Publications

Books authored:

The Reflexive Classroom Manager

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McGill Book Review

Ryan, T. G. (2007). The reflexive classroom manager. (2nd Ed.). Calgary, AB: Temeron

Books/Detselig. Review of the Reflexive Classroom Manager

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McGill Journal Book Review

Ryan, T. G. (2005). The reflexive physical educator. Calgary, AB: Temeron Books/Detselig. Amazon

Books edited:

Kraglund-Gauthier, W.L., Young, D.C., & Ryan, T.G. (Eds.). (2016). Readiness  for the field: Perspectives from within the triangle of teacher education. Champaign, IL: Common Ground Publishing.

Ryan, T. G., & MacLeod, K. (Eds.). (2016). The physics educator: Tacit praxes and untold stories. Champaign, IL: Common Ground Publishing.

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St. FX News       UBC Blog

Ryan, T. G., & D. C. Young. (Eds.). (2014).Teaching online: Stories from within. Champaign, IL: CG Publishing. http://ubi-learn.cgpublisher.com/product/pub.215/prod.3 

Book Review    University Affairs Excerpt

Ryan, T. G. (Ed.). (2013). The doctoral journey: Perseverance. Champaign, IL: Common Ground Publishing. http://worlduniversitiesforum.cgpublisher.com/product/pub.291/prod.2

Ryan, T.G. (Associate Ed.). (2012). Cultures of educational policy: International issues of policy-outcome relationships. (Ed.). Beatrice Boufoy-Bastick. Analytrics: Strasbourg, France.

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Ryan, T. G. (Ed.). (2012). The masters journey: Self-development. North Bay, ON: Thomas G. Ryan/Nipissing.  The Masters Journey: Self-Development

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Ryan, T. G. (Ed.). (2009). Canadian educational leadership. Calgary, AB: Temeron Books/Detselig. Canadian Educational Leadership

Ryan, T. G. (Ed.). (2007). The reflexive special educator. Calgary, AB: Temeron Books/Detselig.     

Chapters:

Ryan, T.G. (2016). Reflection, narration, praxes and story: A primer. The physics educator: Tacit praxes and untold stories. In Ryan, T. G., & MacLeod, K. (Eds.). (2016). The physics educator: Tacit praxes and untold stories. Champaign, IL: Common Ground Publishing.

Ryan, T.G., & D. C. Young. (2014). Online education as experience, learning, and growth. In T.G. Ryan & D. C. Young (Eds.), In Teaching online: Stories from within (pp. ix-xvii).Champaign, IL: Common Ground Publishing. http://ubi-learn.cgpublisher.com/product/pub.215/prod.3 

Ryan, T.G. (2014) Improving online graduate level teaching outcomes and actions. In T.G. Ryan & D.C. Young (Eds.), In Teaching online: Stories from within (pp. 164-175).Champaign, IL: Common Ground Publishing. http://ubi-learn.cgpublisher.com/product/pub.215/prod.3 

Ryan, T.G., & D. C. Young. (2014). The State of e-Learning: Current Observations and Future Trends. In T.G. Ryan & D. C.Young (Eds.), In Teaching online: Stories from within (pp. 176-192).Champaign, IL: Common Ground Publishing. http://ubi-learn.cgpublisher.com/product/pub.215/prod.3 

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Ryan, T.G. (2014). Social media use in the classroom: Pedagogy & practice. In S. Van Nuland, (Ed.), Moving forward in curriculum, pedagogy and leadership (pp. 1-11). The International Council on Education for Teaching (ICET) 58th World Assembly. University of Ontario Institute for Technology, Oshawa, ON: Canada. uoit

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Ryan, T.G. (2014). A recursive view of self in teacher education: Beliefs, values and action research within an evolving landscape. In E. Scola. (Ed.), Circles of Hope (pp. 1-9). Ontario Teachers Federation/Ontario Association of Deans of Education. York University, Toronto, ON: Canada. laurentian

Ryan, T.G. (2013). Meaning and intention in higher education. In T.G. Ryan (Ed.), The doctoral  journey: Perseverance. (pp. 136-141). Champaign, IL: Common Ground Publishing. http://worlduniversitiesforum.cgpublisher.com/product/pub.291/prod.2

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Ryan, T. G., VanEvery, L., McDonald, V. L., & Steele, A. (2013). Becoming visible: Reconceptualizing curriculum, pp, 23-41, in A. Kulnieks, D.Longboat & K.Young (Eds.), Contemporary Studies in Environmental and Indigenous Pedagogies: A Curricula of Stories and Place. Rotterdam/Taipei: Sense Publishers. https://www.sensepublishers.com/catalogs/bookseries/other-books/contemporary-studies-in-environmental-and-indigenous-pedagogies/

