Dr. Sandra Bosacki

Faculty of Education

Dr. Sandra Bosacki

Professor (PhD)
Department of Graduate and Undergraduate Studies in Education
Available for Graduate Advisement

Courses Taught

EDUC 5P37: Developmental and Educational Issues in Children and Adolescents
EDUC 5P47: Emotional Lives in the Classroom
EDUC 5P51: Holistic and Global Perspectives in Education
EDUC 5P55: Introduction to Educational Studies
EDUC 5P80: Introduction to Educational Inquiry
EDUC 5P92: An Introduction to Educational Research
EDUC 5P97: An Introduction to Integrated Studies
EDUC 5P93: Research Project
EDUC 5F95: Thesis Tutorial in Educational Studies
EDUC 5P98: Independent Study in Education
EDUC 5P96: Internship in Educational Issues

Research Interests

Emotional and sociocognitive development in children and adolescents; Theory of mind, self-esteem and social competence; School bullying/victimization experiences; Gendered self-concept/body image issues; Media literacy and popular culture; Spiritual and moral development; Risk-taking and resilience in youth; Play and humour in youth; Companion animals and human relationships


Bosacki, S. (2008). Children's emotional lives: Sensitive shadows in the classroom. New York: Peter Lang.

Bosacki, S. (2005). Culture of classroom silence. New York: Peter Lang.

Book Chapters

Varnish, A., & Bosacki, S. (2005). Autism. In E. M. Dowling and W. G. Scarlett (Eds.). Encyclopedia of Spiritual and Religious Development, pp. 25-26. Thousand Oaks, CA: Sage Publications.

Bosacki, S. (2005). Religious development in children and youth. In C. Frisby & D. Reynolds (Eds.), Comprehensive Handbook of Multicultural School Psychology (pp. 611-650). New York: Wiley & Sons.

Bosacki, S. (2001). "Theory of Mind" or "Theory of the Soul?" The role of spirituality in children's understanding of minds and emotions. In C. Erriker, & J. Erriker, & C. Ota (Eds.), Spirituality and Morality: Implications for Education (pp. 156-169). Brighton, UK: Sussex Academic Press.

Articles in Refereed Journals


Coplan, R.J., Bullock, A., Archbell, K. & Bosacki, S. (2015).  Preschool teachers’ attitudes, beliefs, and emotional reactions to young children’s peer group behaviors. Early Childhood Research Quarterly, 30, 117-127.
Bosacki, S., Coplan, R., & Woods, H. (2014, in-press). Canadian female and male early childhood educators’ perceptions of child aggression and rough and tumble play. Early Child Development and Care, in-press, Nov 21, 2014.
Kolodziejczyk, A., & Bosacki, S. (2014, in-press). School-aged children’s intentionality understanding and persuasive abilities. Early Child Development and Care , XXXX
Servos, J., Dewar, B., & Bosacki, S., & Coplan, R. (2014, in-press). Canadian early childhood educators’ perceptions of young children’s gender-role play and cultural identity. Early Childhood Quarterly, XXXX.
Coplan, R., Bullock, A., Archbell, K, & Bosacki, S. (2014, in-press). Children’s social, antisocial, and asocial behaviors: Preschool teachers’ attitudes, beliefs, and emotional reactions. Journal of Early Childhood, XXXX
Bosacki, S. (2014, in press). Children’s theory of mind, self-perceptions, and peer relations: A longitudinal study. Infant and Child Development, XXXX.  
Bosacki, S. (2014, in-press). The role of psychological language in children’s theory of mind and self-concept development. Journal of Psychology, Language, and Communication.
Bullock, A, Coplan, R., & Bosacki. S. (2014, in-press). Early childhood educators’ personality, teaching experience, and efficacy for classroom management. Canadian Journal of Behavioral Sciences.
Bosacki, S. (2014). A longitudinal study of children’s theory of mind, self-concept, and gender-role orientation. International Electronic Journal of Elementary Education, 6, 213-228.
Akseer, T., Bosacki, S., Rose-Krasnor, L., & Coplan , R. (2014). Teachers’ perceptions of shy children in the classroom: Are there gender differences? Canadian Journal of School Psychology, 0829573514521992, first published on February 25, 2014 as doi:10.1177/0829573514521992

