Research
Areas of Specialization:
Literacy Teacher Education for Contemporary Classrooms, Adolescent Literacy and Language Arts, Educational Leadership
Research Studies in Process:
Storied Course Outlines: Uncovering and Understanding Assumptions about Teaching about Teaching and Learning about Teaching
An Evaluation of the ‘Family and Community Engagement Strategy’ (FACES)
Publications:
Chapters in Books:
Elliott-Johns, S.E. (2012). Literacy teacher education and the teaching of adolescent literature: Perspectives on research and practice. In Hayn, J. & Kaplan, J. (Eds.), (forthcoming, July 2012). Teaching Adolescent Literature Today. Lanham, MD: Rowman & Littlefield (in press).
Elliott-Johns, S.E. (2012). What are the merits and challenges of reading aloud in class? In Leggo, C. (Ed.) English in Middle and Secondary School Classrooms: Creative and Critical Advice from Canada’s Teacher Educators. Vancouver, BC: University of British Columbia Press. Pearson Canada (in press).
Elliott-Johns, S.E. & Ridler, O. (2010). Field experiences in the teacher education programs at Nipissing University. In T. Falkenberg & H. Smits (Eds), Field experiences in the context of reform of Canadian teacher education programs (pp. 147-164). Winnipeg, MB: Faculty of Education of the University of Manitoba.
Elliott-Johns, S.E. (2010). Teaching and Learning Strategies for Increased Understanding: Promoting Active Engagement with Assigned Readings. In Simmons, N. (Ed.), (2010). Opportunities and new directions: Canadian scholarship of teaching and learning (pp. 79-88). Waterloo, ON: Centre for Teaching Excellence (CTE), University of Waterloo.
Edited Books:
Elliott-Johns, S.E. & Jarvis, D.H. (Eds). (under formal consideration). Perspectives on transitions in schooling and instructional practice. Toronto, ON: University of Toronto Press.
Contributed Chapter:
Elliott-Johns, S.E. (under formal consideration). Transitions in instructional practice: Teachers’ voices on classroom reading instruction. In Elliott-Johns, S.E. & Jarvis, D.H. (Eds). (under formal consideration). Perspectives on transitions in schooling and instructional practice. Toronto, ON: University of Toronto Press.
Articles in Refereed Journals:
Elliott-Johns, S.E., Booth, D., Rowsell, J., Puig, E. & Paterson, J. (January 2012). Using student voices to guide instruction. Voices from the Middle (in press).
Elliott-Johns, S.E. (2011). Exploring Multi-modal literature response with pre-service teachers. LEARNING Landscapes Vol. 4, #2, Spring, 2011 (pp. 169-186). Themed Issue: Inquiry: Perspectives, Processes and Possibilities. Montreal, QU: LEARN Publications. www.learninglandscapes.ca
Elliott-Johns, S.E. (2011). Reclaiming a writing voice as a new teacher educator – SoTL as portal. International Journal of Scholarship of Teaching and Learning, Vol. 5, No. 2 (July, 2011) pp. 1-9. http://academics.georgiasouthern.edu/ijsotl/v5n2.html.
Elliott-Johns, S.E. (2011). Blazing a Trail for Picturebooks in Canada: The Art of Elizabeth Cleaver. Childhood Education International Themed Issue: Children's Literature Around the World. (in press).
Campbell, T., Elliott-Johns, S.E., & Wideman, R. Program, Partnerships and Priorities: Promoting early learning through local leadership (2010). Journal of Authentic Leadership v1, No.4 (pp. 1-8). (December, 2010).
Elliott-Johns, S.E. (2010). Reflections of a Teacher Educator on the Process of Making a Case for Tenure. Kansas English v94, No. 1, (pp. 39-51)
Elliott-Johns, S.E. & Booth, D. (2009). Current research and classroom practice: Toward more inclusive approaches to literacy development in schools. Brock Education Vol. 18No. 2 (pp. 49-72).
Elliott-Johns, S. E. (2009). Explorations of teacher educators: Forming a community of inquiry. The Reading Professor, V 31, No. 1 (pp. 29-35) (Summer 2009).
Refereed Conference Proceedings
Elliott-Johns, S.E., Peterson, S., Allison-Roan, V. & Ramirez, L. (2010). A cross-continent collaboration seeking community to support critical inquiry in teacher education. Eighth International Conference on Self-Study of Teacher Education Practices: Negotiating the diverse landscape of teacher education (pp. 81-84). Provo, UT: Brigham Young University.
Elliott-Johns, S.E. What can happen when teacher educators form a community of inquiry? Professors of Reading Teacher Education (PRTE). Paper presented at the 16th European Conference in Reading, International Reading Association, Braga, Portugal. July 19-22, 2009.
Unpublished Technical Reports
Elliott-Johns, S.E. (2008). The effects and perceptions of an in-service series on the use of Question Structure in intermediate and secondary school classrooms. Published Report of Research conducted for the Ontario Ministry of Education, Toronto.
Campbell, T., Elliott-Johns, S.E., & Wideman, R. (2008). Partnerships, and Priorities: Promoting early learning through a community-based approach. Published Report of Research (Program Evaluation) conducted for the Learning Partnership, Toronto.
Book Reviews
Elliott-Johns, S.E. (2004). Teachers as Readers, Commeyras, M., Shockley Bisplingshoff,B. & Olsen, J. (Eds.)Professionally Speaking, June 2004, p. 56.
Elliott-Johns, S.E. (2003). The Gift of Reading, Bouchard, D. Professionally Speaking, September 2003, p. 48.
Elliott-Johns, S.E. (2001). The Art of Evaluation, Fenwick, T. & Parsons, J. Professionally Speaking, June 2001, p. 58.