Teacher Development
Indigenous Education
Education Policy
English Education

American Educational Research Association
American Association of Behavioral Social Sciences
Canadian Association for Teacher Education
Canadian Association for Studies in Indigenous Education
Canadian Society for the Study of Education

Cherubini, L. (2022). A bi-epistemic community project: Accounting for socio-political realities. Proceedings of the 5th International Conference on Advanced Research in Education,
University of Cambridge, United Kingdom, 6 p.

Cherubini, L. (2022). Engaging in bi-epistemic research: Accounting for time, place, and relations. Proceedings of the 4th Canadian International Conference on Humanities & Social Sciences, The University of Toronto, Toronto, Ontario, 54-60.

Bagshaw, E., Cherubini, L., & Dockstader, J. (2022). Agency and identity: Indigenous-led holistic education. Proceedings of the 3rd International Conference on New Trends in Social Sciences, Milan, Italy, 50-57.
https://www.dpublication.com/wp-content/uploads/2022/02/11-9130.pdf

Bagshaw, E., Cherubini, L., & Dockstader, J. (2022). Truth in education: From Eurocentrism to decolonization (Abstract). Proceedings of the 3rd International Conference on New Trends in Social Sciences, Milan, Italy, 58-66.
https://www.dpublication.com/wp-content/uploads/2022/02/12-9131.pdf

Cherubini, L. (2022). Considerations and implications of Indigenous education policy in Ontario: An analysis of rhetoric. The Canadian Journal of Native Studies, 41(1), 49-66.

Cherubini, L. (2021). Being prepared: Prospective teachers’ expectations of addressing Indigenous students’ needs in a critical literacy framework. McGill Journal of Education, 56(2/3), 36-58.
Cherubini, L. (2021). Positioning prospective teachers’ awareness of classroom learning climate: A critical literacy context. Proceedings of the Scientia Moralitas Conference, New Jersey, United States of America, 14-17. ISBN: 978-1-945298-37-0.

Cherubini, L. (2021). Public inquiries, political tensions, and settler-Canadian perception. Proceedings of the 2nd World Conference on Research in the Social Sciences, Modul University, Vienna, Austria, 2-8. ISBN: 978-609-485-124-7.

Cherubini, L. (2020). Indigenous students already in the margins: Post-pandemic school realities – Ontario, Canada. Proceedings of the International Academic Conference on the Global Impact of the Coronavirus COVID-19 on Society (Virtual), Czech Technical University in Prague, Czech Republic, 11-13. ISBN 978-80-88203-18-6.

Cherubini, L. (2020). Education in the post-pandemic era: Indigenous children and youth [Editorial]. The International Indigenous Policy Journal, 11(3). https://doi.org/10.18584/iipj.2020.11.3.10679

Cherubini, L. (2020). Experiences of exclusion: Racialized and Indigenous youth attending alternative school placements. Proceedings of the International Research Conference on Education, Technology and Multidisciplinary Studies (Virtual), London, England, 57-61. ISBN:978-1-83853-641-1.

Cherubini, L. (2020). Implications of pandemic outcomes for racialized youth. Proceedings of the International Academic Conference on the Global Impact of the Coronavirus COVID-19 on Society (Virtual), Czech Technical University in Prague, Czech Republic, 14-16. ISBN 978-80-88203-18-6.

Cherubini, L. (2020). Critical literacy practices: Prospective teachers’ expectations. International Journal of Management and Applied Science, 6(11), 16-18.

Cherubini, L. (2020). Critical literacy in the classroom: Prospective teacher expectations. Proceedings of the International Conference on Education, Literature & Language (ARICELL), Oxford, United Kingdom, 41.

Cherubini, L. (2020). Reflections and Perceptions, a Touch of Euphoria and a Reprieve from Misophonia. Vancouver, British Columbia: Silver Bow Publishing. ISBN: 978-1-77403-108-7.

Cherubini, L. (2020). A unique hybrid problem-based learning model: Prospective teacher education and development. Journal of Advances in Education Research, 5(2), 60-69.

Cherubini, L. (2020). Critical literacy practices: Prospective teachers’ expectations. Proceedings of the International Conference on Social Science and Humanities, Toronto, ON, 20.

Cherubini, L. (2019). Words and Thoughts, Somewhat of a Rap, and the Parasitic Gap. Vancouver, British Columbia: Silver Bow Publishing. ISBN: 978-1-7740-3046-2.

Cherubini, L. (2019). Teacher candidates’ expectations: Equity education, critical literacy, and Indigenous students’ epistemologies. Journal of Teaching and Learning, 13(2), 1-22.

Cherubini, L. (2019). Teacher education: Prospective teachers’ expectations of addressing Indigenous students’ identities. International Journal of Social Policy and Education, 1(2), 182-196.

Cherubini, L. (2018). School practices and education policy: Aboriginal students’ challenges and successes. Research Association for Interdisciplinary Studies, Princeton University, NJ, 58-71.

