An interview with Brenda Fyfe. Innovations in Early Education: The International Reggio Exchange, 11(1), 5–17. Retrieved March 20, 2016.
  • Ginsburg, H. P. (2006). Mathematical play and playful mathematics: A guide for early education. In D. Singer, R. M. Golinkoff, & K. Hirsh-Pasek (Eds.), Play = learning: How play motivates and enhances children's cognitive and social-emotional growth (pp. 145-165). Oxford: Oxford University Press.
  • Ginsburg, H., & Ertle, B. (2008). Knowing the mathematics in early childhood mathematics. In O. N. Saracho & B. Spodek (Eds.), Contemporary perspectives in mathematics in early childhood education (pp. 45-66). Charlotte, NC: Information Age Publishing.
  • Ginsburg, H. P., Lee, J. S., & Boyd, J. S. (2008). Math education for young children: What it is and how to promote it. Social policy report: Giving child and youth development knowledge away, 22(1), 3-23.
  • Gopnik, A. (2011). Why preschool shouldn't be like school. Slate Magazine (1-2). Retrieved April 20, 2012.
  • Hadjioannou, X., & Fu, D. (2007). Critical literacy as a tool for preparing prospective educators for teaching in a multicultural world. New England Reading Association Journal, 43(2), 43-48.
  • Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72(2) (March/April), 625-638.
  • Harwood, D. (2008). Deconstructing and reconstructing Cinderella: Theoretical defence of critical literacy for young children. Language and Literacy 10(2), 1-13.
  • Hattie, J. A. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement (1st ed.). New York: Routledge.
  • Heard, G., & McDonough, J. (2009). A place for wonder: Reading and writing nonfiction in the primary grades. Portland, ME: Stenhouse Publishers.
  • Heckman, J. (2008). The case for investing in disadvantaged young children. In First Focus (Ed.), Big ideas for children: Investing in our nation's future (pp. 49-58). Washington, DC: In Focus.
  • Helm, J. H., Beneke, S., & Steinheimer, K. (2007). Windows on learning: Documenting young children's work (2nd ed.). New York: Teachers College Press.
  • Hewes, J. (2006, November 8). Let the children play: Nature's answer to early learning. Lessons in Learning. Ottawa: Canadian Council on Learning.
  • Hoffman, J. (2013). How biological states affect children's behaviour. (Written to accompany the book by Stuart Shanker, Calm, alert, and learning: Classroom strategies for self-regulation [Toronto: Pearson Canada]). Retrieved January 15, 2016.
  • Hunting, R. (2010). Little people, big play and big mathematical ideas. In MERGA (Mathematics Education Reference Group of Australasia) 33, Shaping the future of mathematics education (pp. 725-730). 2010 conference report. Fremantle, Western Australia: MERGA Inc.
  • Isenberg, J. P., & Quisenberry, N. (2002). A position paper of the Association for Childhood Education International – Play: Essential for all children. Childhood Education 79(1), 33-39.
  • Jang H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 10(3), 588-600.
  • Katz, S., & Dack, L. A. (2012). Intentional interruption: Breaking down learning barriers to transform professional practice. Thousand Oaks, CA: Corwin.
  • Kellert, S. R. (2005). Reflections on children's experience of nature. C&NN [Children & Nature Network] Leadership Writing Series, 1(2), 1-5. Retrieved January 15, 2016.
  • Kilpatrick, J., Swafford, J., & Findell, B. (Eds.). (2001). Adding it up: Helping children learn mathematics. Washington, DC: National Academy Press [National Research Council].
  • Kohm, B., & Nance, B. (2009). Creating collaborative cultures. Educational Leadership, 67(2), 67-72.
  • Kraft-Sayre, M. E., & Pianta, R. C. (2000). Enhancing the transition to Kindergarten: Linking children, families, & schools.. Charlottesville, VA: University of Virginia, National Center for Early Development & Learning: Kindergarten Transition Studies. Retrieved January 15, 2016.
  • Libow Martinez, S., & Stager, G. (2013). Invent to learn: Making, tinkering, and engineering in the classroom. Torrance, CA: Constructing Modern Knowledge Press.
  • Louv, R. (2005). Last child in the woods: Saving our children from nature-deficit disorder. Chapel Hill, NC: Algonquin Books.
  • Luke, A. (2007). Learn, teach, lead. Video: The new literacies. Retrieved January 15, 2016.
  • Luke, A., & Freebody, P. (1997). The social practices of reading. In S. Muspratt, A. Luke, & P. Freebody. Constructing critical literacies: Teaching and learning textual practice (pp. 185-226). Cresskill, NJ: Hampton Press.
