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School of Education

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School of Education

Publications

Books

Beatty, R. & Bruce, C. (2012) Linear Relationships: From Patterns to Algebra. Toronto: Nelson Publications, Canada. 
    ISBN-13: 9780176519698 (1 Research Text and 1 Practice Text)
    ISBN-13: 9780176519674 (DVD)


Peer-reviewed journal articles

Bruce. C., & Flynn, T. (2013). Assessing the Effects of Collaborative Professional Learning: Efficacy shifts in a three-year mathematics study. Alberta Journal of Educational Research 58(4), 691-709.

Bruce, C. & Flynn, T. (2012). Exploring interactivity between students, teachers and the interactive whiteboard: Video analysis of pedagogical-technological interactivity during mathematics lessons. RicercAzione Journal, (4)2.

Bruce, C. (2012). Technology in the Mathematics Classroom: Harnessing the Learning Potential of Interactive Whiteboards. Research into Practice: Ontario Association of Deans of Education. Research Monograph # 38, March, 1-4. 
»Click to access this article on Technology in the Mathematics Classroom
    
Ross, J. & Bruce, C. (2012). Quantitative inquiry into collaborative action research: Measuring teacher benefits. Teacher Development, 16(4), 537-561.

Beatty, R. & Bruce, C. (2012). Supporting students with learning disabilities to explore linear relationships using on-line learning objects. Pensamiento Numerico y Algebraico 7(1), 21-39.

Bruce, C., Jarvis, D., Flynn, T. & Brock, E. (2012). Lead Teachers in Collaborative Action Research: Perceptions of Role and Responsibility. Canadian Journal of Action Research 12 (3), 29-46. 
»Click to read the article Lead Teachers in Collaborative Action Research

Ross, J., Scott, G. & Bruce, C. (2012). The gender confidence gap in junior high school mathematics: Gender differences in student belief-achievement relationships. School Science and Mathematics, 112(5), 278-288. 

Bruce, C., McPherson, R. & Sabbati, M. & Flynn, T. (2011). Revealing significant learning moments with interactive whiteboards in mathematics. Journal of Educational Computing Research, 45(4), 433-454.

Bruce, C. & Flynn, T. (2011). Which is greater: One half or two fourths? An examination of how two Grade 1 students negotiate meaning. Canadian Journal for Studies in Science, Mathematics and Technology Education, 11(4), 309–327.

Bruce, C., Flynn, T, & Peterson, S. (2011). Examining what we mean by collaboration in collaborative action research: a cross-case analysis. Educational Action Research, 19(4), 433-452.

Ross, J., Bruce, C., & Sibbald, T. (2011). Sequencing Computer-Assisted Learning of Transformations of Trigonometric Functions. Teaching Mathematics and Its Applications, Oxford Press, doi:10.1093/teamat/hrr009. 

Bruce, C., Esmonde, I., Ross, J., & Gookie, L., Beatty, R. (2010). The effects of sustained classroom-embedded teacher professional learning on teacher efficacy and related student achievement. Teaching and Teacher Education, 26(8), 1598-1608.

Bruce, C. & Ross, J. (2009). Conditions for effective use of interactive on-line learning objects: The case of a fractions computer-based learning sequence. Electronic Journal of Mathematics and Technology [online serial] 3(1).
»Click to read the article for Conditions for effective use of interactive on-line learning objects

Ross, J. & Bruce, C. (2009). Student achievement effects of technology supported remediation of understanding of fractions. International Journal of Mathematics Education in Science and Technology, 40(6), 713-727. 

Ross, J. Sibbald, T. & Bruce, C. (2009). Characteristics of students assigned to technology-based instruction. Journal of Computer Assisted Learning 25, 562-573.

Bruce, C. D. & Ross, J. A. (2008). A model for increasing reform implementation and teacher efficacy: Teacher peer coaching in grade 3 and 6 mathematics. Canadian Journal of Education, 31(2), 346-370.

Ross, J.A., Ford, J. & Bruce, C. (2008). Needs assessment for the development of learning objects. Alberta Journal of Educational Research 53(4).

