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REferences

This is a list of all references used in completing the literature review for this applied project. You won't find all of these sources cited on this website, but I've included all sources here to support additional research.

Ackah-Jnr, F. R., & Danso, J. B. (2019). Examining the physical environment of Ghanaian inclusive schools: How accessible, suitable and appropriate is such an environment for inclusive education? International Journal of Inclusive Education, 23(2), 188-208. 

http://doi.org/10.1080/13603116.2018.1427808

 

Acking, C. A., & Küller, R. (1972). The perception of an interior as a function of its colour. Ergonomics, 15, 645–654.

 

Acoustical Society of America. (2010). American National Standard Acoustical Performance Criteria, Design Requirements, and Guidelines for Schools, ANSI/ASA S12.60 Parts 1 and 2. Retrieved from https://acousticalsociety.org/classroom-acoustics-booklets-and-standards/

 

Agnew, J. (2020). Creating new schools for Bradford's 'factory children': Obstacles and outcomes, 1836-1850. Northern History, 57(1), 120-141. https://doi.org/10.1080/0078172X.2019.1694790

 

Ainsworth, R. A., Simpson, L., & Cassell, D. (1993). Effects of three colors in an office interior on mood and performance. Perceptual Motor Skills, 76, 235–241.

 

Ali, M. R. (1972). Patterns of EEG recovery under photic stimulation by light of different colours. Electroencephalography and Clinical Neurophysiology, 33, 332–335.

 

Allen, K., Allen, K., Kern, M. L., Kern, M. L., Vella-Brodrick, D., Vella-Brodrick, D., Hattie, J., Hattie, J., Waters, L., & Waters, L. (2018). What schools need to know about fostering school belonging: A meta-analysis. Educational Psychology Review, 30(1), 1-34. https://doi.org/10.1007/s10648-016-9389-8

 

Alphonse, A., Orellana, A., & Kanzki-Veloso, E. (2019). How online students describe their physical learning environment. Quarterly Review of Distance Education, 20(2), 29-74.

 

Althaus, C. (2011). Assessing the capacity to deliver: The BER experience. Australian Journal of Public Administration, 70(4), 421–436. 

 

Ames, J. (2020, January 20). What is CCT? A guide to choosing correlated color temperature for your lighting. Lighting Insights Blog, Regency Lighting. https://insights.regencylighting.com/what-is-correlated-color-temperature-cct-and-how-do-you-choose-it-for-your-lighting

 

Anderson, G. L., & Herr, K. (2011). Scaling up “Evidence-based” practices for teachers is a profitable but discredited paradigm. Educational Researcher, 40(6), 287-289. https://doi.org/10.3102/0013189X11417619

 

Andrews, K., & Willis, J. (2019). Imaginings and representations of high school learning spaces: Year 6 student experiences. In Hughes, H., Franz, J., & Willis, J. (Eds.), School spaces for student wellbeing and learning: Insights from research and practice (1st ed., pp. 77-95). Springer. https://doi.org/10.1007/978-981-13-6092-3

ASCD. (2021). The whole child approach to education [Whole Child Initiative one pager]. Association for Supervision and Curriculum Development. http://www.ascd.org/ASCD/pdf/siteASCD/publications/wholechild/WC-One-Pager.pdf

 

Asola, E. F., & Obiakor, F. E. (2016). Inclusion of students with physical disabilities and other health impairments. In: Bakken, J. P., & Obiakor, F. E. (eds.). General and special education inclusion in an age of change: Impact on students with disabilities (pp. 199-212).

 

Asola, E., & Hodge, S. R. (2019). Special education for young learners with physical disabilities. In Obiakor, F. E., & Bakken, J. P. (eds.). Special education for young learners with disabilities. ProQuest Ebook Central https://ebookcentral.proquest.com

 

Australian Department of Education, Training and Youth Affairs. (1999). Building Better Outcomes: The impact of school infrastructure on student outcomes and behaviour. Canberra: DETYA.