  • Luke, A., & Freebody, P. (1999). Further notes on the four resources model. Reading Online (pp. 1-4). Retrieved January 15, 2016.
  • McLaughlin, M., & DeVoogd, G. L. (2013). Critical literacy: Enhancing students' comprehension of text. New York: Scholastic Teaching Resources.
  • Malaguzzi, L. (1993). For an education based on relationships. Young Children, 49(1), 9-12.
  • NAEYC (National Association for the Education of Young Children). (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8: A position statement of the National Association for the Education of Young Children. Washington, DC: National Association for the Education of Young Children.
  • NAHO (National Aboriginal Health Organization). (2009, April). Early childhood development and First Nations, Inuit and Métis children. Fact sheet. Ottawa: Author. Retrieved November 20, 2015.
  • New Brunswick Department of Education and Early Childhood Development. (2007). For now. For life. Be ready: New Brunswick curriculum framework for early learning and child care. Fredericton: Department of Social Development.
  • New Zealand Ministry of Education. (1996). Te whāriki: Early childhood curriculum. Wellington: Learning Media Limited.
  • OECD/CERI (Organisation for Economic Co-operation and Development/Centre for Educational Research and Innovation). (2008). 21st century learning: Research, innovation, and policy. Retrieved January 15, 2016.
  • Ontario Ministry of Children and Youth Services. (2012). Stepping stones: A resource on youth development. Toronto: Author.
  • Ontario Ministry of Education. (2007). Supporting English language learners in Kindergarten: A practical guide for Ontario educators. Toronto: Author.
  • Ontario Ministry of Education. (2010). Growing success: Assessment, evaluation, and reporting in Ontario schools. Toronto: Author.
  • Ontario Ministry of Education. (2011). Getting started with student inquiry. Capacity Building Series. Toronto: Author.
  • Ontario Ministry of Education. (2012). Pedagogical documentation. Capacity Building Series, K-2. Secretariat Special Edition 30. Toronto: Author.
  • Ontario Ministry of Education. (2014a). Achieving excellence: A renewed vision for education in Ontario. Toronto: Author.
  • Ontario Ministry of Education. (2014b). Excerpts from ELECT: Foundational knowledge from the 2007 publication of "Early learning for every child today: A framework for Ontario early childhood settings". Toronto: Author.
  • Ontario Ministry of Education. (2014c). How does learning happen? Ontario's pedagogy for the early years: A resource about learning through relationships for those who work with young children and their families. Toronto: Author.
  • Ontario Ministry of Education. (2014d). Understanding the whole child and youth – a key to learning: An interview with Dr. Lise Bisnaire, Dr. Jean Clinton, and Dr. Bruce Ferguson. In Conversation, 4(4).
  • Ontario Ministry of Education. (2016). Growing success – The Kindergarten addendum: Assessment, evaluation, and reporting in Ontario Schools.
  • OWP/P Architects, VS Furniture, & Bruce Mau Design. (2010). The third teacher: 79 ways you can use design to transform teaching and learning (1st ed.). New York: Harry N. Abrams.
  • Pacini-Ketchabaw, V., Kocher, L., Sanchez, A., & Chan, C. (2009). Rhizomatic stories of immanent becomings and intra-activity: Professional development reconceptualized. In L. Iannacci & P. Whitty (Eds.), Early childhood curricula: Reconceptualist perspectives (pp. 87-119). Calgary, AB: Destilig.
  • Partnership for 21st Century Skills. (2009). Framework for 21st century learning. Retrieved January 15, 2016.
  • Pascal, C. (2009a). Every child, every opportunity: Curriculum and pedagogy for the early learning program. (A compendium report to C. Pascal, [2009], With our best future in mind: Implementing early learning in Ontario). Toronto: Queen's Printer for Ontario.
  • Pascal, C. (2009b). With our best future in mind: Implementing early learning in Ontario. Toronto: Queen's Printer for Ontario.
  • Pelo, A. (2009). A pedagogy for ecology. Rethinking schools website. Retrieved December 20, 2015.
  • Perry, N. E., Phillips, L., & Dowler, J. (2004). Examining features of tasks and their potential to promote self-regulated learning. Teachers College Record, 106(9), 1854-1878.
  • Ponitz, C. C., McClelland, M. M., Matthews, J. S., & Morrison, F. J. (2009). A structured observation of behavioral self-regulation and its contribution to Kindergarten outcomes. Developmental Psychology, 45(3) (May), 605-619.
  • Rinaldi, C. (2004). The relationship between documentation and assessment. Innovations in early education: The international Reggio exchange, 11(1), 1-4. Retrieved January 15, 2016.
  • Rinaldi, C. (2006). In dialogue with Reggio Emilia: Listening, researching and learning. New York: Routledge.