Ross, J.A., & Bruce, C. (2007). Professional development effects on teacher efficacy: Results of a randomized experiment. Journal of Educational Research, 101(1), 50-60.

Bruce, C. (2007). Questions arising about emergence, data collection and its interaction with analysis in a grounded theory study. International Journal of Qualitative Methods, 6(1).
»Download the PDF on Professional development effects on teacher efficacy

Bruce, C. (2007). Student interaction in the math classroom: Stealing ideas or building understanding? Research into Practice: Ontario Association of Deans of Education. Research Monograph # 1 (premier edition), 1-4. 

Ross, J.A., & Bruce, C. (2007). Teacher self-assessment: A mechanism for facilitating professional growth. Teaching and Teacher Education 23(2), 146-159.

Ross, J. A., Bruce, C., & Hogaboam-Gray, A. (2006). The impact of a professional development program on student achievement in grade 6 mathematics. Journal of Mathematics Teacher Education, 9, 551-577.

Ross, J.A., Hogaboam-Gray, A., McDougall, D., & Bruce, C. (2002). The contribution of technology to the implementation of mathematics education reform: Case studies of grade 1-3 teachers. Journal of Educational Computing Research, 26(1), 123-140.


Chapters in peer reviewed and edited books

Bruce, C. (2013). The relationship between collaborative action research and leadership. In Collaborative Action Research: Effects of teacher-directed research in Ontario schools. Monograph: Elementary Teachers’ Federation of Ontario Press: Toronto.

Ross, J. & Bruce, C. (2013). Teacher efficacy effects of action research. In Collaborative Action Research: Effects of teacher-directed research in Ontario schools. Monograph: Elementary Teachers’ Federation of Ontario Press: Toronto.

Bruce, C., Flynn, T., McPherson, R., & Sabeti, M. (2012). Understanding interactivity in an interactive whiteboard mediated classroom.  In Technology in Mathematics Education: Contemporary Issues.  (Eds) Martinovic, D., McDougall, D., & and Karadag, Z. Informing Science Institute.

Bruce, C. & Ladky, M. (2011). What’s going on backstage? Revealing the work of lesson study. In Hart, L., Alston, A., & Murata, A. (Eds.), Lesson-study research and practice in mathematics education: Learning Together. Springer Press.

Beatty, R. & Bruce, C. (2011). Assessing a research/professional development model in patterning and algebra. In Bednarz, N., Fiorentini, D. & Huang, R. (Eds.), International Approaches to Professional Development for Mathematics Teachers. University of Ottawa Press.

Ross, J. & Bruce, C. (2011). Technology-supported Instruction in the Mathematics Classroom. In Robyn Gillies (Ed.) Pedagogy: New Developments in the Learning Sciences. New York: Nova Science Publishing. 
»Chapter on Technology-supported Instruction in the Mathematics Classroom available here

Bruce, C. (2003). Multiage Author Groups: One way to untangle the revision knot. In S. Peterson (Ed.), Untangling Some Knots in K-8 Writing (pp. 27-39). Newark, DE: International Reading Association.


Articles in referred conference proceedings

Bruce, C., Flynn, T. & Moss, J. (2013). A "no-ceiling" approach to young children's mathematics: Preliminary results of an innovative professional learning program. In  Martinez, M. & Castro Superfine, A (Eds.). Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Chicago, IL: University of Chicago.

Bruce, C. & Flynn, T. (2012). Integrating instruction and play in a Kindergarten to Grade 2 lesson study project. In L.R. Van Zoest, J.J. Lo, &  J.L. Kratky, (Eds.), Proceedings of the 34th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Kalamazoo, MI: Western Michigan University.

Bruce, C., Theis, L & Lessard, G. (2011). Teaching mathematics to special needs students: Who is at risk?, In P. Llilledaj (Ed.), Canadian Mathematics Educators Study Group Annual Conference Proceedings, British Columbia: Simon Fraser University.