Ryan, T.G. (2013). The doctoral journey: Past, present, and future landscapes. In T.G. Ryan (Ed.), The doctoral journey: Perseverance. (pp. 22-27). Champaign, IL: Common Ground Publishing. http://worlduniversitiesforum.cgpublisher.com/product/pub.291/prod.2

Ryan, T.G. (2013). Reaching beyond one’s grasp: An instinctive journey. In T.G. Ryan (Ed.), The doctoral journey: Perseverance. (pp. 22-27). Champaign, IL: Common Ground Publishing. http://worlduniversitiesforum.cgpublisher.com/product/pub.291/prod.2

Ryan, T. (2013). The challenge of appraising online communications: Instructor values and valuation modes, pp, 1-15, in Sims, R., and Kibotho, M,. (Eds.), Education across Space and Time: Meeting the Needs of the Diverse Learner. Open and Distance Learning Association of Australia, Stanhope Gardens, NSW, Australia. http://www.odlaa.org/       See page 118 for Chapter

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Ryan, T. (2012) Schools, Teachers, Training, Victims, Prevention and Community: A Cyberbullying Collage, pp, 1-14, in Van Nuland, S. (Ed.), Social Media and Teacher Learning. University of Ontario Institute for Technology, Oshawa, ON: Canada.  E-book link

Ryan, T.G. (2012). Summative reflections. In T.G. Ryan (Ed.), The masters journey. (pp. 268-271). North Bay, ON: Thomas G. Ryan/Nipissing. The Masters Journey: Self-Development

Joong, P., & Ryan, T. (2012). Teachers’ and students’ perceptions of secondary reform and implementation: China and Canada comparison, pp, 263-278, in Y. Hébert & A. Abdi (Eds.), Critical Perspectives on International Education. Rotterdam/Taipei: Sense Publishers. Sense Publishers

Ryan, T.G. (2012). Departure: Intentions and Corridors. In T.G. Ryan (Ed.), The masters journey. (pp. 01-06). North Bay, ON: Thomas G. Ryan/Nipissing. The Masters Journey: Self-Development

Ryan, T.G. (2010). The school cyberbully and victim: Prevention, practice and prognosis. In T. Swain (Ed.), Smart Teaching: A Transformational Approach. (pp. 40-78). Bhubaneswar: Open Page India, ISBN: 978-81-909973-1-7. From, http://openpageindia.wordpress.com/2-publidcations/smart-cover/

Ryan, T.G. (2009). Teaching and technology: Issues, caution, and concerns. In R. Subramaniam (Ed.), Handbook of research on new media literacy at the K-12 level: Issues and challenges. (pp. 86 – 105). National Institute of Education Singapore Idea Group, Inc. Teaching and Technology

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Ryan, T. G. (2008). Classroom management: A recumbent view. In W. Richardson & C. Richardson (Eds.), Walking the talk: Putting theory into practice. (pp. 175-179). Calgary, AB: Temeron Books/Detselig.  Walking the Talk

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Ryan, T.G. (2008). Action research: An essential teacher development mode. In A. Garuba & L. Irwin (Eds.), Teaching and education for teaching in developing countries: Essays in honour of professor jophus anamuah-mensah. (pp. 45-54). Ghana, Africa: SACOST, University of Education,Winneba.

Ryan, T.G. (2007). ADD/ADHD and educational achievement: A contemporary synopsis. In T.G. Ryan (Ed.), The reflexive special educator. (pp. 99-111). Calgary, AB: Temeron Books/Detselig.  The Reflexive Special Educator   

Ryan, T.G. (2007). Assessment and Evaluation: Preparatory points. In T.G. Ryan (Ed.), The reflexive special educator. (pp. 99-111). Calgary, AB: Temeron Books/Detselig.

Ryan, T.G. (2007). A special educator’s reflexive chronicle. In T.G. Ryan (Ed.), The reflexive special educator. (pp. 19-42). Calgary, AB: Temeron Books/Detselig.

Ryan, T.G. (2007). Leading while looking back and within: Reflective and reflexive modes. In S. Donahoo (Ed.), Teaching leaders to lead teachers: Educational administration in the era of constant crisis. (pp. 45-59). London, UK: Elsevier. Emerald Group Publishing

Ryan, T.G. (2007). The reflexive educator’s philosophical orientation. In T.G. Ryan (Ed.), The reflexive special educator. (pp. 43-56). Calgary, AB: Temeron Books/Detselig.