 

Ayres, L. P. (1910). Open air schools: An account of the development of the open air schools in Germany, England and America. Boston University. https://open.bu.edu/handle/2144/5459

 

Babisch, W. (2002). The Noise/Stress concept, risk assessment and research needs. Noise & Health, 4(16), 1-11.

 

Bakken, J. P., & Obiakor, F. E. (Eds.). (2016). General and special education inclusion in an age of change: Impact on students with disabilities. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/viu/detail.action?docID=4717072

 

Bakó-Biró, Z., Clements-Croome, D. J., Kochhar, N., Awbi, H. B., & Williams, M. J. (2012). Ventilation rates in schools and pupils’ performance. Building and Environment, 48(FEV), 215-223. https://doi.org/10.1016/j.buildenv.2011.08.018

 

Banaei, M., Hatami, J., Yazdanfar, A., & Gramann, K. (2017). Walking through architectural spaces: The impact of interior forms on human brain dynamics. Frontiers in Human Neuroscience, 11, 477. doi:10.3389/fnhum.2017.00477

 

Barnett, D.L., Nichols A.C., & Gould, D.G. (1982). The effects of open space versus traditional on the auditory selective attending skills of elementary school children. Lang Speech Hear Serv Sch, 13, 138-43.

 

Barr, K. (2011). Green schools that teach: Identifying attributes of whole-school sustainability (Publication No. 1497930) [Master’s dissertation, Colorado State University]. ProQuest Dissertations and Theses Global.

 

Barrett, P., Davies, F., Zhang, Y., & Barrett, L. (2015). The impact of classroom design on pupils' learning: Final results of a holistic, multi-level analysis. Building and Environment, 89, 118-133. doi:10.1016/j.buildenv.2015.02.013


Barrett, P., Davies, F., Zhang, Y., & Barrett, L. (2017). The holistic impact of classroom spaces on learning in specific subjects. Environment and Behavior, 49(4), 425-451. doi:10.1177/0013916516648735

Barrett, P., Treves, A., Shmis, T., Ambasz, D., & Ustinova, M. (2019). The impact of school infrastructure on learning: A synthesis of the evidence. International Development in Focus. Washington, DC: World Bank. doi:10.1596/978-1-4648-1378-8

 

Baumber, M. (1999). Patrick brontë and the development of primary education in haworth. Brontë Society Publications. Transactions, 24(1), 66-81. https://doi.org/10.1179/030977699794126669

 

Baxter, L. A., & Clark, C. L. (1996). Perceptions of family communication patterns and the enactment of family rituals. Western Journal of Communication, 60, 254-268.

 

Bayes, K. (1967). The therapeutic effect of environment on emotionally disturbed and mentally subnormal children. Surrey, England: Greshman.

 

Beach, L. R., Wise, B. K., & Wise, J. A. (1987). The human factors of color in environmental design: Critical review. NASA technical report NCC 22-404, NASA/Ames Research Center, Moffett Field, CA.

 

Beames, S., Higgins, P. J., Nicol, R., & ProQuest (Firm). (2012). Learning outside the classroom: Theory and guidelines for practice. Routledge.

 

Becker, C., Lauterbach, G., Spengler, S., Dettweiler, U., & Mess, F. (2017). Effects of regular classes in outdoor education settings: A systematic review on students' learning, social and health dimensions. International Journal of Environmental Research and Public Health, 14(5), 485. https://doi.org/10.3390/ijerph14050485

 

Becker, C., Lauterbach, G., Spengler, S., Dettweiler, U., & Mess, F. (2017). Effects of regular classes in outdoor education settings: A systematic review on students' learning, social and health dimensions. International Journal of Environmental Research and Public Health, 14(5), 485. https://doi.org/10.3390/ijerph14050485

 