Cherubini, L. (2018). Discourse and Difference: An Initial Examination of Aboriginal Education Policy in Ontario. Alberta Journal of Educational Research, 64(3), 327-329.

Cherubini, L. (2018). Prospective teachers’ perceptions: A critical literacy framework. Research Association for Interdisciplinary Studies, Georgetown University, Washington, DC, 103-111.

Barrett, J., Cherubini, L., & Robinson, D. (2018). Enhancing understandings of emerging physical education practical theory: Aboriginal teacher candidates’ reflective journaling practices. McGill Journal of Education, 53(1), 11-25.

Cherubini, L. (2017). A holistic approach to an Indigenous methodology: Students as partners. International Symposium on Economics and Social Science, 95-98.

Cherubini, L. (2017). A complicated sense of reconciliation. International Conference on Modern Education Studies, Abstract 1 – 2.

Cherubini, L. (2016). Ontario (Canada) education provincial policy: Aboriginal student learning. Journal of 21st Century Education, 1(1), 64-78.

Cherubini, L. (2016). The Ontario (Canada) Ministry of Education’s ‘A Solid Foundation’ document: An extended commentary. British Journal of Education, Society & Behavioural Science, 14(3), 1-10.

Cherubini, L. (2016). The imperative to reconcile: ‘Honouring the Truth, Reconciling for the Future. Studies in Social Sciences and Humanities, 4(1), 35-39.

Cherubini, L. (2016). The whispers in the untold stories: Honouring the truth, reconciling for the future. Int.J.Curr.Res.Aca.Rev. 4(2), 18-24.

Cherubini, L. (2016). The Truth and Reconciliation Commission of Canada’s Report: Historical context and contemporary implications. Proceedings of the Annual Conference of the Institute for Public Policy and Economic Analysis, 180-185.

Cherubini, L. (2016). A matter of difference: Ontario Aboriginal education policy. Proceedings of the International Conference on Arts, Education and Social Science, 1-4.

Cherubini, L. (2016). Reflecting upon the (research) conversations. Proceedings of the International Conference on Social Science and Economics, 14-18.

Cherubini, L. (2015). An examination of the social spaces of public schools: Ontario Aboriginal education policy. Journal of Educational Policy and Entrepreneurial Research, 2(9), 1-6.

Cherubini, L. (2015). Research in the context of sustainable dialogue: Aboriginal Peoples and educational policy in northern Ontario (Canada). International Journal of Information Technology & Computer Science, 19(2), 13-25.

Cherubini, L. (2015). Ontario Aboriginal education policy: Respectful and engaging classrooms. Proceedings of the Internationmal Hoddaido Forum on Organizational Behavior. Psychology, and Education, 114-117.

Cherubini, L. (2015). Legislative policies and reconciliation committees: Contested spaces for Aboriginal Peoples in Canada. Education and Development Conference Proceedings, 190-193.

Cherubini, L. (2015). Aboriginal education and Ontario (Canada) policy: A social reproduction theory analysis. The American Educational Research Association.

Cherubini, L. (2015). Ontario (Canada) education provincial policy: Aboriginal student learning. Proceedings of the 21st Century Academic Forum at Harvard University, 101-118.

Cherubini, L. (2015). Aboriginal students’ perceptions in Northern Ontario: Affirmation and achievement vs resignation and defiance. Proceedings of the Annual meeting of the Canadian Society for the Study of Education, University of Ottawa, Ottawa, Ontario.

Cherubini, L. (2015). A unique case-based seminar model: Preservice teacher education. Proceedings of the Annual meeting of the Canadian Society for the Study of Education, University of Ottawa, Ottawa, Ontario.

Cherubini, L. (2015). Bi-epistemic research in a policy context: Current findings and subsequent studies. The International Society for the Social Studies Annual Conference Proceedings, 1, 32-39.

Cherubini, L. (2014). Achieving success in obtaining grant funding as a research scholar. Journal of Ethnographic and Qualitative Research, 9(1), 16-27.

Cherubini, L. (2014). Policy, perception and pedagogy: Aboriginal students’ experiences in northern Ontario (Canada). Conference of the International Journal of Arts and Sciences, 7(2), 151-153.

Cherubini, L., & Barrett, J. (2014). Teaching and learning in remote northern Ontario schools: Aboriginal teacher perceptions. Native Studies Review, 22(1 & 2), 157-170.

Cherubini, L. (2014). Educational provincial policy in northern Ontario (Canada) publicly-funded schools. Proceedings summary of the National Education Association, 106, p. 21.

Cherubini, L. (2013). Promoting engagement: Sustaining conversations and learning. American Association of Behavioral and Social Sciences Journal, 17, 1-6.

Cherubini, L. (2012). Implications of discourse: A trilogy of educational policy. Alberta Journal of Educational Research, 58(1), 160-164.

