Publications
(2020). The fractured pedagogy of care: How Hogwarts’ teachers (don’t) demonstrate self-care. in Pedagogy of Harry Potter, Rovan, M. & Wehler, M. (Eds.) Jefferson, NC: McFarland.
McConnel, J., & de Leon, C. (2020). The Brightest Part of the Forest: A Grit Analysis of an Ontario Children’s Book Award.
Language and Literacy, 22(2), 64-79.
https://doi.org/10.20360/langandlit29473
Beach, P., Kirby, J., McDonald, P., and McConnel, J. (2019). How do elementary teachers study and learn from a multimedia model of reading development? An exploratory eye-tracking study. Canadian Journal of Education, 42(4), 1022-1058.
(2019). Fan spaces as third spaces: Tapping into the creative community of fandom. English Journal. 109(1), 45-51. http://secure.ncte.org/library/NCTEFiles/Resources/Journals/EJ/1091-sep2019/EJ1091Sep19Fan.pdf
(2019). That one class. in Key Concepts in Curriculum Studies: Perspectives on the Fundamentals, Wearing, J., Ingersoll, M., DeLuca, C., Bolden, B., Ogden, H., & Christou, T. (Eds.), New York: Routledge.
(2019, January 7). The Teacher/Poet in V Parts. Writers Who Care. https://writerswhocare.wordpress.com/2019/01/07/the-teacher-poet-in-v-parts/
Beach, P., & McConnel, J. (2018). Eye tracking methodology for studying teacher learning: A review of the research. International Journal of Research & Method in Education. https://www.tandfonline.com/eprint/wXRGTuKxGpQ8jZxygtFV/full
Beach, P., McDonald, P., McConnel, J., & Kirby, J. (2018). Investigating how teachers interact with a visual model of reading development: An eye-tracking study. Journal of Eye Movement Research, 5(11), 21.
(2018). “Why Are We Doing This?”: Using Digital Reflection to Increase Student Engagement. Ubiquitous Learning: An International Journal, 11(2), 13–22. https://doi.org/10.18848/1835-9795/CGP/v11i02/13-22
McConnel, J, & Zamborsky, E. (2017). “Thou Talks’t of Nothing”: Teaching Shakespeare’s Romeo and Juliet in a Contemporary Context. Unboxed. 17. http://gse.hightechhigh.org/unboxed/issue17/thou_talkst_of_nothing/