Ryan, T.G. (2007). Physical exceptionality: Blind and low vision. In T.G. Ryan (Ed.), The reflexive special educator. (pp. 155-168). Calgary, AB: Temeron Books/Detselig.

Ryan, T.G. (2007). Physical exceptionality: Hearing. In T.G. Ryan (Ed.), The reflexive special educator. (pp. 169-176). Calgary, AB: Temeron Books/Detselig.

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Ryan, T. G. (2003). Reflections of a provincial achievement test marker and scorer. In Passing the Test: A Book of Readings on Provincial, National and International Testing in Canadian Public Schools. Ottawa, On.  Policy Alternatives: Ottawa

Reprinted paper:

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Ryan, T.G., Aquino, A.M., Berry, D., Clausen, K., & Wideman, R.L. (2008/2010). Elementary professional development within a ‘practical’ action research effort to improve student literacy. In D. Ary, L. Chester Jacobs, & C. Sorensen, Introduction to Research in Education (8th Ed.)., pp. 541-555. Belmont, CA: Wadsworth Cengage Learning. (Reprinted from Networks: An online journal for teacher research, 10 (2). University of Wisconsin, Madison, WN).    Research Methods Text

Articles:

2018

Ryan, T.G., & Sinay, E. (2018). Goal Setting: Zeroing in on teaching and learning priorities. The Canadian Association of Principals Journal, 17 (1), 31-34. Retrieved from http://marketzone.ca/ebooks/CAP/2018/CAP-T0218_EMAG/html5forpc.html?page=0

Ryan, T. G. (2018). Equity in health and physical education programs: An Ontario perspective. International Journal of Physical Education, 55(2), 13–26.

Ryan, T.G. (2018, April). Educational action research as a global competence in a digital world. Canadian Journal for Teacher Research, 1-8. Retrieved from http://www.teacherresearch.ca/

Ryan, T.G. (2018). Health and physical education can improve the school community. The Canadian Association of Principals Journal, 16 (1), 17-21. Retrieved from http://marketzone.ca/ebooks/CAP/2018/CAP-T0118_EMAG/html5forpc.html?page=0

Ryan, T.G., & Deuerlein, K. (2018). Revitalizing the Ontario public education system for young English language learners. International Online Journal of Education and Teaching, 5 (1), 15-36.

2017

Mikelsteins, Z., & Ryan, T.G. (2017). Increasing inclusion and reducing the stigma of special needs in Latvia: What can we learn from other countries? International Journal of Educational Reform, 28 (1), 12-26.

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Ryan, T.G. (2017). Teaching Digital Natives, Immigrants, Residents and Visitors in the 21st Century. Clute International Conference on Technology in Education. Orlando, FL, Conference Proceedings (Jan 2-6).

Ryan, T.G., Young, D.C., & Kraglund-Gauthier, W.L. (2017). Action research within pre-service teacher education. Transformative Dialogues: Teaching and Learning Journal, 11, 1-15        http://www.kpu.ca/td/current-issue

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Ryan, T.G., & Sinay, E. (2017). Edification of education: An illumination of best practices, effectiveness and improvement.  Journal of Educational Thought, 51 (2), 13-18.

Ryan, T.G., & Neely, C. (2017). Professional Development: Educating Digital Natives in the Twenty-First Century. The Journal of Technologies in Society, 12(3) 11-34.

2016

Ryan, T.G., & St-Laurent, M. (2016). Inquiry-based learning: Observations and outcomes. Journal of Elementary Education, 26 (1), 1-22.

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Magalas, L., & Ryan, T.G. (2016). A new rendition of an old classic: The young writers program as a writing workshop. International Journal of Progressive Education, 12 (2), 07-22.

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Legros, I., & Ryan, T.G. (2016). Principal traits and school climate: Is the invitational education leadership model the right choice? Journal of Educational Leadership Policy & Practice, 31 (2), 14-29.