Cherubini, L. (2012). Post-secondary Aboriginal educational policy in Ontario: Policy and practical implications. Aboriginal Policy Studies, 2(1), 42-55.

Cherubini, L. (2012). Il Sustainability delle prime riserve di nazione in Ontario nordico: Implicazioni legali, politiche e morali. Proceedings of the Medico-Legal Conference, Bologna, Italy.

Cherubini, L. (2012). Acknowledging the past: Sustaining the momentum of the gathering. American Association of Behavioral and Social Sciences Journal, 16, 1-5.

Cherubini, L., & Hodson, J. (2012). Educators’ perceptions of Aboriginal students’ experiences: Implications of provincial policy in Ontario, Canada. Indigenous Policy Journal, XXII,(3), 15p

Gojmerac, A., & Cherubini, L. (2012). Connecting for greater purpose: An examination of a district professional learning community. Journal of Teaching and Learning, 8(1), 43-58.

Barrett, J. M. & Cherubini, L. (2012). Reflective journaling: Confronting Aboriginal teacher candidates’ health and physical education practical theory. [Abstract]. PHEnex, 4(2).

Cherubini, L. (2011). Using Multiculturalism as a ‘New Way of Seeing the World’: Ontario Aboriginal educational policy according to Foucault. International Journal of Multicultural Education, 13(2), 15 p.

Cherubini, L. (2011). Honouring the voice of the Elders: Interpretations and implications of reflexive ethnography in a digital environment. The Canadian Journal of Native Studies, 31(1), 97-115.

Cherubini, L., McGean, S., & Kitchen, J. (2011). An analysis of new Aboriginal teachers’ experiences in Ontario: A process of becoming. Native Studies Review, 20(2), 137-158.

Cherubini, L. (2011). Variation in form: The agency in behavioral and social science research. American Association of Behavioral and Social Sciences Journal, 15, 1-6.

Cherubini, L. & Volante, L. (2011). Teachers and administrators’ perceptions of student assessment as a component of the New Teacher Induction Program. Journal of the International Society for Teacher Education, 15(2), pp. 6-13.

Cherubini, L., & Hodson, E. (2011). Neighbouring perspectives on educational policy: Manitoba and Ontario’s vision of community, diversity and Aboriginal student development. First Nations Perspectives, 4(1), 41-58.

Volante, L., & Cherubini, L. (2011). The challenges school administrators face in building assessment literacy. Assessment Matters, 3, 161-182.

Cherubini, L. (2011). Understanding the marginalized in the mainstream. International Journal of Education, 3(2), 21 p.

Kitchen, J., Hodson, J., & Cherubini, L. (2011). Developing capacity in Indigenous education: Attending to the voices of Aboriginal teachers. Action in Teacher Education, 33(5-6), 615-627.

Cherubini, L., Kitchen, J., Goldblatt, P., & Smith, D. (2011). Broadening landscapes and affirming professional capacity: A metacognitive approach to teacher induction. The Professional Educator, 35(1), 15 p.

Cherubini, L., & Gogmerac, A. (2011). From experience to expertise: Professional development through collaborative inquiry. Teaching and Learning, 6(1), 28-40.

Cherubini, L. (2010). An analysis of Ontario Aboriginal education policy: Critical and interpretive perspectives. McGill Journal of Education, 45(1), 1-32.

Cherubini, L., Hodson, J., Manley-Casimir, M., & Muir, C. (2010). Closing the gap at the peril of widening the void: Implications of the Ontario Ministry of Education’s policy for Aboriginal education. Canadian Journal of Education, 33(2), 329-355.

Cherubini, L. (2010). Lessons learned from American educational legislation for Canadian educators: No Child Left Behind and the Ontario Aboriginal Education Framework. Journal of American Indian Education, 49(1 & 2), 68-85.

Cherubini, L. (2010). A grounded theory of prospective teachers’ meta-cognitive process: Internalizing the professional standards of teaching. The Teacher Educator, 45(2), 96-117.

Trudeau, L., & Cherubini, L. (2010). Speaking our truths in “a good way.” Canadian Journal of Native Education, 33(1), 113-121.

Cherubini, L. (2010). An analysis of the implications between the theoretical framework and the policy context of provincial education policy in Ontario. Journal of Contemporary Issues in Education, 5(1), 20-34.

Cherubini, L. (2010). Aboriginal education policy in Ontario (Canada): Professional and moral implications for Catholic teachers. International Journal of Education, 2(1), 15p.

Cherubini, L., Niemczyk, E., Hodson, J., & McGean, S. (2010). A grounded theory of new Aboriginal teachers’ perceptions: The cultural attributions of Medicine Wheel Teachings. Teachers and Teaching, 16(5), 545— 557.

Volante, L., & Cherubini, L. (2010). Understanding the connections between large-scale assessment and school improvement planning. Canadian Journal of Educational Administration and Policy, 115, 26 p.

