Jeffrey Wood

Research

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​

Awards

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​

Teaching

Jeffrey primarily teaches:

EDUC 4152: Early Childhood Topics

EDUC 4107 & 4184: Primary/Junior Literacies

EDUC 1016: Introduction Teaching and Learning

Publications

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).