Ryan, T. G. (2016). The pre-service educator as action researcher and leader. Action Researcher in Education, 7, 1-13.http://www.actionresearch.gr/

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Ryan, T. G., & Brock, A. (2016). Exploring the gap between teacher certification and permanent employment in Ontario: An Integrative Literature Review. Canadian Journal of Educational Administration and Policy, 175, 1-16. http://www.umanitoba.ca/publications/cjeap/currentissues.html

Marshall, J., & Ryan, T.G. (in press). Executive functioning and high functioning autism. The Journal of the International Association of Special Education. 16 (1), 1-16. http://iase-biz1.webs.com/publications.htm

Ryan, T.G., & Goure, C. (2016). Pedagogical documentation: Utilizing documentation of student  learning as a way to promote communication and reflection. The Scholar-Practitioner Quarterly, 9 (1), 02-15.

2015

INT-JECSE

Ryan, T.G., & de la Riva, S. (2015). Student readiness and self-regulation: Young children. International Journal of Early Childhood Special Education, 2 (1), 4-17.

Rank Q3 Ryan, T.G., & Griffiths, S. (2015). Self-advocacy in Ontario: Impacts for adults with developmental disabilities. Australian Journal of Adult Learning, 53 (1), 14-26. http://eric.ed.gov/?q=thomas+g+ryan&ff1=autRyan%2c+Thomas+G.&id=EJ1059141

Related imageRyan, T.G., & Young, D. (2015). Online (distance) education: Evolving standards. Journal of Technologies in Education, 3(1), 06-20. 

Eğitimde Kuram ve Uygulama / Journal of Theory and Practice in Education

Ryan, T.G., & Bagley, G. (2015). Nurturing the integration of technology in education. Journal of Theory and Practice in Education, 11 (1), 1-13. http://eku.comu.edu.tr/article/view/5000077911

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Kalles, S., & Ryan, T.G. (2015). Service-learning: Promise and possibility in post-secondary education. International Journal of Progressive Education, 11 (1), 132-148. ERIC

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Ryan, T.G., & Pawlowsky, S. (2015). The 21st century school library: Perpetual change or evolution? International Journal of Educational Reform, 24 (1), 12-24.

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Rank Q3 Ryan, T.G., & Ruddy, S. (2015). Restorative justice: A changing community response. The International Electronic Journal of Elementary Education, 7 (2), 1-19. http://eric.ed.gov/?q=thomas+g+ryan&ff1=autRyan%2c+Thomas+G.&id=EJ1057888

2014

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Ryan, T.G., Yilmaz, H., & Robinson, S. (2014). A comparative analysis of selected Turkish and Canadian pre-service teachers’ values. Learning and Teaching, 7 (1), 33-46. http://www.ingentaconnect.com/content/jnp/lt;jsessionid=108iaujhwkr0i.victoria

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Van De Wal, L., & Ryan, T.G. (2014). Secondary literacy and the OSSLT: A qualitative inquiry. Brock Education, 1-30.   Brock Education

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Ryan, T.G., & Munn, S. (2014). An examination of mental health promotion within international schools and current reform practices that can benefit third culture kids. International Journal of Educational Reform, 23 (2), 1-12.

Journal of Research on Christian Education

Young, E., & Ryan, T.G. (2014). The intersection of Canadian courts, constitution, charter and schools. Journal of Research on Christian Education, 6, 1-15. http://www.tandfonline.com/doi/full/10.1080/10656219.2014.901933#abstract

2013

Action Research Network of the Americas

Ryan, T. G. (2013). The scholarship of teaching and learning within action research: Promise and possibilities. i.e.: inquiry in education, 4 (2), 1–17. Retrieved from:  http://digitalcommons.nl.edu/ie/vol4/iss2/3/

Ryan, T.G., & Graham, R. (2013). Barriers and bridges: Occasional new teacher induction. Journal of Elementary Education, 23 (2), 1-15.

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Rank Q3 Ryan, T.G., Schruder, C.R., & Robinson, S. (2013). Selected concurrent pre-service teachers: An analysis of values. Issues in Educational Research, 23 (3), 394-414. http://www.iier.org.au/iier23/2013conts.html

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Ryan, T.G., & Goodram, B. (2013). The impact of exclusionary discipline on students. The International Journal of Progressive Education. 3(1), 1-12. ERIC

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Ryan, T.G., & Robinson, S. (2013). Selected Canadian pre-service teachers: An analysis of values. Teacher Education and Practice, 26(3), 60-73   ERIC

Rank Q4 Ryan, T.G., & Whitman, A. (2013). The inequity and effect of standardized literacy testing for First Nations students: An Ontario perspective. Journal of Educational Thought, 46 (2), 163-181.