Cherubini, L. (2010). Reconfiguring the margins: The adaptability of an Aboriginal program in the context of public educational policy in Ontario, Canada. Proceedings of the Hawaii International Conference on Education, Honolulu, Hawaii.

Cherubini, L. (2010). Behavioral and social sciences research: Exploring, examining and imagining possibilities. American Association of Behavioral and Social Sciences Journal, 14, 1-5.

Kitchen, J., Cherubini, L, Trudeau, L., & Hodson, J. (2010). Weeding out or developing capacity? Challenges for Aboriginal teacher education. The Alberta Journal of Educational Research, 56(2), 355-358.

Cherubini, L., & Barrett, J. (2010). Case-based pedagogy as a model for professional development. Proceedings of the International Conference on Teaching Philosophy, Carolina University, South Carolina.

Cherubini, L. (2009). Teacher candidates’ perceptions of school organization: Fundamental inconsistencies between expectations and experiences. McGill Journal of Education, 44(2), 213-228.

Cherubini, L. (2009). Aboriginal identity, misrepresentation, and dependence: A survey of the literature. The Canadian Journal of Native Studies, 28(2), 221-239.

Cherubini, L. (2009). New teachers’ perceptions of induction: Insights into principled practices. The Alberta Journal of Educational Research, 55(2), 185-198.

Cherubini, L. (2009). “Taking Haig-Brown Seriously”: Implications of Indigenous Thought on Ontario Educators. Journal of the Canadian Association for Curriculum Studies, 7(1), 6-23.

Cherubini, L., & Hodson, J. (2009). Aboriginal education policy and practice in Ontario public schools: A discussion of practical and ideological implications. American Association of Behavioral and Social Sciences Journal, 13, 21-32.

Cherubini, L. (2009). Reconciling the tensions of new teachers’ socialisation into school culture: A review of the research. Issues in Educational Research, 19(2), 83-99.

Cherubini, L. (2009). Reforming teacher preparation: Fostering critical reflection and awareness in the context of global education. Excelsior: Leadership in Teaching and Learning, 3(2), 43-55.

Cherubini, L. (2009). Exploring prospective teachers’ critical thinking: Case-based pedagogy and the standards of professional practice. Teaching and Teacher Education, 25, 228-234.

Cherubini, L. (2009). Re-interpreting sustainability: Ministry policy and Aboriginal education in northern Ontario schools. Proceedings of the International Conference on Inspiration and Innovation in Teaching and Teacher Education, Memorial University, St. John’s, Newfoundland.

Cherubini, L., Kitchen, J., & Trudeau, L. (2009). Having the spirit within to vision: New Aboriginal teachers’ commitment to reclaiming space. Canadian Journal of Native Education, 32(9), 38-51.

Kitchen, J., Cherubini, L., Trudeau, L., & Hodson, J. (2009). Aboriginal education as cultural brokerage: New Aboriginal teachers reflect on language and culture in the classroom. McGill Journal of Education, 44(3), 355-375.

Volante, L., & Cherubini, L. (2009). How teachers and school administrators connect large-scale assessment with school improvement planning. The Annual Meeting of the American Educational Research Association. Retrieved from http://eric.ed.gov<http://eric.ed.gov (ED509794).

Cherubini, L. (2008). New Aboriginal teachers’ experiences: An undiscovered landscape. Canadian Journal of Native Education, 31(2), 22 p.

Cherubini, L. (2008). Approaching the complexities of bi-epistemic research: A commentary on multiple-dimensional constructs of knowledge. Native Studies Review, 17(2), 155-165.

Cherubini, L. (2008). The metamorphosis of an oral tradition: Dissonance in the digital stories of Aboriginal Peoples in Canada. Oral Tradition, 23(2), 297-314.

Cherubini, L., Niemczyk, E., & McGean, S. (2008). The Wildfire Gathering as an innovative approach to new Aboriginal teacher development: A theoretical and conceptual reflection. American Association of Behavioral and Social Sciences Journal, 31-42.

Cherubini, L., Kitchen, J., & Engemann, J. (2008). A bi-epistemic research analysis of new Aboriginal teachers: A study within the study. The Alberta Journal of Educational Research, 54(3), 355-358.

Cherubini, L., & Hodson, J. (2008). Ontario Ministry of Education policy and Aboriginal learners’ epistemologies: A fundamental disconnect. Canadian Journal of Educational Administration and Policy, Issue #79.

Cherubini, L. (August, 2008). The complexities of ethical decision-making: A study of prospective teachers’ learning. Journal of Applied Research on Learning, 2(1), 1-15.

Cherubini, L., & Kitchen, J. (2008). Affirming the abilities of new teachers: A teacher induction project within the Golden Horseshoe Learning Consortium. Teaching and Learning, 4(3), 16 p.

Kitchen, J., & Cherubini, L. (2008). Examining new Aboriginal teachers’ experiences: Understanding realities and building relationships. Teaching and Learning, 4(3), 7 p.