  • Rivkin, M. (1995). The great outdoors: Restoring children's right to play outside. Washington, DC: National Association for the Education of Young Children.
  • Sarama, J., & Clements, D. (2008). Mathematics in early childhood. In O. Saracho & B. Spodek (Eds.), Contemporary perspectives on mathematics in early childhood education (pp. 67-94). Charlotte, NC: Information Age Publishing.
  • Sarama, J,. & Clements, D. (2009a). Building blocks and cognitive building blocks: Playing to know the world mathematically. American Journal of Play, 1, 313-337.
  • Sarama, J., & Clements, D. H. (2009b). Early childhood mathematics education research: Learning trajectories for young children. New York: Routledge.
  • Saskatchewan Ministry of Education. (April 2008; reprint 2013). Play and exploration: Early learning program guide. Retrieved July 10, 2012.
  • Scottish Consultative Council on the Curriculum. (2012). Curriculum framework for children 3-5. Livingstone: Learning and Teaching Scotland.
  • The sense of place. (2015). In website The art of geography: Bringing the sense of place to life. Retrieved November 30, 2015.
  • Seo, K.-H., & Ginsburg, H. P. (2004). What is developmentally appropriate in early childhood mathematics education? Lessons from new research. In D. H. Clements, J. Sarama, & A. M. DiBiase (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 91-104). Mahwah, NJ: Lawrence Erlbaum.
  • Shanker, S. G. (2010). The development of self-regulation. Presentation delivered at People for Education Conference, York University, Toronto, November 13, 2010. Retrieved November 20, 2015.
  • Shanker, S. (2013a). Calm, alert and happy. Toronto: Queen's Printer for Ontario.
  • Shanker, S. (2013b). Calm, alert and learning: Classroom strategies for self-regulation. Toronto: Pearson Canada.
  • Sophian, C. (2004). A prospective developmental perspective on early mathematics instruction. In D. H. Clements, J. Sarama, & A-M. DiBiase (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 253-266). Mahwah, NJ: Lawrence Erlbaum.
  • State of Victoria Department of Education and Early Childhood Development. (2009). Numeracy in practice: Teaching, learning and using mathematics. Paper no.18 (June). Melbourne: Author. Retrieved January 15, 2016.
  • Steen, L. A. (Ed.). (2001). Mathematics and democracy: The case for quantitative literacy. The National Council on Education and the Disciplines. Retrieved January 15, 2016.
  • Sulzby, E., & Teale, W. H. (1991). Emergent literacy. In R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (vol. 2, pp. 727-757). White Plains, NY: Longman.
  • Touhill, L., & Radich, J. (2012). Talking about practice: Environment makeover – Learning environments. A workshop delivered at Campbell Street Childcare and Early Education Centre, Australia. Retrieved March 15, 2016.
  • Trawick-Smith, J., & Dziurgot, T. (2010). Untangling teacher-child play interactions: Do teacher education and experience influence “good-fit” responses to children's play? Journal of Early Childhood Teacher Education, 31(2), 106-128. London: Taylor and Francis.
  • Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Francisco: Jossey-Bass.
  • United Nations Human Rights Office of the High Commissioner. (1990). Article 31: Convention on the rights of the child. Retrieved January 14, 2016.
  • Vasquez, V. (2003). Negotiating critical literacies with young children. Language, Culture, and Teaching Series. New York: Routledge/Lawrence Erlbaum Associates, Inc.
  • Vygotsky, L. (1978). Mind in society: The development of higher psychological processes (rev. ed.). Boston: Harvard University Press.
  • Wells, G. (2001). Action, talk & text: Learning & teaching through inquiry. New York: Teachers College Press.
  • Wheatley, G.H., Brown, D.L., & Solano, A. (1994). Long-term relationship between spatial ability and mathematical knowledge. In D. Kirshner (Ed.), Proceedings of the sixteenth annual meeting North American chapter of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 225–31). Baton Rouge, LA: Louisiana State University.
  • Wien, C.A. (2005). Six short reasons why pedagogy matters in schools. Canadian Children, 30(1), 21.
  • Wien, C.A. (2013). Making learning visible through pedagogical documentation. In Ontario Ministry of Education, Think, feel, act: Lessons from research about young children (pp. 27–30). Toronto: Ontario Ministry of Education.
  • Wiliam, D. (2011). What is assessment for learning? Studies in Educational Evaluation, 37, 3–14.
  • Witmer, J.M., & Sweeney, T.J. (1998). Toward wellness: The goal of counseling. In T.J. Sweeney (Ed.), Adlerian counseling: A practitioner’s approach (pp. 43–99). Philadelphia: Accelerated Development, Taylor & Francis Group.