Student Engagement and Achievement: Educational Practices
and Cultural Sustainability
By Lorenzo Cherubini, Ed.D. (2014). UBC
Press. ISBN: 978-0-7748-2655-6
want an education that reflects their cultural values and
linguistic heritages, an education that will foster their
children’s engagement and identity and not marginalize
them as learners. This book turns the spotlight on a rare
success story – one Ontario high school’s attempt
to recognize Aboriginal students’ cultural and academic
needs while helping them build relationships with non-Aboriginal
students. Aboriginal students constitute one of the fastest-growing
groups in public schools. This timely study not only reveals
how the current system is failing Indigenous students –
it offers recommendations for enhancing their achievement
levels in Canada and abroad.
and insightful book. Most of what is published in the field
of Aboriginal education focuses on historical, political,
and narrative issues. Not enough has been written about
in-school and in-class interventions. Cherubini offers us
an unprecedented study of how policy manifests itself in
practice, introducing us to students and staff directly
involved in creating change.
– Frank Deer, Department
of Curriculum, Teaching and Learning, Faculty of Education,
University of Manitoba
book shows that Aboriginal culture can peacefully coexist
within a mainstream school system and, more importantly,
that sustained attention to Aboriginal culture and identity
can advance Aboriginal students’ academic success
and, fundamentally, their feeling of belonging in education.
– Teresa Strong-Wilson,
author of Bringing Memory Forward: Storied Remembrance in
Social Justice Education with Teachers
by Nathalie Kauffeldt (2015), A review of Aboriginal student
engagement and achievement. In Public Sector
Management, 26(3), 33-34.
Kaufeldt is a
policy analyst with the Canadian Northern Economic Development
Agency in Yellowknife, Northwest Territories.
- Review by G.
Lindstrom (2017). University of Calgary. In Emerging
Perspectives, 1,(1), 31-33.
Inquiry Seminars: A Research-to-Practice Model
Cherubini (2017). ISBN: 978-1-894935-97-5
The Second Edition
of Case-Study Inquiry Seminars: A Research-to-Practice
Model includes a unique inquiry model that presents
opportunities for students to cross-examine aspects of teaching,
learning, research, and practice. In the process, students
can juxtapose their previous experiences with new constructions
of knowledge discussed by professors, textbooks, practice,
and research. The case studies in the context of the inquiry
seminar model are instrumental in fostering prospective
teachers’ critical and reflective thinking.
The inquiry model
presented in this book embodies an approach to teacher education,
and more specifically to prospective teacher education,
that is reflective of student participation and responsiveness.
The inquiry model endorses a view of teacher education that
equips students to make a meaningful contribution to the
evolving and dynamic socio-educational needs of students,
teachers, and communities. The uniqueness of the inquiry
seminar model presented in the Second Edition of Case-Study
Inquiry Seminars: A Research-to-Practice Model rests
in part in the contextually relevant problem-solving exercises
wherein prospective teachers exercise their autonomous and
collaborative capacities as active agents of their own learning.
Thinking and Reflection: Studying Teaching and Learning
By Lorenzo Cherubini
(2017). ISBN: 978-894935-98-2
Thinking and Reflection: Studying Teaching and Learning
addresses the gap in the research literature – the
perspectives and perceptions of undergraduate students in
concurrent education programs. The book is instrumental
in facilitating prospective teachers’ understanding
of their educational biographies, experiences, and socio-political
realities in the broader view of other contextual circumstances.
It explores how prospective teachers’ learning processes,
driven within the constructs of theory, are interrogated
The learned observations
shared throughout the book are valued for their ability
to shape the landscape of how prospective teachers think
about the way they think, perceive their underlying needs,
are disenchanted by socio-political implications, govern
their practice and, in the end, effect change.
Space Which is Thinking: Prospective Teacher Identity
Cherubini, Ed.D. (2013). ISBN: 978-1-894935-73-9
This book, That Space Which Is Thinking: Prospective
Teacher Identity, alludes to the fact that undergraduate
students studying to become teachers are more reflective
about their previously uncontested opinions, the underlying
theories related to teaching and learning, and the sometimes
competing voices of their peers as they engage in case study.