Volante, L., Cherubini, L., & Drake, S. (2008). Examining factors that influence school administrators’ responses to large-scale assessment. Canadian Journal of Educational Administration and Policy, Issue #84.

Cherubini, L. (2008). Teacher candidates’ perceptions of principal and teacher leadership: A functional disconnect. Leadership Review, Vol. 8, 80-101.

Cherubini, L. (2008). Teacher-candidates’ perceptions of school culture: A mixed methods investigation. The Journal of Teaching and Learning, 5(2), 39-54.

Cherubini, L. (2008). A grounded theory analysis of beginning teachers’ experiences: Illuminating leadership capacities. International Journal of Teacher Leadership, 1(1), 22-38.

Cherubini, L., Kitchen, J., & Hodson, J. (2008). Aboriginal epistemologies and new teacher induction: The context of a bi-epistemic research endeavour. Brock Education, 18, 11 p.

Cherubini, L. (2008). Teacher-candidates’ perceptions of schools as professional communities of inquiry: A mixed-methods investigation. The Professional Educator, 32(1), 19 p.

Ciuffetelli Parker, D., & Cherubini, L. (2008). Living in the margins of teaching and scholarship: Two professors’ program and leadership in a learning faculty. Excelsior: Leadership in Teaching and Learning, 3(1), 15-26.

Cherubini, L., Kitchen, J., & Engemann, J. (May, 2008). Listening to the voices of new Aboriginal teachers: Transcending conceptual borders and strengthening connections. Proceedings of the Annual Meeting of the Canadian Society for the Study of Education, Vancouver, British Columbia.

Cherubini, L., & Kitchen, J. (May, 2008). Building teacher leadership through a teacher induction institute. Proceedings of the Annual Meeting of the Canadian Society for the Study of Education, Vancouver, British Columbia.

Kitchen, J., & Cherubini, L. (May, 2008). A web of partnerships: Collaboration between a university and a self-regulatory body. Proceedings of the Annual Meeting of the Canadian Society for the Study of Education, Vancouver, British Columbia.

Ciuffetelli-Parker, D., Fazio, X., Volante, L., & Cherubini, L. (2008). Relationship matters: Negotiating and maintaining partnerships in a unique teacher education program. Action in Teacher Education, 30(3), 39-53.

Cherubini, L. (2007). Un impianto originale per un progetto di grounded theory: Una riflessione critica. Encyclopaideia, 21, 101-118.

Cherubini, L., & Kitchen, J. (2007). The collective cogency of professional susceptibility: A content analysis of student-teachers’ critical reflections. American Association of Behavioral and Social Sciences Journal, 27-37.

Cherubini, L. (2007). Speaking up and speaking freely: Beginning teachers’ critical perceptions of their professional induction. The Professional Educator, 29(1).

Cherubini, L. (2007). A personal services paradigm of teacher induction. The International Electronic Journal for Leadership in Learning, 11(6).

Volante, L., & Cherubini, L. (2007). Connecting educational leadership with multi-level assessment reform. The International Electronic Journal for Leadership in Learning, 11(12).

Gallagher, T., Ciuffetelli Parker, D., Kitchen, J., & Cherubini, L. (July, 2007). Establishing a self-study group in a faculty of education. Selected papers in the Proceedings of the International Study Association on Teachers and Teaching, St. Catharines, Ontario.

Cherubini, L. (2006). The emergence of the basic social psychological process: Implications for teacher induction practices. American Association of Behavioral and Social Sciences Journal, 20-33.

Cherubini, L. (2006). The principled agency of prospective beginning teachers: A case-based research design. Selected Papers in the Proceedings of the Annual Leadership and Ethics Conference, Victoria, British Columbia.

Volante, L., & Cherubini, L. (2006). Assessment leadership in an era of standards-based reform. In P. T. Begley, & M. P. Begley (Eds.), The Moral Agency of the Educational Leader: Selected Papers in the Proceedings of the 11th Annual Values and Educational Leadership Conference. Pennsylvania State University.

Cherubini, L. (2006). Impressions of fabricated discernment: A discourse analysis of beginning teachers. Proceedings of the 2006 Ethnographic and Qualitative Research in Education Conference (EQRE), Cedarville, Ohio.

Cherubini, L. (2006). Entry year teachers’ sphere of influence: Honouring the diversity of the student learner. Proceedings of the 2006 International Congress for School Effectiveness and Improvement. Fort Lauderdale, Florida.

Cherubini, L., & Smith, D. (2006). Supporting beginning teacher development: Induction research proposal. Teaching and Learning, 3(2), 20–24.

Cherubini, L. (2005). Functional literacy in everyday schooling: A reflection from the field. Teaching and Learning, 2(2), 24–27.

Cherubini, L. (2002). A presentation of a teacher induction model: Implementing leadership dimensions. Teaching and Learning,1(1), 7–12.