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Ryan, T.G., & Joong, P. (2013). Revisiting Ontario teachers’ and students’ perceptions of large-scale reform. International Journal of Educational Reform, 22 (1), 2-23. ERIC

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Ryan, T. G. (2013). The communicative elements of action research. Networks: An online journal for teacher research, 15 (2). 1-12. University of Wisconsin, Madison, WN. http://journals.library.wisc.edu/index.php/networks/index

Ryan, T.G. (2013). The underachievement of gifted students: A synopsis. The Journal of the International Association of Special Education. 14 (1), 1-26. http://eric.ed.gov/?q=thomas+g+ryan&id=EJ1020084

2012

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Ryan, T.G., & Date, G. (2012). Reforming Ontario early learning: A review. Education 3-13: International Journal of Primary, Elementary and Early Years Education. 40(5), 31-62. Taylor & Francis

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Ryan, T. G., & Gottfried, J. (2012). Elementary supervision and the supervisor: Teacher attitudes and inclusive education. The International Electronic Journal of Elementary Education, 4 (3), 563-571.   IEJEE

Ryan, T.G. (2012). Diversity and community relationships: The role within. The Scholar-Practitioner Quarterly, 6 (4), 374 – 387.

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Ryan, T.G. (2012). The facilitation of reflection within an online course. Reflective Practice: International and Multidisciplinary Perspectives. 3 (1), 1-18. Taylor & Francis

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Rank Q1 Ryan, T. G., Toye, M., Charron, K., & Park, G. (2012). Learning management system migration: An analysis of stakeholder perspectives, International Review of Open and Distance Learning, 13 (1), 220-237.   Athabasca University  –  eric

Ryan, T.G., & Porier, Y. (2012). Secondary physical education avoidance and gender: Issues and antidotes. International Journal of Instruction, 5 (2), 1-29. IJI Site  ERIC

Ryan, T.G. (2012). Ontario educators’ perceptions of barriers to the identification of gifted children from economically disadvantaged and limited English proficient backgrounds. The Journal of the International Association of Special Education. 13 (1), 1-19. ERIC

Robinson, S., Curwin, T., & Ryan, T. G. (2012). A review of co-morbid disorders of aspergers disorder and the transition to adulthood. International Journal of Special Education, 27 (1), 4-16. ERIC

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Ryan, T.G. (2012). Transforming education within Canada: Personal, political and professional perceptions. International Journal of English and Education. 1 (1), 1-12.

Ryan, T.G., & Brown, K. (2012). Musical creativity: Measures and learning. Journal of Elementary Education, 22 (2), 1-17.

2011

Ryan, T.G., & MacGregor, C. (2011). Secondary level reentry of young adult learners: A case study. Australian Journal of Adult Learning, 51 (1), 143-160. ERIC

Ryan, T.G., & Lielkalns, L. (2011). Teacher efficacy influences: job satisfaction, stress and burnout. The Scholar-Practitioner Quarterly, 5 (3), 12-23.

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Ryan, T.G., & Gallo, M. (2011). A descriptive examination and synthesis of leadership succession. International Journal of Educational Reform, 20 (2), 132-152. ERIC

Related imageRyan, T. G., & Telfer, L. (2011). A review of (elementary) school self-assessment processes: Ontario and beyond. The International Electronic Journal of Elementary Education, 3 (3), 171-190.  IEJEE

Ryan, T.G., Kariuki, M., &  Yilmaz, H. (2011). A comparative analysis of cyberbullying perceptions of preservice educators: Canada and Turkey, The Turkish Online Journal of Educational Technology, 10 (3), 1-12. TOJET

Ryan, T. G. (2011). The teacher/researcher and the role of pre-understanding: A personal   analysis. The New Zealand Journal of Teachers’ Work, 8 (2), 220-228. Massey University – New Zealand

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Ryan, T.G., & Kariuki, M. (2011). A two year study of preservice teachers’ awareness of cyberbullying issues.The Journal of the Research Center for Educational Technology, 7 (2), 22-39. Kent State

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Ryan, T.G. (2011). The first year secondary science teacher: An illumination of praxes, issues, and concerns. International Journal of Social Sciences and Education. 2(2), 1-18. IJSSE

Ryan, T.G., & Soehner, D. (2011). School leadership and student achievement. The Scholar-Practitioner Quarterly, 4 (2), 24-48.  ERIC

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Ryan, T.G., & Duncan, C. (2011). An elementary leadership challenge: A case study. International Journal of Social Sciences and Education, 1 (3), 1-13. IJSSE

Ryan, T.G., & Bisson, J. (2011). Can ethics be taught? International Journal of Business and Social Science, 2(12),44-49.

