Content of education and training curricula, development of key competences
Vulnerable groups in education and training, ensuring inclusion and non-discrimination
Early school leaving, participation in education and training
Parental and stakeholders’ engagement, whole-school approach
Monitoring for equity and quality in education and training
Education and training of professional workforce
Active citizenship and identity in education
Anderson, J., Anderson, A., Kim, J., & McTavish, M. (2019). ‘Using mixed methods research with young children and their families in culturally, linguistically and socially diverse communities’. In N. Kucirkova, J. Rowsell, & G. Falloon (Eds.) The Routledge international handbook of playing and learning with technology in early childhood. London: Routledge.
Downes, P., Anderson, J., & Nairz-Wirth, E. (2018). ‘Developing conceptual understandings of transitions and policy implications’. European Journal of Education, 53.
Downes, P., Nairz-Wirth, E., & Anderson, J. (2018). ‘Re-conceptualizing system transitions in education for marginalized and vulnerable groups’. European Journal of Education, 53.
Anderson, J., Anderson, A., & Rajagopal, H. (2017). ‘Promoting first language maintenance and capitalizing on “funds of knowledge” in a family literacy program’. In N. Kucirkova, C. Snow, V. Grover & C. McBride-Chang (Eds.), The Routledge international handbook of early literacy education. New York: Routledge.
Anderson, J., Anderson, A., & Sadiq, A. (2017). Family literacy programs and young children’s language and literacy development: Beginning to pay attention to families’ first languages. Early Child Development and Care, 187 (2-4), 644-654.
Anderson, J., Horton, L., Kendrick, M., & McTavish, M. (2017). ‘Children’s funds of knowledge in a rural northern Canadian community: A telling case’. Language and Literacy, 19(2).
Anderson, J., McTavish, M. & Kim. J. (2017). ‘Lessons from parents, and with parents in early literacy learning for migrant and refugee students’. Newark, DEL International Literacy Association.
Anderson, A., Anderson, J., Hare, J., & McTavish, M. (2016). Language, learning and culture in early childhood: Family, school and community contexts. New York: Routledge.
Stagg Peterson, S., Anderson, J., Budd, K., Kendrick, M., McIntyre, L., McTavish, M, Nteligou, B., & Riehel, D. (2016). ‘Examining rhetorics of play in curricula in five provinces: Is play at risk in Canadian Kindergartens?’ Canadian Journal of Education, 39 (3).