Books

Cherubini, L. (2019). Words and Thoughts, Somewhat of a Rap, and the Parasitic Gap. Vancouver, British Columbia: Silver Bow Publishing. ISBN: 978-1-7740-3046-2.

Cherubini, L. (2017). Case Study Inquiry Seminars: A Research-to-Practice Model. (Second Edition). St. Catharines, ON: Soleil.

Cherubini, L. (2017). Situating Thinking and Reflection: Studying Teaching and Learning. St. Catharines, ON: Soleil.

Cherubini, L. (2014). Aboriginal Student Engagement and Achievement: Educational Practices and Cultural Sustainability. Vancouver, British Columbia: UBC Press. ISBN: 978-0-7748-2655-6. – Review by Nathalie Kauffeldt (2015), A review of Aboriginal student engagement and achievement. In Public Sector Management, 26(3), 33-34. http://mediaedge.imirus.com/Mpowered/imirus.jsp?volume=psm15&issue=3&page=32 (Kaufeldt is a policy analyst with the Canadian Northern Economic Development Agency in Yellowknife, Northwest Territories).

Cherubini, L. (2013). That Space Which is Thinking: Prospective Teacher Identity. Welland, ON: Soleil Publishing. ISBN 978-1-89493573 -9

Cherubini, L. (2013). Case-Study Inquiry Seminars: A Research to Practice Model. Welland, ON: Soleil Publishing. ISBN 978-1-894935-71-5

Cherubini, L. (2012). Standardized Assessment and Classroom Evaluation: A Comprehensive Examination. Saarbruken, Germany: Lambert Academic Publishing. ISBN 978-3-8473-4650-0

Cherubini, L. (2012). Re-searching the Historical Present: Implications on Aboriginal Education, Policy and Schools. Saarbruken, Germany: Lambert Academic Publishing. ISBN 978-3-8473-4592-3

Cherubini, L. (2011). Projecting Self and Actualizing Teaching: Prospective Teacher Consciousness. Welland, ON: Soleil Publishing. ISBN: 978-1894935586

Cherubini, L. (2011). An Ideology of Crisis and Identity: Learning about ‘Life under the Rocks of the Tide Pool.’ Saarbruken, Germany: Lambert Academic Publishing. ISBN: 978-3-8443-9168-8.

Cherubini, L. (Ed.). (2010). The Study of Identity as a Concept and Social Construct in Behavioral and Social Science Research: Interdisciplinary and Global Perspectives. Lewiston, New York: Mellen Press. ISBN-13: 978-0-7734-1452-5 & ISBN-10: 0-7734-1452-5

Cherubini, L. (Ed.). (2010). Teaching, Learning and Schooling: A Reflective Engagement. Toronto, ON: Pearson Publishing. ISBN: 9780558711795

Cherubini, L. (Ed.). (2006). Contextualizing Pedagogical Practice: A Critical Awareness. Toronto, ON: Pearson Publishing. ISBN: 0536296766

Chapters in a Book

Cherubini, L. (2014). “Indigenous groups’ education: The case of North America.” In R. Griffin (Ed.), Education in Indigenous, Nomadic and Travelling Communities. London, England: Bloomsbury Press, pp. 149-168.

Cherubini, L. (2014). “Commentary: Experiencing a shared space for dialogue with First Nations community members.” In D. Smith (Ed.), A Call to Vocation: Narratives of Catholic Educators. Toronto, ON: Pearson, pp.44-46.

Cherubini, L. (2011). “Breaking the mold to mend the wounds: An innovative model of collaborative practice to further Aboriginal student learning.” In A. Cohan & A. Honigsfeld (Eds.), Breaking the Mold of Preservice and Inservice Teacher Education: Innovative and Successful Practices for the Twenty-first Century. New York: Rowman & Littlefield, pp. 259-268.

Cherubini, L., & Hodson, J. (2011). “Heightening awareness and strengthening relationships: Implications of public policy for Aboriginal students, communities and teachers.” In J. Reyhner, W.S. Gilbert & L. Lockard (Eds.), Honoring our Heritage: Culturally Appropriate Approaches for Teaching Indigenous Students. Flagstaff, Arizona: Northern Arizona University Press, pp.173-195.

Cherubini, L. (2010). “(Re)Imagining identity: A large-scale case study of prospective teacher perceptions.” In L. Cherubini (Ed.), The Study of Identity as a Concept and Social Construct in Behavioral and Social Science Research: Interdisciplinary and Global Perspectives. Lewiston, New York: Mellen Press, pp. 71-100.

Cherubini, L., & Hodson, J. (2010). “Aboriginal educational policy and practice in Ontario public schools: Implications on student and teacher identity.” In L. Cherubini (Ed.), The Study of Identity as a Concept and Social Construct in Behavioral and Social Science Research: Interdisciplinary and Global Perspectives. Lewiston, New York: Mellen Press, pp. 101-123.