Bruce, C., Flynn, T., Ross, J. & Moss, J. (2011). In Ubuz, B. (Ed.). Promoting teacher and student mathematics learning through lesson study: A design research approach. Proceedings of the thirty-fifth conference of the International Group for the Psychology of Mathematics Education, Vol. 2, pp. 193-200. Ankara, Turkey: PME.

Beatty, R., Bruce, C., & McPherson, R. (2011). Using computer-based instruction to support students with learning disabilities: Understanding linear relationships. In Ubuz, B. (Ed.). Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2, pp. 129-136. Ankara, Turkey: PME.

Beatty, R. & Bruce, C. (2008). Assessing a research/pd model in patterning and algebra. Proceedings of the 11th International Congress on Mathematical Education, Monterrey, Mexico.

Bruce, C. & Ross, J.A. (2007). Tools to support low achievers: A mixed methods study of students learning fractions. In Lamberg, T. (Ed.)  Proceedings of the twenty-ninth conference of the Psychology of Mathematics Education - North America. 

Bruce, C. & Ross, J.A. (2006). Teacher peer coaching in grade 3-6 mathematics. In Alatorre, S., Cortina, J.L., Saiz, M., Mendez, A. (Eds.) Proceedings of the twenty-eighth conference of the Psychology of Mathematics Education -North America.

Bruce, C. (2005). Teacher candidate efficacy in mathematics: Factors that facilitate increased efficacy. In Lloyd, G.A., Wilson, S., Wilkins, J.L.M. & Behm, S.L. (Eds.) Proceedings of the twenty-seventh Psychology of Mathematics Education - North America. 

Ross, J.A. & Bruce, C. (2005). Teachers’ beliefs in their instructional capacity. In Lloyd, G.A., Wilson, S., Wilkins, J.L.M. & Behm, S.L. (Eds.) Proceedings of the twenty-seventh Psychology of Mathematics Education - North America.

Bruce, C. (2004). Building confidence in teaching mathematics: Experiences of pre-service teachers that hinder and enable confidence. In McDougall, D. & and Ross, J.A. (Eds.) Proceedings of the twenty-sixth Psychology of Mathematics Education - North America. 
                
Ross, J. A., McDougall, D., Bruce, C., Ben Jaafar, S., & Lee, J. (2004). A multi- dimensional approach to mathematics in-service. In McDougall, D. & and Ross, J.A. (Eds.)Proceedings of the twenty-sixth Psychology of Mathematics Education - North America. 


Technical reports

Bruce, C., Chang, D, Flynn, T & Yearley, S. (2013). Foundations to Learning and Teaching Addition and Subtraction of Fractions. Comprehensive literature review submitted to the Ontario Ministry of Education. Toronto, Ontario Canada. Posted at www.tmerc.ca and www.edugains.ca

Bruce, C. (2012). Examining Shifts in Teacher Efficacy from Pre-service to In-service Experiences Teaching Mathematics: A Collaborative Coaching Model. Four-year report submitted to the Social Sciences and Humanities Research Council of Canada. Ontario: Ottawa.

Bruce, C., Moss, J., Ross, J. & Flynn, T. (2012). Report on Year 1 of the Math for Young Children Lesson Study research project. Submitted to the Literacy and Numeracy Secretariat. Ontario: Toronto.

Bruce, C., Flynn, T. & Moss, J. (2012). Mathematics for Young Children: Literature Review. Comprehensive literature review submitted to the Literacy and Numeracy Secretariat, Ontario Ministry of Education. Toronto, Ontario, Canada. June 25, 2012.

Bruce, C., Flynn, T. & Ross, J. (2012). Assessing the effects of collaborative professional learning: Efficacy shifts in a three-year mathematics study. Submitted to the Literacy and Numeracy Secretariat. Ontario:Toronto

Bruce, C., Flynn, T., Ross, J. & Lessard, G. (2011) External Report on Mathematics Collaborative Inquiry Initiatives of the Literacy and Numeracy Secretariat: Year 3, Ontario: Toronto.

