Jeffrey is of Métis and settler ancestry. He taught for 8 years in the Peel District School Board, 6 of those years at the kindergarten level; although he is now working at the university level he still remains passionate about teaching. He teaches Early Childhood Topics, Primary/Junior Literacies and Introduction Teaching and Learning for the Faculty of Education since 2005.
- B.A. (honours) York University
- B.Ed. University of Ottawa
- M.Ed. York University
- Ph.D. Indiana University
Faculty of Education
School of Indgenous Relations
Associate Member of the Masters in Indigenous Relations (MIR)
Associate Member of the Faculty of Graduate Studies
Member of the Maamwizing Indigenous Research Institute
On The Web
Jeffrey's research interests include the indigenous education, to early childhood education, early literacies, new/multiple literacies, and inquiry.
He is currently working with the Moose Factory Island District School Area Board on a multi-year project exploring the teaching of Cree and Cree culture as a part of the implementation of the new Kindergarten Program.
Additionally, for the past 20 years, he has been working on a long term ethnographic study into the literacy use and understanding of children. The study has followed the children from a young age and looks at their changing literacy use and beliefs across contexts and time.
Jeffrey is a member of the Maamwizing Indigenous Research Institute
Laurentian University Student Certificate of Appreciation
Laurentian University Dean’s Doctoral Fellowship
Indiana University Leo and Jean Fay Fellow
Sudbury Canoe Club Volunteer of the Year Award
Jeffrey primarily teaches:
EDUC 4152: Early Childhood Topics
EDUC 4107 & 4184: Primary/Junior Literacies
EDUC 1016: Introduction Teaching and Learning
Articles (in refereed journals):
Wood, J. (2017). Supporting early literacy learning through play. What Works? Research Into Practice.
Wood J. (2015). Multiple possibilities: The multi-literate lives of three children. Complicity: An international journal of complexity and education (12)1.
Wood J., T. Thall & E. Caruso Parnell. (2015). The move: Reggio Emilia‐inspired teaching. Complicity: An international journal of complexity and education(12)1.
Wood, J. (2005). Voices of Practitioners. Moses's story: Critical literacy and social justice in an urban kindergarten. Young Children Beyond the Journal. Online: https://www.naeyc.org/files/naeyc/file/vop/VoicesWood.pdf
Edited Books :
Vasquez, V., J. Wood & C. Branigan Felderman (Eds.). (2013). Perspectives and Provocations in Early Childhood
Education vol. 2. Charlotte, NC: Information Age Publishing.
Vasquez, V & J. Wood (Eds.). (2012). Perspectives and Provocations in Early Childhood Education. Charlotte, NC: Information Age Publishing.
Chapters in Academic Books:
Wood, J. (accepted). The Importance of the Land, Language, Culture, Identity and Learning in Relation for Indigenous Children In Stagg Peterson, S.(Ed) Roles of place and play in young children’s oral and written language. Toronto, ON: UToronto Press
Wood, J. & C. Daviau. (accepted). Répondre au besoin de ressources autochtones francophones.
Wood, J. (2019). Ethnicity and Race in Childhood (Canada). Bloomsbury Education and Childhood Studies. London: Bloomsbury. DOI:10.5040/9781350996311.0007
Wood, J. (2018). Inclusion and marginalization of learners in Canada. Bloomsbury Education and Childhood Studies. London: Bloomsbury. DOI: 10.5040/9781474209496.0021
Wood, J. (2016). Enacting Culturally Restorative and Anti-Racist Education in a Kindergarten Classroom. In Husband, T. But I don't See Color: The Perils, Practices, and Potentials of Anti-Racist Education. Rotterdam: Sense Publishers B.V.
Wood, J. (2013). Gender issues in kindergarten. In Vasquez, V., J. Wood & C. Branigan Felderman (Eds.). Perspectives and Provocations in Early Childhood Education vol. 2. Charlotte, NC: Information Age Publishing.
Wood, J. (2008). The teacher as researcher. In Provenzo, E. (Ed.). Encyclopedia of the Social and Cultural Foundations of Education. New York: Sage.
Articles (in non-refereed journals):
Rowan, C. & J. Wood. (2020). Land-Based Education. Provincial Centre of Excellence for Early Years and Child Care.
Pacini-Ketchabaw, V. N. Land, J. Wood, C. Herder. (2019). Companion to Pedagogical Orientations on Documentation. Provincial Centre of Excellence for Early Years and Child Care.
Wood, J., C. Daviau & B. Gunner. (2019). Enhancing Cree Language with Culture. Indspire Published Research Report.
Wood, J., C. Daviau & N. Daviau. (2018). Anishinaabemowin Revival Program. Indspire Published Research Report.
Wood, J., C. Daviau. (2018). Conseil scolaire catholique Providence Indigenous Resources. Indspire Published Research Report.
Hearn, J. & J. Wood (2014). Using Documentation to understand children’s mathematical thinking. Ministry of Education Monograph.
Wood, J. & S. Speir (2013). Using Inquiry to create a cohesive experience for children and a more consistent vision for K-1-2 education in Rainbow Schools. Ministry of Education Monograph.
Wood, J. & Speir, S. (2013). Assessment as Attributing Value: Documentation and Assessment In Early Learning. Ministry of Education, Assessment and Policy Branch.
Wood, J. (2012) Playing with a Reggio Emilia Approach. ECE assembly of NCTE Newsletter(4)1. 2-3.
Wood, J., S. Speir & T. Thall. (2012). Using Inquiry as a Pedagogical Lens. Ministry of Education Monograph.
Speir, S., J. Wood, E. Caruso Parnell & T. DixonVan Mierlo. (2012). Using the Arts as a Pedagogical Lens. Ministry of Education Monograph.
Wood J. (2011). Research Capacity Building in the Northeastern Region. Sudbury, ON: North Eastern Ontario Education Network. (Research Report)
Wood, J. (2011). Writing in Kindergarten. Rainbow District School Board (RDSB).
DixonVan Mierlo, T & J. Wood (2010). An early learning Journey: A social constructivist approach. Ministry of Education Monograph.
Wood, J. (2000). Teacher research methodology. Teacher as Researcher 15(1).
Wood, J. (2000). Defining literacies. Eric Document. (ED465980).