Bosacki, S. (2013). A longitudinal study of children’s Theory of Mind and drawings of play. World Journal of Education, 3(5), 13-25.
Lao, G., Akseer, T., Bosacki, S., & Coplan, R. (2013). Elementary teachers’ self-identified childhood shyness and their perceptions of shy children. International Electronic Journal of Elementary Education, 5(3), 269-284.
Bosacki, S., Bialecka-Pikul, M., & Spzak, M. (2013).Theory of mind and self-concept in Canadian and Polish Youth. International Journal of Youth and Adolescence (on-line June 14, 2013). 1-13, DOI:10.1080/02673843.2013.804423
Bosacki, S., & O’Neill, S. (2013). Early adolescents’ emotional perceptions and engagement with popular music activities in everyday life. International Journal of Adolescence and Youth (on-line May 25, 2013). P. 1-17, DOI: 10.1080/02673843.2013.785438
Bosacki, S., Rose-Krasnor, L., & Coplan, R. (2013). Children’s talking and listening within the classroom: Teachers’ insights. Early Childhood Development and Care, 184, 247-265.
Dewar, B., Servos, J., & Bosacki, S. (2013). Self reflections of Canadian early childhood educators on their teaching and learning beliefs and practices. Reflective Practice. (25 pages).

Bosacki, S. (2013). A longitudinal study of children’s Theory of Mind, self-concept, and perceptions of humor in self and other. Social Behavior and Personality (10 pages).
Boseovski, J., Lassiter, C., & Bosacki, S. (2013). Children’s trait and emotion attributions in socially ambiguous and unambiguous situations. Journal of Genetic Psychology, 174, 366-386.
Bosacki, S. (2013). Theory of mind understanding and conversational patterns in early adolescence. Journal of Genetic Psychology, 174, 170-191.

Moore, C., Bosacki, S., & MacGillivary, S. (in-press). Theory of mind and social interest in zero acquaintance play situations. Child Development.


Lagutatta, K., Nucci, L., & Bosacki, S. (2010). Bridging theory of mind and the personal domain: Children's reasoning about resistance to parental control. Child Development, 81, 616-635.

Bosacki, S., Elliott, A., Akseer, S., & Bajovic, M. (2010). Children's media habits and preferences: Does spirituality play a role? British Journal of Religious Education, 32, 49-61.

Harwood, D., Bosacki, S., & Borcsok, K. (2010). An investigation of young children's perceptions of teasing within peer relationships. International Electronic Journal of Elementary Education, 2(2).

Bosacki, S., Elliott, A., Bajovic, M., & Akseer, S. (2009). Preadolescents' magazine reading habits and self-concept: Does gender play a role? Journal of Research in Childhood Education. 23, 240-250.

Bosacki, S., Varnish, A., & Akseer, S. (2008). Pictorial and narrative representations of children's sense of self and play. Canadian Journal of School Psychology. 23, 190-205.

Bosacki, S. (2007). Children's understandings of emotions and self: Are there gender differences? Journal of Research in Childhood Education, 22, 155-172.

Bosacki, S., Dane, A., & Marini, Z., &YLC-CURA. (2007). Peer relationships and internalizing problems in adolescents: Mediating role of self-esteem. Emotional and Behavioural Difficulties, 12, 261-282.

Willoughby, T., Chalmers, H., Busseri, M., Bosacki, S., Dupont, D., Marini, Z., Rose-Krasnor, L., Sadava, S., Ward, T., & Woloshyn, V (2007). Adolescent Non-Involvement in Multiple Risk Behaviors: An Indicator of Successful Development? Applied Developmental Science, 11, 89-103.

Bosacki, S., Francis-Murray, N., Pollon, D., & Elliott, A. (2006). 'Sounds good to me': Canadian children's perceptions of popular music. Music Education Research, 8, 369-385.

Bosacki, S., Marini, Z., & Dane, A. (2006). Pictorial and narrative representations of children's bullying experiences: Voices from the classroom. Journal of Moral Education. 35, 231-245.

Marini, Z., Dane, A., & Bosacki, S., & YLC-CURA (2005). Direct and indirect bully-victims: Differential psychosocial risk factors associated with adolescents involved in bullying and victimization. Aggressive Behavior, 32, 1-19.

Woloshyn, V., Chalmers, H., & Bosacki, S., & YLC-CURA (2005). Creating community-university partnerships in a teacher education program: A case study. The Alberta Journal of Educational Research, 51, 246-260.

