丁香园AV

Hill, C., **MacDonald, K., & *Whintors, N. Material Sites of Connectedness: Towards Trans- corporeal Ecological Education. (under review). Journal of Curriculum Theorizing.

Sivia, A., Hill, C., Kelly, V., Rosehart, P, & **Keliipio, K. (accepted). 鈥淪elf鈥� in self-study: Alongside stories as Indigenously understood inquiry. In Education.

Roze des Ordons, D, & Hill, C. (accepted). Belonging as a foundation for eco-social cultural change: The potential benefits of nature and place-based education for collective health and wellbeing. Journal of Outdoor and Adventure Education.

Hill, C., Rosehart, P, Roze des Ordons, D., Aileen, K. Blenkinsop, S. (in press). Nature-based Teacher Education as Beyond 鈥楪etting Outside:鈥� Relational Attunement, Attending to the Un-noticed, and Ethical Responsibility. Teacher Development.

Hill, C., & MacDonald, M. (2023). Teaching with the virus: Socio-material assemblages and the production of schooling. Alberta Journal of Educational Research. 69(4), 473-491.  

Evans, N. & Hill, C. (2024). The infinite potential within educative spaces: Kairos Moments and Quantum Leaps. Canadian Journal of Action Research, 24,(2), 3-17. https://id.erudit.org/iderudit/1111686ar

Sivia, A., Hill, C., Kelly, V., Rosehart, P, & Keliipio, K. (under review). 鈥淭wo-eyed seeing:鈥� Indigenously understood self-study methodologies. Self-Study of Teacher Education Practices.

Hill, C, Whintors, N. & Bailey, R. (2023). We are the Salmon Family: Inviting reciprocal and respectful pedagogical encounters with the Land. Engaged Scholar Journal, 8(4), 1-22.

Rosehart, P., Hill, C., Sivia, A., St. Helene, J. & Sadhra, S. (2022). Seeking serendipity: Teacher educators as adaptive experts during COVID. Journal of Education for Teaching, 1-15.

Hill, C., & MacDonald, M. (2022). Working in a 鈥榗ommunity engaged鈥� university during an era of reconciliation. In G. Parr, A. Fitzgerald, & J. Williams (Eds.). Educational Work: Special Issue of the Journal Australian Educational Researcher, 49, 547鈥�569.

MacDonald, M., & Hill, C. (2021). The Educational impact of the COVID-19 rapid response to teachers, students, and families. Scholarship of Teaching and Learning in Psychology, 15, 1-15.

Hill, C., Bailey, R., Power, C., & McKenzie, N. (2021). Supporting communities in caring for Salmon and each other: Creek restoration as a site for multi-system change and wholistic re/conciliation. In J. Hare (Ed.) Special Edition - Action Research and Indigenous Ways of Knowing. Canadian Journal of Action Research, 21(3), 72-94.

Hill, C., Rosehart, P., St. Helene, J. & Sadhra, S. (2020). What kind of educator does the world need today? Reimagining teacher education in post-pandemic Canada. Journal of Education for Teaching, 46, 1-11.

Hill, C. (2019). Mad I鈥檓 mad: Parental-inquiry as wayfaring. 丁香园AV Ed Review, 12(1), 52-67.

Hill, C., Rosehart, P., Montabello, S., MacDonald, M., Blazevich, D. & Chi, B. (2019). Teaching and learning in inter-institutional spaces: An example from a community-campus partnership in teacher education. The Engaged Scholar Journal, 5(1), 37-55.

MacDonald, M., & Hill, C. (2018). The intersection of pedagogical documentation and teacher-inquiry: A living curriculum. LEARNing Landscapes, 11(2), 271-286.

Hill, C. M., (2017). More-than-reflective practice: Becoming a diffractive practitioner. Teacher Learning and Professional Development, 2(1), 1-17.

MacDonald, M., Bowen, W., & Hill, C. (2017). Using engaged philosophical inquiry to deepen young children鈥檚 understanding of environmental sustainability: Being, becoming and belonging. Journal of Philosophy in Schools, 4(1), 50-73.

Hill, C. & MacDonald, M.  (2016).  Implementation and impact of experiential learning in a graduate level teacher education program: An example from a Canadian university. Global Education Review, 4(3), 54-69.

Hill, C. M. (2009). Opening Doors for Learners: Barriers and Challenges at the Open University of Sri Lanka. Open University of Sri Lanka Journal, 5, 3鈥�21.

van Aalst, J. & Hill, C. M., (2006). Activity theory as a framework for analyzing knowledge building. Learning Environments Research, 9, 23鈥�44.        

Hill, C. M. & van Aalst, J. (2004). El profesor experimentado como nuevo constructor de conocimiento: Hacia una agenda investigativa para la formaci贸n de profesores. (An experienced teacher as a novice knowledge builder: Toward a research agenda for teacher education.) revista Actas Pedagog贸gicas, 2(10), 84鈥�94.