Bruce, C., Ross, J., Beatty, R., & Flynn, T. (2011). CLIPS Partnership Research Report: 2010-2011. Submitted to the Ministry of Education, Ontario: Toronto.

Bruce, C., Flynn, T., & Bennett, S. (2011). Report on the External Review of the Mathematics Program at Bishop Strachan School. The BSS, Ontario: Toronto.

Beatty, R., Moss, J., & Bruce, C. (2010). Bridging the research-practice gap: Planning for large-scale dissemination of a new curriculum for patterning and algebra. Canadian Council on Learning, Final Report, January 2010, 1-64.

Bruce, C., Ross, J. & Flynn, T. (2010). Report on Collaborative Action Research Provincial Project: Year 3. Submitted to the Elementary Teachers’ Federation of Ontario. Toronto.

Bruce, C. & Ross, J. (2010). Report for External Review of the Collaborative Inquiry and Learning-Mathematics Project: Year 2. Submitted to the Literacy and Numeracy Secretariat. Ontario: Toronto.

Bruce, C. & Ross, J. (2010). Report on the field tests of CLIPS: Trigonometry and Algebra. Submitted to the Ministry of Education, Ontario: Toronto.

Bruce, C. & Flynn, T. (2010). Collaborative Action Research in Mathematics: A three-year partnership project with the Elementary Teachers’ Federation of Ontario. Submitted to the Elementary Teachers’ Federation of Ontario: Toronto.

Bruce, C., Ross, J., Esmonde, I., Beatty, R., Demers, S. & Duquette, C. (2009). Report on the External Review of the Collaborative Inquiry for Learning Mathematics (CIL-M) Project. Literacy and Numeracy Secretariat, Ontario: Toronto.

Bruce, C. & Flynn, T. (2009). Collaborative Action Research in Mathematics: A partnership project with the Elementary Teachers’ Federation of Ontario. Submitted to the Elementary Teachers’ Federation of Ontario: Toronto.

Bruce, C. & Mackenzie, J. (2008). Collaborative Action Research: A model for teacher professional development. Submitted to the Elementary Teachers’ Federation of Ontario: Toronto.

Bruce, C., Ladky, M., Ross, J.A., Mackenzie, J. & Flynn, T. (2008). Building Capacity in Technology Use through Research in Lesson Study - A Partnership Project with KPRDSB, Trent University, the University of Toronto, and the Ontario Ministry of Education. Submitted to the Ministry of Education. Ontario: Toronto.

Bruce, C., Ross. J.A., Flynn, T. & Scoffin, S. (2008). Building Teacher Capacity and Improving Student Achievement through Differentiated Instruction: A Partnership Project with PVNCCDSNB, Trent University, the University of Toronto, and the Ontario Ministry of Education. Submitted to the Ministry of Education. Ontario: Toronto

Ross, J.A., Bruce, C., Scoffin, S. & Sibbald, T. (2008). Connecting practice and research: CLIPS project final report to the Ontario Ministry of Education, Peterborough, ON: Trent U/OISE of UT

Bruce, C. Ross, J.A. & Scoffin, S. (2007). Tools to support low achievers: A 
mixed methods study of students learning fractions. Interim Report of Ontario Ministry of Education & Training Research Grant, Peterborough, ON: Trent U/OISE of UT

Bruce, C., Ross, J.A. & Scoffin, S. (2006). Effects of peer coaching and professional development in mathematics literacy: One school story, Kawartha Pine Ridge District School Board. Peterborough, ON: Trent University.

Ross, J.A., Bruce, C., Scoffin, S. (2005, November). Peer coaching in grade 3-6 mathematics: effects on teacher practice and teacher efficacy.Year2. Final Report of Ontario Ministry of Education & Training Transfer Grant. Peterborough, ON: OISE/UT Trent Valley.

Ross, J.A., Hogaboam-Gray, A., & Bruce, C. (2004, December). Student achievement effects of professional development for grade 6 mathematics teachers in the Kawartha Pine Ridge District School Board. Peterborough, ON: OISE/UT Trent Valley.