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Ryan, T. G., & Alger, M. J. (2011). Tutoring in Canadian adult education settings: A program overview. International Journal of Education, 3 (1), 1-15.

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Ryan, T. G., & Panettini, D. (2011). The interdependence of physical fitness and academic achievement. The International Journal of Sport & Society, 4 (3),1-21. Common Ground

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Ryan, T.G., & Zoldy, S. (2011). Alternatives to suspension: A government initiative. International Journal of Educational Reform, 20 (4), 322-342. ERIC

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Francom, J., Ryan, T.G., & Kariuki, M. (2011). The effects of podcasting on college student achievement and attitude. The Journal of the Research Center for Educational Technology, 7 (1), 1-19. ERIC    Kent State

2010

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Ryan, T. G. (2010). Classroom management: Pre-service physical educators’ concerns, problems, strategies and influences. The International Journal of Sport & Society, 2 (1), 1-28. Common Ground

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Kariuki, M., & Ryan, T.G. (2010). Preservice teachers’ awareness of cyberbullying issues. Review of Higher Education and Self-learning (RHESL), 3 (5), 1-19. Intellectbase International Consortium.

2009
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MacGregor, C., & Ryan, T. G. (2009). Leading and launching the effective professional learning community in six steps. Journal of Educational Leadership, Policy and Practice, 24 (2), 1-10. New Zealand

Related imageRyan, T. G. (2009). The emerging educator as leader and teacher. The International Electronic Journal of Elementary Education, 1 (3), 202-217.  IEJEE

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Ryan, T.G., & Beaulieu, R. (2009). Secondary online education: A review and synthesis of central elements. Turkish Online Journal of Distance Education,10(1), 96-113. TOJDE

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Ryan, T.G. (2009). An analysis of pre-service teachers’ perceptions of inclusion. Journal of Research in Special Education Needs, 9 (3), 180-187. Wiley

Ryan, T. G. (2009). An administrator’s (mentors) guide to the beginning-teacher’s needs. New Zealand Journal of Teachers’ Work, 6 (1), 65-70. Massey University – New Zealand

2008

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Ryan, T.G., Aquino, A.M., Berry, D., Clausen, K., & Wideman, R.L. (2008). Elementary professional development within a ‘practical’action research effort to improve student literacy. Networks: An online journal for teacher research, 10 (2), 1-7. University of Wisconsin, Madison, WN.  Wisconsin

2007

Rank Q3 Krochak, L. A., & Ryan, T. G. (2007). The challenge of identifying gifted/learning disabled students.  International Journal of Special Education, 22 (3), 1-11. ERIC

2006

Ryan, T. G. (2006). Sensing expertise in education. The New Zealand Journal of Teachers’ Work, 3 (2), 2-11. Massey University – New Zealand

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Ryan, T. G. (2006). The reflexive classroom manager: A required preservice mode. Networks: An online journal for teacher research, 9 (1). 1-12. University of Wisconsin, Madison, WN. Wisconsin

Ryan, T. G. (2006). The technologically dependent/medically fragile at-risk student. International Journal of Special Education, 21 (3). 15-21. ERIC

International Journal of TestingRank Q1   Ryan, T. G. (2006). Performance assessment: Critics, criticism & controversy. International Journal of Testing, 6 (1). 97-104. Taylor & Francis

2005

The Ontario Action Researcher

Ryan, T.G. (2005). When you reflect are you also being reflexive? The Ontario Action Researcher, 8.2 (1).  OAR now the CJAR

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Ryan, T. G., & Joong, P. (2005). Teachers’ and students’ perceptions of the nature and impact of a large-scale reforms in Ontario secondary schools, (38). Uni of Manitoba

2004

Ryan, T.G. (2004). Reflexivity and the reader: An illumination. The Ontario Action Researcher, 7.2 (1).  OAR now the CJAR

The Ontario Action Researcher

Ryan, T.G. (2004). Collecting and analyzing action research data. The Ontario Action Researcher, 7 (15).  OAR now the CJAR

2003

Ryan, T.G. (2003). A tool for change: successful collaborative on-site professional development. Ontario Action Researcher, 6 (14).  OAR now the CJAR

 2001

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Ryan, T. G. (2001). The role of leadership in action research. Networks: An online journal for teacher research, 4 (1). 1-12. University of Wisconsin, Madison, WN. Wisconsin

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Ryan, T. G. (2001). The role of leadership within an action research study of assessment praxes. Brock Education (Fall). Brock University, St.Catharines, ON. Brock Uni

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Ryan, T. G. (2001). The role of leadership within an action research study of science assessment praxes. International Electronic Journal for Leadership in Learning, 5 (3).Uni of Calgary/Praries

Encyclopedia of Educational Research

Ryan, T. G. 2016. “Johari Window.” In The Encyclopedia of Educational Research, Measurement, and Evaluation. (Ed.). Neil J. Salkind, 827-831. Thousand Oaks, CA: Sage Publications.

