Dr. Lorenzo Cherubini

Associate Professor (EdD)
Department of Teacher Education
Available for Graduate Advisement
http://www.foed.brocku.ca/~lcherubini/

Professor Cherubini’s research is concentrated primarily in the areas of teacher development and policy analysis. Dr. Cherubini, as the lead researcher on a distinguished project team, holds a Social Science and Humanities Research Council (SSHRC) Grant to examine Aboriginal Educational Policy. He was also the Principal Investigator on a Social Science and Humanities Research Council Aboriginal Developmental Grant, working with prospective and new Aboriginal teachers in Ontario. Dr. Cherubini has been awarded over a quarter of a million dollars in external funding from SSHRC.

Dr. Cherubini's most recent book is entitled, The Study of Identity as a Concept and Social Construct in Behavioral and Social Science Research: Interdisciplinary and Global Perspectives (Mellen Press, 2010). The collection 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.

This edited volume is not, however, married to a specific definition of identity, nor is it aligned to a preexisting theory; instead, it duly recognizes the modernist theories of truth and liberty, as it does the postmodern school of thought more reflective of a fragmented and culturally eclectic notion of identity (Elliott, 2004). The book also acknowledges an understanding of identity from a social theory perspective, essentially focused upon representations. According to Webb (2009), representation is the means by which individuals and collectives understand their environments and the people who function within them. From this perspective, the book appreciates those social scientists who suggest that representation and the meanings of signs is more than a mere function of communication and is in fact inherently an epistemological process that constitutes both what we know and the means by which we know it. Most recently, contemporary theories of individualization have surfaced on the horizon of identity scholarship. The book accepts this paradigm as well as it perceives identity as a self-reflexive engagement (Beck, 1997). Elliott and Lemert (2005) argue that the social and emotional perceptions of identity and individualism are very much in flux and thus have far-reaching influence in North America, Europe, and Australasia. 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).

The Study of Identity as a Concept and Social Construct in Behavioral and Social Sciences Research: Inter-Disciplinary and Global Perspectives, thus, serves as an in-depth discussion about constructing our perspectives of identity as behavioral and social scientists, making it a valuable resource for researchers, scholars, and policy makers alike. It offers authentic, poignant, and concise insights that explore the vast web of connections between behavioral and social scientists who investigate the fundamental frames of identity. The book invites readers to transcend their conceptual, epistemic, ethnocentric, and scientific paradigms to consider these nuanced ways of understanding identity. Perhaps most fitting is Rogoff’s (1995) metaphor of an old-fashioned film strip to describe the lens of the researcher as capturing a moving and dynamic picture across time and action. The respective chapters in this book do just that. They provide, in light of this cinematic image, scholarly narratives of fluent understandings of identity within the conceptual and contextual framework of their research. Further, the collection of scholarship offers what Lee (2002) describes as critical and emerging perspectives into constructs of identity from various disciplines, critical traditions, locales, and methodologies.

Professor Cherubini is the Director of the Tecumseh Centre for Aboriginal Research and Education. 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.

The Centre is the place where growing numbers of Aboriginal undergraduate and graduate scholars create inter-supportive networks, seek out support and training as they envision their research, their place in the struggle to promote healthy communities. It is the place where Aboriginal community and University researchers from many disciplines, guided by Aboriginal peoples, offer their expertise to our communities, and through that experience build a deeper understanding for the needs of Aboriginal communities. It is the place where the idea of research is demystified and connected to educational programming and the potential for change is trans-planted into community. It is the place where Aboriginal theory is discussed, crafted, and enacted for the benefit of our communities. The Tecumseh Centre is a place of being, becoming, and a place of convergence.

Dr. Cherubini is also the Editor of the AABSS Journal - an annual publication of the American Association of Behavioral and Social Sciences (AABSS).

The AABSS Journal exists for the purpose of providing a peer-reviewed forum for scholars, researchers, students and administrators who conduct original research. Among its objectives is the dissemination of top-quality scholarship. Articles in the AABSS Journal relate to all areas of the social and behavioral sciences with particular focus on applied research, practice concepts, education, administration, training and evaluation.

Dr. Cherubini has taught at the secondary school level, served in the roles of guidance counselor, department chair of English and Modern Languages, and school administrator in both the elementary and secondary school panels.

Dr. Cherubini earned an EdD from the University of Southern Queensland, Toowoomba, Australia, and an M.A. at McMaster University, Hamilton, Ontario, Canada

Course Taught

EDUC 8P50: Teaching, Learning and Schooling
EDUC 8P08: Introduction to Methodology and Instructional Strategies I (Intermediate/Senior)
EDUC 8L09: Principles and Practices for Professional Certification

Publications

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., & 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. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA. Retrieved from 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. (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. (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 Publications

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

Bilingual 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. (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.

Textbook Reviews

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

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., & 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.