Forthcoming Contributions

Sinclair, N. & Bruce, C. (in Press). Spatial reasoning of young learners. Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education, Lillidalj, P. (Ed.). Vancouver, Canada: PME. 

Hawes, Z., Lefevre, J., Xui, C. & Bruce, C. (in Press). Development of a new reliable 3D mental rotation blocks task (3D MRBT) for clinical interviews, Mind, Brain and Education.

Yearley, S. & Bruce, C. (accepted with minor revisions, January 2014). A Canadian Effort to Address Fractions Teaching and Learning Challenges. Australian Primary Mathematics Classroom Journal.

Bruce, C. & Flynn, T. (in Press). PME peer reviewed conference paper proposal: The challenges and affordances of video data collection, analysis and use with mathematics teachers. Vancouver, 2014.


In Preparation

Bruce, C., & Moss, J. The potential of young children’s mathematics. Invited chapter for International Handbook on Mathematics Education (Kirshner & English; Eds)

Davis, B. (Ed), Invited chapter for: Spatial Reasoning in the Early Years, Routledge (prospectus approved November 2013).

Sinclair, N. & Bruce, C. (Eds). Special Focus Issue of ZDM International Journal of Mathematics Education, on spatial reasoning. Vol 3 (2015 publication)

Rowell, L., Bruce, C., Shosh, J. & Riel, M. (Eds). International Handbook on Action Research, Palgrave MacMillan, USA.


Papers Presented at Peer Reviewed Conferences

Bruce, C., Moss, J. & Flynn, T. (2013). A “no-ceiling” approach to young children’s mathematics: preliminary results of an innovative professional learning program, Psychology of Mathematics Education, North America, Chicago, IL.

Bruce, C. et. al. (2013). Research Symposium: Collaborative Action Research Activity in Ontario, Canada: Building teacher-researcher knowledge and capacity in mathematics. Action Research Network of the Americas (Chair and Presenter); San Francisco, CA.

Bruce, C. et. al. (2013). Research Symposium: Early Years Spatial Reasoning: Learning, Teaching and Research Implications, National Council of Teachers of Mathematics Research Pre-Session. Bruce (Chair and presenter), Brent Davis (Discussant); Denver, CO.

Bruce, C. (2012). Action Research Conference, University of San Diego, CA.

International panel: United Nations of Action Research – Cathy Bruce, Canada; Frank Cornelissen, The Netherlands; Yara Amparo Lopez Lopez, Mexico; Jean McNiff, UK; Joe Shosh, USA; Satoshi Suzuki, Japan; Kedir Assefa Tessema, Ethiopia; Anne Marie Anker Villumsen, Denmark; Moderated by Sandy Buczynski, USD

Lesson study as a professional learning model for exploring mathematics with teachers of young children (Bruce & Flynn)

Building content knowledge and pedagogical practice through collaborative action research in mathematics for young children (Flynn, Moher & Bruce)

Workshop: Using Video and Digital Supports in Action Research (Bruce & Flynn)

Bruce, C. (2011). Bridging Research-Practice Gaps through Collaborative Action Research: Understanding Early Algebra Concepts, British Society for Research on Learning Mathematics, Institute of Education, University of London, UK.

Bruce, C., McPherson, R., & Sabeti, F.M. (2011). Significant teaching and learning moments using interactive whiteboards in mathematics. Geogebra Conference, Toronto, ON.

Bruce, C. & Flynn, T. (2011). Digital Video Data Collection and Analysis Procedures that Engage Practitioners in Meaningful Research. American Education Research Association, New Orleans, Louisiana.

Ross, J. & Bruce, C. (2011). The gender confidence gap in junior high school mathematics: Gender differences in student belief-achievement relationships. American Education Research Association, New Orleans, Louisiana.

Bruce, C. & Ross, J. (2011). Developing Instructional Capacity through Research Partnerships. American Education Research Association, New Orleans, Louisiana.

Bruce, C., Flynn, T & Moher, L. (2011). Collaborative Action Research as an Effective Model for Professional Development in Mathematics: Exploring Early Algebra Concepts. Fields Mathematics Institute Annual Research Day, University of Toronto.

