Dr Alan Edmunds
Associate Professor (on leave)
I teach an undergraduate course in classroom management and student assessment, Master's degree courses in giftedness, learning disabilities, and special education, and PhD courses in cognition and learning, theories of education, and mixed methods research.
My current research interests include school-wide behaviour and classroom management interventions, the abilities and products of highly precocious child writers, and the use of imagery to enhance physical education skills.
Edmunds, A.L. & Edmunds, G.A. (2010). Educational psychology: Applications in Canadian classrooms. Oxford University Press: Toronto, ON.
Edmunds, A.L. & Macmillan, R.B. (Eds.) (2010). Leadership for inclusion: A practical guide. Sense Publishers: Rotterdam, The Netherlands (159 pages).
Edmunds, A. L. & Edmunds, G. A. (2008). Special education in Canada. McGraw-Hill Ryerson: Toronto, ON. (379 pages).
Edmunds, A.L. (2010). Managing school-wide behavior from the principal’s office. In A.L. Edmunds & R.B. Macmillan, R.B. (Eds.), Leadership for inclusion: A practical guide. Sense Publishers: Rotterdam, The Netherlands, pp. 19-31.
Edmunds, A.L. (2010). The principal’s role in the assessment and IEP process. In A.L. Edmunds & R.B. Macmillan (Eds.), Leadership for inclusion: A practical guide. Sense Publishers: Rotterdam, The Netherlands, pp. 93-102.
Macmillan, R.B. & Edmunds, A.L. (2010). Leadership for inclusion: Questions and dilemmas. In A.L. Edmunds & R.B. Macmillan (Eds.), Leadership for inclusion: A practical guide. Sense Publishers: Rotterdam, The Netherlands, pp. 1-6.
Edmunds, A. L. & Young, D. (2007). The evolution of special education policy in Ontario: 1968 to present. In T. G. Ryan, (Ed.), The reflexive special educator. Calgary, AB: Detselig (pp. 57-69).
Olthouse, J. M., Edmunds, A. L., & Sauder, A. E. (2013). School stories: How do exemplary teen writers portray school? Roeper Review (TBA).
Caldeira, M & Edmunds, A. L. (2012). Inconsistencies in autism-specific social interventions: Cause for concern. Exceptionality Education International, 22(1), pp. 17-36.
Archibald, L.M.D., Joanisse, M., & Edmunds, A. L. (2011). Specific language or working memory impairments: A small scale observational study Child Language Teaching and Therapy, 27(3), pp. 294-312.
Brock, S. & Edmunds, A. L. (2011). Parental involvement: Barriers and opportunities. The Journal of Educational Administration and Foundations, (21)1, pp. 48-59.
Edmunds, A. L., Macmillan, R.B., Nowicki, E., Specht, J., & Edmunds, G.A. (2010). Principals and inclusive schools: Insight into practice. The Journal of Educational Administration and Foundations, 20(1), pp. 1-23.
Edmunds, A. L. & Martsch-Litt, S. (2008). ADHD assessment and diagnosis in Canada: An inconsistent but fixable process. Exceptionality Education Canada, 18(2-3), 3-23.
Noel, K. & Edmunds, A. L. (2007). Constructing a synthetic-analytic framework for precocious writing. Roeper Review, 29(2), 125-131.
Edmunds, A. L. & Edmunds, G. A. (2005). Sensitivity: A double-edged sword for the pre-adolescent and adolescent child. Roeper Review, 26(1), 69-77.
Teaching and Supervision
- Fisher, R. A Conceptual Framework for Research at Canadian Colleges
- Krusznynski, W. (in progress) - giftedness
- Knowlton, K. (in progress) – behaviour
- McAlpine, J. Using Drama Programs to Enhance Social Skills
- White, M. School Re-Entry Protocols for Children with Acquired Brain Injury
- Burns, S. The Motivational Influence of Dance Teachers on Elite Female Dancers
- Caldeira, M. A Synthesis of Autism-Specific Emotion Interventions
- Austin, K. Developing Organizational Skills in Grade 5 Students
- Robson, P. Phonological Awareness and Intervention Strategies in the Early Years
- Martsch-Litt, S. The Problems with the Inconsistent Diagnosis of ADHD
- Brock, S. Parental Involvement in the Intermediate Years
- Blaikie, J. Gifted Education Policy Development in CCRSB
- Chisholm, J. Socioeconomic Influences on the Career Self-Efficacy of Grade 12 Students
- King, W. Teachers' Perceived Needs for More Effective Inclusive Practices