Bender, L. (2020). Key messages and actions for COVID-19 prevention and control in schools. UNICEF. https://www.who.int/docs/default-source/coronaviruse/key-messages-and-actions-for-covid-19-prevention-and-control-in-schools-march-2020.pdf

 

Berner, M. M. (1993). Building conditions, parental involvement, and student achievement in the District of Columbia public school system. Urban Education (Beverly Hills, Calif.), 28(1), 6-29. https://doi.org/10.1177/0042085993028001002

 

Berryman, M., & Eley, E. (2019). Student belonging: critical relationships and responsibilities. International Journal of Inclusive Education, 23(9), 985–1001. doi: 10.1080/13603116.2019.1602365

 

Berryman, M., & Eley, E. (2019). Student belonging: critical relationships and responsibilities. International Journal of Inclusive Education, 23(9), 985–1001. doi: 10.1080/13603116.2019.1602365


Bligh, B. (2019). We need to talk about learning spaces. In S. Elkington & B. Bligh (Eds.), Future Learning Spaces: A Case Study Series (pp. 5-17). York: Advance HE.

Blyth, A. & Velissaratou, J. (2019). Analytical Framework for Case Study Collection: Effective Learning Environments. OECD Directorate for Education and Skills, Education Policy Committee. http://www.oecd.org/education/effective-learning-environments/Analytical-Framework-for-Case-Study-Collection.pdf

 

Bolick, C. (2001). A bad IDEA is disabling public schools. Education Week, 21(1), 56.

 

Bolkan, S. (2019). Facilitating student attention with multimedia presentations: examining the effects of segmented PowerPoint presentations on student learning. Communication Education 68(1), 61-79.

 

Bølling, M., Niclasen, J., Bentsen, P., Nielsen, G. (2019). Association of education outside the classroom and pupils’ psychosocial well-being: Results from a school year implementation. Journal of School Health, 89, 210-218. DOI: 10.1111/josh.12730

 

Borders, C. M., Gardiner-Walsh, S., Herman, M. and Turner, M. (2016). Inclusion of deaf/hard of hearing students in the general education classroom. In Bakken, J. P., & Obiakor, F. E. (eds.). General and special education inclusion in an age of change: Impact on students with disabilities (pp. 65-94).

 

Bouck, E. C., & Park, J. (2016). Inclusion and students with an intellectual disability. In Bakken, J. P., & Obiakor, F. E. (eds.). General and special education inclusion in an age of change: Impact on students with disabilities (pp. 49-64).

 

Bower, I., Tucker, R., & Enticott, P. G. (2019). Impact of built environment design on emotion measured via neurophysiological correlates and subjective indicators: A systematic review. Journal of Environmental Psychology, 66, 101344. doi:10.1016/j.jenvp.2019.101344

 

Bowles, S., & Gintis, H. (2002). Schooling in capitalist America revisited. Sociology of Education, 75(1), 1-18. https://doi.org/10.2307/3090251

 

Boyce, P. R. (2010). Review: The impact of light in buildings on human health. London, England: SAGE Publications. doi:10.1177/1420326X09358028

 

Boyle, T. (1996, June). A review and critique of constructivism. Paper presented at the meeting of the Association for the Advancement of Computing in Education, Boston.

 

Braster, S., & del Pozo Andrés, M. (2020). From savages to capitalists: Progressive images of education in the UK and the USA (1920-1939). History of Education (Tavistock), 49(4), 571-595. https://doi.org/10.1080/0046760X.2019.1701096


Braun M., Stefani O., Pross A., Bues M., Spath D. (2009) Human Factors in Lighting. In Karsh, B-T. (eds) Ergonomics and Health Aspects of Work with Computers. EHAWC 2009. Lecture Notes in Computer Science, 5624, pp. 223-230. Springer, Berlin, Heidelberg. https://doi-org.ezproxy.viu.ca/10.1007/978-3-642-02731-4_26

British Columbia Ministry of Education. (2013). Special education services: A manual of policies, procedures and guidelines. https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/independent-schools/special_ed_policy_manual.pdf