Bruce, C. (2010). Symposium Chair: Design research as a framework for examining effects of Lesson Study: Uncovering contributions across case studies. (4 papers in total) American Education Research  Association, Denver, CA.
Papers include:

Bruce, C. & Ladky, M. -Using design research to test and enrich a Lesson Study model: A close examination of the complexities of the lesson study cycle
Flynn, T. & Bruce, C. - Using a Design Research Approach to Reveal the Importance of Administrative Support, Learner Stances, and Teacher Collaboration in Lesson Study, Discussants: Alan Collins & Catherine Lewis

Bruce, C., Ross, J., Emengou, B., Ali, S. (2010). Results of the external review for an Ontario Mathematics professional development program (CIL-M). Canadian Society of Studies in Education, Montreal, QU.

Ross, J. & Bruce, C. (2010). Teacher benefits of collaborative action research: Results of a quantitative inquiry. American Evaluation Association: Evaluation 2010, Texas.

Bruce, C., Ladky, M., & Flynn, T. (2009). Interactive whiteboard use in math classrooms: Grounding theory in practice. National Council for Teachers of Mathematics, Research pre-session. Washington, DC.

Dawson, R., Bennett, J. & Bruce, C. (2009). Teachers learning together: Action research to promote professional growth in elementary teachers. American Educational Research Association, Annual Conference, San Diego, CA.

Bruce, C. (2009). Chair of Symposium: Crossing borders: Examining the nature and effects of Japanese Lesson Study in Canadian school contexts. Canadian Society of Studies in Education, Ottawa, ON. Papers include:

Ladky, M., Bruce, C. & Flynn, T. (2009). Uncovering the backstage work of     teachers in a close examination of the Lesson Study cycle. Ottawa, ON.
Flynn, T., Hedges, H. & Bruce, C. (2009) The ripple effect of mathematics     Lesson Study – one school story.  Ottawa, ON.

Ross, J. & Bruce, C. (2009). Student achievement effects of technology-supported remediation of understanding of fractions. Canadian Society of Studies in Education, Ottawa, ON.

Bruce, C. & Ross, J. (2009). The conditions for effective use of online learning objects – a close look at a computer-based fractions sequence. Canadian Society of Studies in Education, Ottawa, ON.

Sibbald, T., Ross, J. & Bruce, C. (2009). Characteristics of students assigned to technology: Within-teacher analysis. Canadian Society of Studies in Education. Ottawa, ON.

Bruce, C. & Beatty, R. (2008). Effects of a research/professional development model on teacher learning. National Council of Teachers of Mathematics, Research Pre-session, Salt Lake City, Utah.

Beatty, R, & Bruce, C. (2008). Evaluating a research/professional development model through student outcomes. American Educational Research Association, Annual Conference, New York.

Bruce, C. (April, 2007). Enhancing the dynamics of focus group interviews: Images and stories of aspiring math teachers. American Educational Research Association, Annual Conference, Chicago.

Bruce, C. (April, 2007). Efficacy shifts of preservice teachers learning to teach mathematics. American Educational Research Association, Annual Conference, Chicago.

Ross, J.A. & Bruce, C. (April, 2007). Effects of professional development on teacher efficacy: Results of a randomized field trial. American Educational Research Association, Annual Conference, Chicago.

Bruce, C. (2006). Constructivist grounded theory: Questions arising about data collection and its interaction with analysis. American Educational Research Association, Annual Conference, San Francisco.

Ross, J.A., & Bruce, C. (2006) Student achievement effects of teacher professional development in grade 6 mathematics: A randomized field trial, American Educational Research Association, Annual Conference, San Francisco.

Bruce, C., & Ross, J.A. (2005). Teacher self assessment: A mechanism for facilitating professional growth. American Educational Research Association, Annual Conference, Montreal.

Bruce, C. (2004). Themes from the inside: Tensions and negotiations of power in building a community of practice as a new school of education. Paper presented at the Canadian Society for the Study of Education, Annual Conference, Winnipeg.