Reports and Scholarship:

Sinay, E., Ryan, T. G. (2018). Fostering global competencies and deeper learning with digital technologies research series: Teacher engagement, technology integration, and leadership in STEM pedagogy. (Research Report No. 17/18-15). Toronto, Ontario, Canada: Toronto District School Board.

This report is the result of a collaborative project supported by the Council of Ontario Directors of Education (CODE), Technology and Learning Fund, TDSB Teaching and Learning Department-STEM K-12 and TDSB Research and Information Services led by Research Coordinator Erhan Sinay.

TEACHER ENGAGEMENT, TECHNOLOGY INTEGRATION, AND LEADERSHIP IN STEM PEDAGOGY: The goal of the TDSB’s STEM strategy is to build capacity among TDSB Kindergarten to Grade 12 educators to enhance their STEM pedagogical knowledge, self-efficacy, and promote STEM implementation in classrooms. A critical factor in enhancing STEM across the Board is teacher engagement. This study examined: (1) teacher cognitive and emotional engagement, (2) social engagement with colleagues, students, and leadership, and (3) teacher engagement with STEM and digital tools. It is  suggested the method used to measure teacher engagement in this study will be used in other system wide program implementations across the Board. Click here for the full report (2018).

Click here for the Visual Infographic (2018) of this report.

Sinay, E. & Ryan, T. G. (2018). Fostering global competencies and deeper learning with digital technologies research series: An exploratory study of differential effects of coaching on system- wide STEM implementation (Research Report No. 17/18-14). Toronto, Ontario, Canada: Toronto District School Board.

AN EXPLORATORY STUDY OF DIFFERENTIAL EFFECTS OF COACHING ON SYSTEM-WIDE STEM IMPLEMENTATION: This exploratory research study focuses on the STEM coaching model and investigates certain effects on teaching and learning using a longitudinal mixed-methods research design. Herein we include brief results from the year one STEM implementation and partial year two quantitative and qualitative data findings. Click here for the full report (2018).

Click here for the Visual Infographic (2018) of this report.

School Effectiveness and School Improvement

RESEARCH SERIES ON SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT: CHARACTERISTICS OF EFFECTIVE SCHOOL IMPROVEMENT PLANNING AND KEY STEPS: This report captures: What are the suggested areas of focus in School Improvement Planning? (Culture, Data);  How do we set goals? (Internal, Coherence, Acknowledgement); How do we monitor? (Systems, Audit, Coaching, Action Learning); An Introduction to School Improvement Planning; and Key Steps for School Improvement Planning (Step 1: Data Collection; Step 2: Data Analysis – Review, Qualitative Data, Quantitative Data, Mixed Methods; Step 3: Reflect; and Step 4: Action). Click here for the full report (2016).


RESEARCH SERIES ON SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT: CREATING ACHIEVEMENT GOALS WITH AN UNDERSTANDING OF DEEP LEARNING AND TECHNOLOGY: In this research series on School Effectiveness and School Improvement we are focusing on informing school improvement practices on “creating achievement goals with an understanding of deep learning and technology”. Click here for the research paper (2016).


RESEARCH SERIES ON SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT: GOAL SETTING: This report reviews the current trends in goal setting in School Improvement in a brief but comprehensive way including the equity lens: Goal Setting in School Improvement; Goal Setting Theory; Equity; Beliefs and Values; Goal Setting Models; and Goal Setting Tools. Click here for the full report (2016).


RESEARCH SERIES ON SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT: LOCAL AND INTERNATIONAL TRENDS IN SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT: This report covers the following topics in School Effectiveness and School Effectiveness Research: Edification in Education: Best Practices, Effectiveness & Improvement; International Trends in Educational Effectiveness Research; School Improvement and School Effectiveness Models; Contextual Understanding of the Ontario School Effectiveness Framework; and Conclusion and Recommendations.Click here for the full report (2016).

RESEARCH SERIES ON SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT: CREATING ACHIEVEMENT GOALS WITH AN UNDERSTANDING OF DEEP LEARNING AND TECHNOLOGY: In this research series on School Effectiveness and School Improvement we are focusing on informing school improvement practices on “creating achievement goals with an understanding of deep learning and technology”. Click here for the research paper (2016).