By offering students a trusted forum in which to share,
reflect, and reanalyze case-based dilemmas, they arrive
at a more sophisticated appreciation of the intervening
variables that contribute to the complexity of being a professional
educator. The book, therefore, addresses the specific gap
in the research literature; namely, the perspectives and
perceptions of undergraduate students in concurrent education
Inquiry Seminars: A Research to Practice Model
Cherubini, Ed.D. (2013). ISBN: 978-1-894935-71-5
There is an appealing and decadent element to the study
of cases as a springboard to critical reflection and deep
appreciation related to educational philosophy and the practice
of teaching. The study of cases requires creative thinking
and interaction amongst peers and, as explained subsequently
in Case-Study Inquiry Seminars: A Research-to-Practice
Model, amongst colleagues, professional educators,
other professionals, and scholars. Too often, information
is presented readily to prospective teachers that situate
them as passive learners. In the unique inquiry seminar
model presented in this book, prospective teachers’
learning is very active and the voices and experiences that
they bring to teacher education programs are certainly not
neglected. An intriguing appeal of case studies in an inquiry
seminar model such as the one presented here is the opportunity
it affords to cross-examine all aspects of teaching, learning,
research, and practice. The case studies require participants
to think reflectively about anticipated and unanticipated
consequences associated with their prospective professional
Self and Actualizing Teaching: Prospective Teacher Consciousness
Cherubini, Ed.D. (2011).
for prospective teachers to engage in a systematic and unique
approach to case-based inquiry has shed light on the emerging
perceptions and inherent thought processes that are involved
in their making sense of school-based dilemmas. The case-based
pedagogy discussed in Projecting Self and Actualizing
Teaching: Prospective Teacher Consciousness is a dynamic
way to study how undergraduate students deconstructed case
circumstances, considered competing perspectives, and even
offered personal rationales for their decisions. As the
study unfolded, a unique grounded theory emerged. Hence,
Projecting Self and Actualizing Teaching: Prospective
Teacher Consciousness aims to inform and motivate teacher
educators, new teachers, policy makers, and those privileged
students studying in teacher education programs to examine
their own perspectives and paradigms as they consider the
voices of the study participants who were kind enough to
share their perceptions and thoughts.
Learning and Schooling: A Reflective Engagement
Edited by Lorenzo
Cherubini, Ed.D. (2010).
This text is
intended to engage prospective teachers into rich reflections
of what it means to teach and learn. It invites prospective
teachers to embrace an approach to education in full view
of the professional, epistemic, and moral obligations associated
to being a teacher.
The text serves
as a complimentary reading to courses of study that explore
the multifaceted relationships between epistemology and
teachers’ practice. It introduces the reader to historical,
philosophical and critical frameworks for analyzing contemporary
teaching and learning practices and encourages them to reflect
upon your values, beliefs, and assumptions.
Pedagogical Practice: A Critical Awareness
Edited by Lorenzo
Cherubini, Ed.D. (2008)
Within the framework
of this introductory text lie the fundamental tactics, aptitudes,
and attitudes that constitute a repertoire of professional
competencies for prospective teachers. Its primary audience
is those who have made an engaged commitment to the process
of becoming professional educators.
of these content-specific chapters serve as critical entry
points for understanding the often unfamiliar exchange between
theory and practice. The respective points of view offer
an enchanting balance of concrete core knowledge and abstract
considerations of eventualities inherent in the profession.
The text’s contextual applicability complements a
conceptual lens that demands from the undergraduate reader
a critical and active state of mind._________See
Professor Cherubini's other book publications as
the Historical Present: Implications on Aboriginal Education,
Policy and Schools.
Cherubini, Ed.D. (2012).
