Alberta Health Services. (2022). Trauma informed care: Information for health care professionals. https://www.albertahealthservices.ca/info/page15526.aspx
Anda, R. (2014). The ACE Study: Building Self-Healing Communities. Transcript. https://www.albertafamilywellness.org/resources/video/the-ace-study-building-self-healing communities
Bearpaw media and education. (2018, June 8). Wahkohtowin: Cree natural law [video]. YouTube. https://www.youtube.com/watch?v=NTXMrn2BZB0
Blakemore, S.-J. (2012). Development of the social brain in adolescence. Journal of the Royal Society of Medicine, 105(3), 111–116. https://doi.org/10.1258/jrsm.2011.110221
Blakemore, S.-J. (2008). The Social Brain in adolescence. Nature Reviews Neuroscience, 9(4), 267–277. https://doi.org/10.1038/nrn2353
Blakemore, S., & Choudhury, S. (2006). Development of the adolescent brain: Implications for executive function and social cognition. Retrieved July 18, 2020, from https://www.ncbi.nlm.nih.gov/pubmed/16492261
Blakemore, S.-J., & Mills, K. L. (2014). Is adolescence a sensitive period for sociocultural processing? Annual Review of Psychology, 65(1), 187–207. https://doi.org/10.1146/annurev-psych-010213-115202
Brendtro, L.K., Brokenleg, M. & Van Bockern, S., (1990). Reclaiming youth at risk: Our hope for the future. Solution Tree Press.
Brown, D. J., Arnold, R., Fletcher, D., & Standage, M. (2017). Human thriving. European Psychologist, 22(3), 167–179. https://doi.org/10.1027/1016-9040/a000294
Canadian Teachers’ Federation. (2022, April 24). But at what cost? Teacher mental health during covid-19: Pandemic research report. https://vox.ctf-fce.ca/mental-health-researchreport/
Center on the Developing Child at Harvard University (2014). Enhancing and Practicing Executive Function Skills with Children from Infancy to Adolescence. Retrieved from www.developingchild.harvard.edu.
Dahl, R., Suhleiman, A., Ward, E., Luna, B., & Choudhury, S. (2017). The Adolescent Brain: A second window of opportunity. A compendium. https://www.unicef-irc.org/publications/pdf/adolescent_brain_a_second_window_of_opportunity_a_compendium.pdf.
Dekker, S., Lee, N. C., Howard-Jones, P., & Jolles, J. (2012). Neuromyths in education: Prevalence and predictors of misconceptions among teachers. Frontiers in Psychology, 3. https://doi.org/10.3389/fpsyg.2012.00429
Cozolino, L. (2013). The social neuroscience of education: Optimizing attachment & learning in the classroom. W. W. Norton & Company.
Cozolino, L. (2014). The Neuroscience of human relationships: Attachment and the developing social brain. W. W. Norton & Company.
Craig, S.E., (2017). Trauma sensitive schools for the adolescent years: Promoting resiliency and healing, grades 6-12. Teachers College Press.
Faculty of Education. (n.d.). Neuroscience research in the classroom. University of Lethbridge. https://www.ulethbridge.ca/education/story/4105
Gibb, R., & Kolb, B. (2018). The neurobiology of brain and behavioral development. Academic press.
Greene, R. W. (2014). Lost at school: Why our kids with behavioral challenges are falling through the cracks and how we can help them. Scribner.
Greenstone,H. (2011). Executive Function in the Classroom: Neurological Implications of Classroom Intervention. LEARNing Landscapes, 5(1), 101-114. https://doi.org/10.36510/learnland.v5i1.534
Gruenwald, D.A. (2008). The best of both worlds: a critical pedagogy of place. Environmental Education Research 14(3), 308-324.
Hopkins, B. (2011). The Restorative Classroom. Optimus Press.
Immordino-Yang, M.H. (2016). Emotions, learning, and the brain: Exploring the educational implications of affective neuroscience. W. W. Norton & Company.
Karbach, J. (2015). Plasticity of executive functions in childhood and adolescence: Effects of cognitive training interventions. Revista Argentina de Ciencias del Comportamiento,7(1)m 64-70
Kelly, D., & Pelech, S. (2020). Canadian contexts for exploring transformative student agency through place conscious pedagogy. Education in the North, 27(1), 110-124.
Kolb, B., Whishaw, I. Q., & Teskey, G. C. (2019). An introduction to brain and behavior. Macmillan International.
McDonald, S., Kingston, D., Bayrampour, H., & Tough Mail, S. (2015), adverse childhood experiences in Alberta, Canada: a population based study. Medical Research Archives, (3), 1–18.
Torrijos-Muelas, M., González-Víllora, S., & Bodoque-Osma, A. R. (2021). The persistence of Neuromyths in the educational settings: A systematic review. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.591923
Phillips, D. (Eds.).(2012). Interventions in executive functioning. Palix Foundation. https://www.albertafamilywellness.org/resources/video/interventions-in-executive-functioning
Katz, J. (2021, March 23). The three block model of UDL. Home of the three block model of UDL and the RD program. http://www.threeblockmodel.com/the-three-block-model-of-udl.html
Katz, J., & Lamoueux, K. (2018). Ensouling our schools: A universally designed framework for mental health, well-being, and reconciliation. Portage & Main Press.
Kelly, D. & Pelech, S. (2019). A critical conceptualization of place-conscious pedagogy. European Journal of Curriculum Studies 5(1), 732-741.
Nagoski, E. & Nagoski, A. (2019). Burnout: The secret to unlocking the stress cycle. Ballantine Books.
Nussbaum, M. C. (2006). Education and democratic citizenship: Capabilities and quality education. Journal of Human Development, 7(3), 385-395. https://www.tandfonline.com/doi/abs/10.1080/14649880600815974
Nussbaum, M. C. (2011). Creating capabilities: the human development approach. Belknap Press of Harvard University Press.
Ponnett, V. (2019, November, 11). Using insights of neuroscience to improve teaching and learning [Video]. TED. https://www.ted.com/talks/veerle_ponnet_educational_evolution_using_insights_of_neuroscience_to_improve_teaching_and_learning?utm_campaign=tedspread&utm_medium=referral&utm_source=tedcomshare
Porges, S. W. (2017). The pocket guide to the polyvagal theory: The transformative power of feeling safe. W. W. Norton & Company.
Pressley, T. (2021). Factors contributing to teacher burnout during COVID-19. Educational Researcher, 55(5), 325-327. https://doiorg.login.ezproxy.library.ualberta.ca/10.3102/0013189X211004138
Pyle, A., Pyle, M.A., Prioletta, J. & Alaca, B. (2020). Portrayals of play-based learning: misalignments among public discourse, classroom realities and research. American Journal of Play, 13(1), 53-86.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. DOI:10.1037/0003-066X.55.1.68
Scalise, K., & Felde, M. (2017). Why neuroscience matters in the classroom: Principles of brain-based instructional design for teachers. Pearson Education.
Siebold, D. (2021, February 19). How teachers really feel about PD presentations [Video]. Youtube. https://www.youtube.com/watch?v=DKWC_oBFgQE
Siegel, D. J. (2008). The neurobiology of we: How relationships, the mind, and the brain interact to shape who we are [audiobook]. Sounds True.
Wildcat, M. (2018). Wahkohtowin in action. Constitutional Forum constitutionnel, 27(1), 13-24. https://doi.org/10.21991/cf29370
Yeager, D. S., Dahl, R. E., & Dweck, C. S. (2017). Why interventions to influence adolescent behavior often fail but could succeed. Perspectives on Psychological Science, 13(1), 101–122. https://doi.org/10.1177/1745691617722620