 

British Columbia Teachers’ Federation. (2019). Inclusive education and special needs in British Columbia [Fact sheet]. Education facts. https://bctf.ca/uploadedFiles/Public/Publications/FactSheets/inclusiveedandspecialneedsinbc.pdf

 

Brooks, C., & Gibson, S. (2012). Professional learning in a digital age / L’apprentissage professionnel à l’ère numérique. Canadian Journal of Learning and Technology, 38(2), 1. https://doi.org/10.21432/T2HS3Q

 

Brown, N. (2001). Edward T. Hall, proxemic theory, 1966. CSISS Classics. University of California. https://escholarship.org/content/qt4774h1rm/qt4774h1rm.pdf?t=o0wtd6&v=lg

 

Brown, S. E., & Roberts, K. D. (n.d.). Universal Design for Learning (UDL): Applying Universal Design Concepts to Postsecondary Teaching. Center on Disability Studies, University of Hawai’i. http://www.ist.hawaii.edu/downloads/presentations/pdf/ApplyingUniversalDesignConcepts.pdf

 

Bullard, J. (2013). Creating environments for learning: Birth to age eight. Upper Saddle River, NJ: Prentice-Hall.

 

Burke, C. (2005). The school without tears: E. F. O'neill of prestolee. History of Education (Tavistock), 34(3), 263-275. https://doi.org/10.1080/00467600500065167

 

Burke, C., & Grosvenor, I. (2003). The school I'd like: Children and young people's reflections on an education for the 21st century. London, New York: RoutledgeFalmer.

 

Burke, K., & Burke-Samide, B. (2004). Required changes in the classroom environment: It's a matter of design. The Clearing House, 77(6), 236-240. doi:10.3200/TCHS.77.6.236-240

 

Cagliari, P., Castagnetti, M., Giudici, C., Moss, P., Rinaldi, C., & Vecchi, V. (2016). Loris Malaguzzi and the schools of Reggio Emilia: A selection of his writings and speeches, 1945-1993. Routledge. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/viu/detail.action?docID=4427087.

 

Cajochen, C. (2007). Alerting effects of light. Sleep Medicine Reviews 11, 453–464.

 

Caldwell, J.A, & Jones, G. E. (1985). The effects of exposure to red and blue light on physiological indices and time estimation. Perception, 14, 19–29.


Carrer, P., Wargocki, P., Fanetti, A., Bischof, W., De Oliveira Fernandes, E., Hartmann, T., Kephalopoulos, S., Palkonen, S., & Seppänen, O. (2015). What does the scientific literature tell us about the ventilation–health relationship in public and residential buildings? Building and Environment, 94, 273-286. https://doi.org/10.1016/j.buildenv.2015.08.011

Cash, C. (1993). A study of the relationship between school building condition and student achievement and behavior. Unpublished doctoral dissertation. Virginia Polytechnic Institute and State University, Blacksburg, VA.

 

CAST. (2021). About universal design for learning. CAST, Inc. https://www.cast.org/impact/universal-design-for-learning-udl

 

Chase, C. C., & Klahr, D. (2017). Invention versus direct instruction: For some content, it's a tie. Journal of Science Education and Technology, 26(6), 582-596. https://doi.org/10.1007/s10956-017-9700-6

 

Chen, J., & Brown, G. T. L. (2016). Tensions between knowledge transmission and student-focused teaching approaches to assessment purposes: Helping students improve through transmission. Teachers and Teaching, Theory and Practice, 22(3), 350-367. https://doi.org/10.1080/13540602.2015.1058592

 

Children, Schools and Families Committee [CSFC], House of Commons. (2009). Sustainable schools and building schools for the future: Oral and written evidence. HC 192, incorporating HC 981-i, Session 2007–2008. London: The Stationary Office Limited. https://publications.parliament.uk/pa/cm200809/cmselect/cmchilsch/192/192.pdf

 

Chin-Quee, D., Munro, N., & Scott Penton, R. L. (2004). Canadian acoustical design standards for K-12 schools. Canadian Acoustics / Acoustique canadienne, 32(3), 34-35.