Saarbruken, Germany: Lambert Academic Publishing. ISBN 978-3-8473-4592-3
The common belief
that resonates throughout Re-searching the Historical
Present: Implications on Aboriginal Education, Policy and
Schools is that the future marker of success for the
current and subsequent generations of Aboriginal learners
rests squarely in education. As Professor Celia Haig-Brown
describes in the Foreword, "This important monograph
arises out of hope, focusing on moves being made on several
fronts, in the name of Aboriginal education. It demonstrates
the impacts that research, policy and practice can have
on classrooms and teachers and on the central figure in
all of this business of education: the children or what
some see as the future of this country. It demonstrates
the impact of research in Aboriginal contexts on all who
participate as a challenging and provocative site of learning."
The individual projects discussed in the chapters of this
book have sought to discover, among other things, how Aboriginal
Peoples have determined the effect of their education. The
book focuses on a host of topics that belong to a much larger
and grander discourse. Re-searching the Historical Present:
Implications on Aboriginal Education, Policy and Schools
encourages scholars, educators, policy makers and others
to xamine the impact of re-search as a multi-dimensional
variable that implicates upon cognition, emotion and spirit.
Assessment and Classroom Evaluation: A Comprehensive Examination.
By Lorenzo Cherubini,
Ed.D. (2012) Saarbruken, Germany: Lambert Academic Publishing.
of uniform assessments in publicly-funded elementary and
secondary schools remains a reality for students in Ontario,
Canada. External assessments, among other mandates, is a
means of public accountability for tax-payers’ investment
Standardized Assessment and Classroom Evaluation: A
Comprehensive Examination discusses both the benefits
and limitations of imposing standardized external assessments
on students and teachers. In this context, over 600 grade
nine students’ scores on a standardized provincial
assessment of language and comprehension were correlated
with their final marks in grade nine English. With a substantial
amount of provincial funding invested in external assessments,
it was worthwhile to distinguish if the test results were
reflective of students' classroom performance. Such data
is beneficial to all educational stakeholders, particularly
as educational reforms are often associated directly to
measures of accountability, and in some provinces and states,
to standards-based outcomes and testing.
Study of Identity as a Concept and Social Construct in Behavioral
and Social Science Research: Interdisciplinary and Global
Cherubini, Ed.D. (2010) Lewiston, New York: Mellen Press.
ISBN-13: 978-0-7734-1452-5 & ISBN-10:0-7734-1452-5
of edited chapters examines identity as a fluid, symbiotic,
complex, and developmental concept. Each of the contributing
authors was challenged to consider how they, as behavioral
and social scientists, understand the conception of identity
and how it influences them and the world in which they interact.
In turn, the selected scholars shared their unique insights
related to the implications of identity on people, behavior,
policy, practice, and norms. In the process, each chapter
represents a fundamental shift of focus that remains centered
upon the book’s overarching investigation. In this
context there is a varying emphasis on adaptive behaviors,
socially mediated actions, socioeconomic assumptions, personal
narratives, and sociocultural constructs that constitute
understandings of identity, including author's respective
implications on experience. Borrowing from the language
of bell hooks (1994), the chapters transgress the borders
of classrooms, cultures, countries, and continents in order
to engage the reader in a consideration of identity as it
enters this discourse of scholarship. Regardless of locale
and common to all of the contributions in this book is the
fact that the human condition is in fact powerfully influenced
by sociopolitical circumstances, racial divisions, class
stratification and issues related to gender. Within these
rest the vibrant and vigorous conceptual intersections that
have an effect on each of our consciousness and sense of
identity (Steinberg, 2001).
Ideology of Crisis and Identity: Learning about 'Life under
the Rocks of the Tide Pool.'
Cherubini, Ed.D. (2011) Saarbruken, Germany: Lambert Academic
Publishing. ISBN: 978-3-8443-9168-8.
The book, An
Ideology of Crisis and Identity: Learning about ‘Life
under the Rocks of the Tide Pool’, includes three
chapters with the focus in each section on one specific
aspect of the ideology of naturalism and how it applies
to the texts under examination.