Cherubini, L., & Volante, L. (2010). “Policies and paradox: A view of school leadership in the context of Aboriginal education in Ontario, Canada.” In A. Normore (Ed.), Global Perspectves on Educational Leadership Reform: The Development and Preparation of Leaders of Learning and Learners of Leadership, Volume 11. Emerald Press, pp. 125-141.

Cherubini, L. (2006). “Impressions of fabricated discernment: A discourse analysis of beginning teachers.” In M. Firmin & P. Brewer (Eds.), Ethnographic and Qualitative Research in Education, Vol II. Cambridge Press, pp. 263-276.

Professional and Media Publications

Volante, L., Campbell, C., DeLuca, C., Rowsell, J., & Cherubini, L. (2019). Testing literacy today requires more than a pencil and paper. The Conversation. April.

Cherubini, L., Smith, D., Goldblatt, P., Engemann, J., & Kitchen, J. (2009). Learning from Experience: Supporting Beginning Teachers and Mentors. Facilitator’s Guide. Toronto, ON: OCT Press, 8 pp.
http://www.oct.ca/publications/PDF/induction_booklet1_e.pdf

Engemann, J., Kitchen, J., Cherubini, L., Smith, D., & Goldblatt, P. (2009). Learning from Experience: Supporting Beginning Teachers and Mentors. Using the Case Method in Induction. Toronto, ON: OCT Press, 18 pp. http://www.oct.ca/publications/PDF/induction_booklet2_e.pdf

Smith, D., Goldblatt, P., Engemann, J., Kitchen, J., & Cherubini, L. (2009). Learning from Experience: Supporting Beginning Teachers and Mentors. Exploring Professional Practice through Vignettes. Toronto, ON: OCT Press, 24 pp. http://www.oct.ca/publications/PDF/induction_booklet3_e.pdf

Goldblatt, P., Engemann, J., Kitchen, J., Cherubini, L., Smith, D. (2009). Learning from Experience: Supporting Beginning Teachers and Mentors. Implementing a Professional Learning Session. Toronto, ON: OCT Press, 8 pp. http://www.oct.ca/publications/PDF/induction_booklet4_e.pdf

Kitchen, J., Cherubini, L., Smith, D., Goldblatt, P., & Engemann, J. (2009). Learning from Experience: Supporting Beginning Teachers and Mentors. Research Summary. Toronto, ON: OCT Press, 10 pp.
http://www.oct.ca/publications/PDF/induction_booklet5_e.pdf

Bi lingual editions are also available :

Cherubini, L., Smith, D., Goldblatt, P., Engemann, J., & Kitchen, J. (2009). Apprenant à travers l’expérience: prêter l’appui aux nouveaux enseignants et conseillers. Guide pour les facilitateurs. Toronto, ON : OCT Press, 8 pp.

Engemann, J., Kitchen, J., Cherubini, L., Smith, D., & Goldblatt, P. (2009). Apprenant à travers l’expérience: prêter l’appui aux nouveaux enseignants et conseillers. Utliser la méthode des cas pour l’intégration. Toronto, ON: OCT Press, 18 pp.

Smith, D., Goldblatt, P., Engemann, J., Kitchen, J., & Cherubini, L.. (2009). Apprenant à travers l’expérience: prêter l’appui aux nouveaux enseignants et conseillers. Explorer l’expérience professionnelle par vignettes. Toronto, ON : OCT Press, 24 pp.

Goldblatt, P., Engemann, J., Kitchen, J., Cherubini, L., Smith, D. (2009). Apprenant à travers l’expérience: prêter l’appui aux nouveaux enseignants et conseillers. Mettre en œuvre une séance d’apprentissage professionnelle. Toronto, ON : OCT Press, 8 pp.

Kitchen, J., Cherubini, L., Smith, D., Goldblatt, P., & Engemann, J. (2009). Apprenant à travers l’expérience: prêter l’appui aux nouveaux enseignants et conseillers. Résumé des recherches. Toronto, ON : OCT Press, 10 pp.

Published Book Reviews

Cherubini, L. (2015). Review of Glen Coulthard (2014). “Red Skin White Masks: Rejecting the Colonial Politics of Recognition.” Minneapolis: University of Minnesota Press. Published in the Canadian Journal of Native Studies, 35(1), 166-168.

Cherubini, L. (2007). Review of H. D. Meyer and B. Rowan (Eds.). (2006). “The New Institutionalism in Education.” New York: State University of New York Press. Published in the Journal of Educational Administration, 45(3), 342-344.

Cherubini, L. (2007). Review of C. Cobb Morocco, N. Brigham, & C. Mata Aguilar (Eds.). (2006). “Visionary Middle Schools: Signature Practices and the Power of Local Invention.” New York: Teachers College Press. Published in the Journal of Educational Administration, 45(1), 126-128.

Book Reviews

Cale, G. (2017). Ubuntu. (2nd Edition). Hamilton, ON: Self-published.