Bosacki, S., & Moore, C. (2004). Preschoolers' understanding of simple and complex emotions: Links with gender and language. Sex Roles: A Journal of Research, 50, 659-675.

McGinn, M., & Bosacki, S. (2004, March). Research Ethics and Practitioners:
Concerns and Strategies for Novice Researchers Engaged in Graduate Education. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 5(2). Retrieved April 29, 2004 from http://www.qualitative-research.net/fqs-texte/2-04/2-04mcginnbosacki-e.html.

Gillies-Rezo, S., & Bosacki, S. (2003). Invisible bruises: Kindergartners' perceptions of bullying, International Journal of Children's Spirituality, 8, 163-178.

Bosacki, S. (2003). Psychological pragmatics in preadolescents: Sociomoral understanding, self-worth, and school behavior. Journal of Youth and Adolescence, 32, 141-155.

Bosacki, S. (2002). Spirituality and self in preadolescents: Implications for a connected curriculum. Journal of Beliefs and Values: Studies in Religion and Education, 23, 55-67.

Elliott, A., Bosacki, S., Woloshyn, V., & Richards, M. (2002). Exploring preadolescents' media and literacy choices. Language and Literacy. 3, 1-13.

Bosacki, S. (2001). Spirituality, Gendered Subjectivities, and Education in Preadolescents: Canadian preadolescents' reflections on gender roles and their sense of self. International Journal of Children's Spirituality, 6, 207-222.

Hutchison, D., & Bosacki, S.. (2001). Over the edge: Can holistic education contribute to experiential education? Journal of Experiential Education, 23, 177-182.

Bosacki, S. (2000). Theory of mind and self-concept in preadolescents: Links with gender and language. Journal of Educational Psychology, 92, 709-717.

Bosacki, S., & Ota, C. (2000). Preadolescents' voices: A consideration of British and Canadian children's reflections on religion, spirituality, and their sense of self. International Journal of Children's Spirituality, 5, 203-219.

Bosacki, S., & Astington, J. (1999). Theory of mind in preadolescence: Relations between social understanding and social competence. Social Development, 8, 237-255.

Bosacki, S. (1998). Is silence really golden? The role of spiritual voice in folk pedagogy and folk psychology. International Journal of Children's Spirituality, 3, 109-121.

Bosacki, S., Innerd, W., & Towson, S. (1997). Field independence-dependence and self-esteem in preadolescents: Does gender make a difference? Journal of Youth and Adolescence, 26, 691-703.

Bosacki, S. (1997). Theory of mind and education: Toward a dialogical curriculum. Holistic Education Review, 10(3), 32-41.

Bosacki, S. (1997). Reconnecting the brain and the body: Holistic education for preadolescents. Holistic Education Review, 10(1), 53-60.

Bosacki, S. (1995). Promoting positive attitudes towards Aboriginal elementary school students. Canadian Social Studies, 30, 19-23.

Book Reviews

Bosacki, S. (in press). A review of Eugene F. Provenzo, Jr., Arlene Brett, & Gary N. McCloskey "Computers, curriculum, and cultural change: An introduction for teachers." Education and Information Technologies.

Bosacki, S. (2005). A review of David Buckingham & Margaret Scanlon's book "Education, entertainment, and learning in the home." Education and Information Technologies.

Bosacki, S. (2000). A review of Lisa Goldstein's book "Teaching with love: A feminist approach to early childhood education." Brock Education, 9, 110-113.

Bosacki, S. (1999). Spiritual literacy: Can schools provide nourishment for children's brains and souls? Book review in International Journal of Children's Spirituality ,4, 91-95.

Bosacki, S. (1999). A review of Susan Harter's book "The construction of the self: A developmental perspective." Brock Education, 9, 77-80.

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Dr. Bosacki, professor at Brock, profile photo in front of a blue background.
Dr. Sandra Bosacki
Faculty of Education

Brock University
St. Catharines, On.

WH 369
T 905 688 5550 x4987
E sandra.bosacki@brocku.ca


Grant-writing workshops
May 28, 2015 - 9:00am - 4:30pm
Eleftherios (Terry) Soleas M.Ed. Thesis Defence
June 15, 2015 - 10:00am - 12:30pm