UNPACKING THE TDSB’S VISION FOR LEARNING: RESEARCH BRIEF ON DIGITAL FLUENCY: The Toronto District School Board (TDSB) has recently set forth an innovative vision for learning, and this research brief will unpack this vision for learning, focusing on a core aspect of digital fluency. By doing so, we are targeting to inform recent practices and policies regarding digital fluency across the board and the province. Digital fluency is an essential part of global competencies and an important part of preparing young Canadians for a strong future. It is the hope that this research brief will motivate you to think about ways to better support digital fluency. Click here for the research brief(2016).


UNPACKING THE TDSB’S VISION FOR LEARNING: RESEARCH BRIEF ON GLOBAL CITIZENSHIP AND CHARACTER: The Toronto District School Board (TDSB) is committed to preparing all learners to succeed in the ever-changing competitive global environment. As such, the TDSB has identified five foundational skills and competencies that are important for student success. They are: (1) global citizenship and character, (2) communication, (3) critical thinking and problem-solving, (4) collaboration and leadership, and (5) creativity, inquiry and entrepreneurship. In this research brief we are targeting recent practices and policies regarding Global Citizenship and Character. Click here for the research brief (2016).

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Zoldy, S., Zoldy, V., Ryan, T.G., & Zoldy, A. (2011, March). We’re not gonna take it: A literacy and media-based bullying resource for teachers. Zoldy Brothers Productions. Sudbury, Ontario, Canada.

Ryan, T.G. (2010). Achievement: The bullying factor. The Canadian Association of Principals Journal, 19 (1), 4-12. CAP Site

Ryan, T.G. (2010, August 12). [Review of the book, Administrative Passages – Navigating the Transition from Teacher to Assistant Principal]. Series: Studies in Educational Leadership, Vol. 4, XXIV. Education Review: A Journal of Book Reviews, Retrieved from http://edrev.asu.edu/index.html

Ryan, T.G. (2010, April 12). Leading with passion and knowledge: The principal as action researcher, (Book review). Networks: An online journal,12,(1). http://journals.library.wisc.edu/titles/index.php/networks

Date, G., & Ryan, T.G. (2008). Establishing effective professional learning communities. The Canadian Association of Principals Journal, 17 (1), 12-22. CAP Site

Ryan, T.G. (2007). Prelude/Introduction. In T.G. Ryan (Ed.), The reflexive special educator. (pp. 9-18). Calgary, AB: Temeron Books/Detselig.

Ryan, T.G. (2005, November 12). Thinking like a teacher, (Book review). The Ontario Action Researcher, 7, 1. http://www.nipissingu.ca/oar/new_issue-V71R.htm

Ryan, T.G. (2005). Incorrigible youth: What did we do (1800-1939). The Canadian Association of Principals Journal, 13 (1), 27-31.  CAP Site

Ryan, T. G. (2004, August 03). Seeing Ourselves (3r ed.) (Book review) – Journal of Teaching &  Learning, 3 (1). Windsor, ON: University of Windsor http://web4.uwindsor.ca/units/edu/EdFac.nsf/JTL?OpenPage

Ryan, T. G. (2001, May). An action research study of secondary assessment praxes. Research in Ontario Secondary Schools, 6, (2). Retrieved May 8, 2001, from http://www.oise.utoronto.ca/field-centres/vol6no2.htm

Ryan, T. G. (1998). Transforming the assessment processNEWS,12,(2). 28 – 30. Toronto, ON: Ontario Public School Teachers Federation. World Cat

Ryan, T.G. (1998). Meeting needs through action research. In J. Delong, & R. Wideman (Eds.), Action research: School improvement through research-based professionalism (pp. 62 – 63). Toronto, ON: Ontario Public School Teachers Federation.

Ryan, T.G., Allison, D., Bookes, L., MacDonald, F., & Noseworthy, A. (1997). Learning Strategies #3 – Three R’s on the Hill. Teachers’ Institute on Parliamentary Democracy. Ottawa, ON. Retrieved May 11, 1998, from http://www.parl.gc.ca/information/about/education/lesson/lesson.asp?Language=E&tife=3&lpl=174

Ryan, T. G. (1996).  Making assessment and program judgments guided by the Common Curriculum. Curriculum Directions, 2 (3), 27-31. Guelph, ON. Ontario Association for Supervision and Curriculum Development.