Textbook Reviews

Darder, A., & J. Paraskeva (Eds.) (2014). International Critical Pedagogy Reader. New York: Routledge Press.

Langford, H., & Barnett, J. (2006). Education methods: A case study approach to professional development. Mississauga, ON: John Wiley & Sons.

Levin, J., Nolan, J.F., Kerr, J., & Elliott, A.E. (2005). Principles of Classroom Management: A Professional Decision-Making Model. Toronto, ON: Pearson.

Edited Journals

Cherubini, L. (2013). People, place, and identity: Learning about learning. Professing Education, 9(1), 27-29.

Cherubini, L. (2012). Perspectives on sustainable development: Research and education. Perspectives, 15, 16-23.

Cherubini, L. (2011). Encouraging purposeful disruption: School leadership and Aboriginal educational policy. Principal Matters: Journal for Secondary School Leaders in Australia, 86, 34-36.

Cherubini, L. (2010). Sustainable development: Perspectives on educatin and identity. Perspectives, 13, 12 p.

Cherubini, L. (2009). Understanding the shifting sand in my Native Land: Crossing the cultural and conceptual divide. Professing Education, 7(1), 5-7.

Cherubini, L. (2008). Translating Ontario Aboriginal educational policy into action: A reflection for sustainable school leadership. Perspectives, 11, 12 p.

Cherubini, L., & Kitchen, J. (2007). The collective cogency of professional susceptibility: A content analysis of student-teachers’ critical reflections. Perspectives, 10, 1-11.

Cherubini, L. (2006). The emergence of the basic social psychological process: Implications for teacher induction practices. Perspectives, 9, 1-13.

Executive Summaries

Cherubini, L., & Biggs, L. (2012). A Report of the Aboriginal Education Research Centre, Faculty of Education, The University of Saskatchewan, 15 p.

Volante, L., & Cherubini, L. (2011). Understanding how large-scale assessment is linked to school improvement planning. Toronto, ON: Knowledge Network for Applied Education Research.
[Note: This citation is a ‘practitioner friendly’ summary of theCanadian Journal of Educational Administration and Policy (2010) article].

Kitchen, J., Cherubini, L., Trudeau, L., & Hodson, J. (2010). Supporting Aboriginal educators in preservice training programs and in their careers as teachers. Toronto, ON: Knowledge Network for Applied Education Research. [Note: This citation is a ‘practitioner friendly’ summary of the Alberta Journal of Educational Research (2010) article].

Cherubini, L., & Hodson, J. (January, 2010). A Report of Aboriginal Education Policy Implementation. Completed for an Ontario District School Board, 22 p.

Cherubini, L., & Hodson, J. (November, 2009). Research Report of Aboriginal Student Programs. Completed for an Ontario District School Board, 40 p.

Cherubini, L., & Hodson, J. (June, 2009). Results of Aboriginal Community Consultations: A Research Study. Completed for an Ontario District School Board, 33 p.

Professor Cherubini’s research is concentrated primarily in the areas of teacher development, policy analysis, and English Education and is funded by the Social Science and Humanities Research Council of Canada (SSHRC).

He has published over 120 articles and proceedings, has authored eight book chapters, written ten books and edited three others. He has also presented more than 100 refereed conference papers across Canada, the United States, Europe, South America, Asia, Africa, and Australia.

Dr. Cherubini has been the Principal Investigator on three SSHRC research projects and a collaborator on another. He has been awarded more than $345,000 in external funding from SSHRC.

Dr. Cherubini was the recipient of the 2014 McGraw Hill Distinguished Scholar Award presented at the 26th Annual Ethnographic and Qualitative Research and the 17th Annual American Association of Behavioral and Social Sciences Conferences in Nevada.

Lorenzo has published 2 books of poetry, including: Words and Thoughts, Somewhat of a Rap, and the Parasitic Gap (2019) and Reflections and Perceptions, a Touch of Euphoria and a Reprieve from Misophonia (2020) with Silver Bow Publishing. In 2019, Lorenzo was distinguished with the Judge’s Choice Award in the Short Verse Poetry Competition of the Ontario Poetry Society for his poem, “De-Mentia.”

Lorenzo was appointed as a member of the Ontario Education Research Panel (OERP). Among the goals of the OERP is to further educational research for the advancement of education in Ontario.

Professor Cherubini is the former Editor of the AABSS Journal – an annual publication of the American Association of Behavioral and Social Sciences (AABSS). He has served as the Director of the Tecumseh Centre for Aboriginal Research and Education at Brock University. Approved by Brock University Senate in the Fall of 2004 The Tecumseh Centre for Aboriginal Research and Education is the only multidisciplinary research entity in Ontario that builds educational programming around the expressed needs and requirements of Aboriginal communities.

• EDBE 8F74: Teaching English I Intermediate/Senior
• EDBE 8P83: Teaching English II Intermediate/Senior
• EDBE 8P50: Teaching and Learning: Schools and Communities  Intermediate/Senior