 

Chism, N. V. N. (2006). Challenging Traditional Assumptions and Rethinking Learning Spaces. Learning Spaces. Oblinger, D. (Ed.). Washington, DC: Educause. www.educause.edu/learningspaces

 

Chung, J. W. Y., & Wong, T. K. S. (2007). Anthropometric evaluation for primary school furniture design. Ergonomics, 50(3), 323-334. https://doi.org/10.1080/00140130600842328

 

Clark, H. (2002). Building education: The role of the physical environment in enhancing teaching and research. London: Institute of Education.

 

Cleveland, B., & Fisher, K. (2014). The evaluation of physical learning environments: A critical review of the literature. Learning Environments Research, 17(1), 1-28. doi:10.1007/s10984-013-9149-3

 

Cohen, R. Z. (2016). Canada's first nations and cultural genocide. ProQuest Ebook Central. https://ebookcentral.proquest.com

 

Communication Assistance for Youth and Adults, British Columbia (2018). A guide to augmentative and alternative communication (AAC) services in British Columbia (Rev. 3.0). https://cayabc.net/wp-content/uploads/2020/05/AAC-Services-in-BC-rev-2018.pdf

 

Cook, B. G., & Schirmer, B. R. (2003). What is special about special education?: Overview and analysis. The Journal of Special Education, 37(3), 200–205. https://doi.org/10.1177/00224669030370031001


Cook, B. G., Tankersley, M., & Landrum, T. J. (2009). Determining evidence-based practices in special education. Exceptional Children, 75(3), 365-383. https://doi.org/10.1177/001440290907500306

Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs. Washington, DC: National Association for the Education of Young Children.

 

Costa, A. P. L., Campos, F. and Villarouco, V. (2012). Overview of ergonomics the built environment. Work, 41(1), 4142–4148.

 

Cranston, L. (2019). Build self-regulation skills. The Journal of Staff Development, 40(5), 26-26.

 

Črnčec, R., Wilson, S. J., & Prior, M. (2006). The cognitive and academic benefits of music to children: Facts and fiction. Educational Psychology (Dorchester-on-Thames), 26(4), 579-594. doi:10.1080/01443410500342542

 

Cubberley, E. (1916). Public school administration: A statement of the fundamental principles underlying the organization and administration of public education. Boston: Houghton Mifflin. https://teach.com/what/teachers-know/teaching-methods/#teachercentered

 

Curtis, D., & Carter, M. (2015). Designs for living and learning: Transforming early childhood environments (2nd ed.). Redleaf Press.

 

Dahlin, B. (2017). Rudolf Steiner: The relevance of Waldorf education. ProQuest Ebook Central. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/viu/detail.action?docID=4884258

 

Dalke, H., Little, J., Niemann, E., Camgoz, N., Steadman, G., Hill, S., & Stott, L. (2006). Color and lighting in hospital design. Optics and Laser Technology, 38(4-6), 343-365.

 

Darch, C. B., & Kame'enui, E. J. (2004). Instructional classroom management (2nd ed.). Upper Saddle River, NJ: Pearson Education.

 

Davis, V. (2009). Influencing positive change: The vital behaviors to turn schools toward success. Teacher Librarian, 37(2), 8-12.

 

de Beco, G., Lord, J. E., & Quinlivan, S. (2019). The right to inclusive education in international human rights law. Cambridge University Press.

 

Deci, E. L., & Ryan, R. M. (2011). Self-determination theory. In P. A. M. V. Lange, A. W. Kruglanski, E. T. Higgins (Eds.), Handbook of theories of social psychology (Vol. 1, pp. 416-433.) London: Sage.

 

Deetz, J. (1996). In Small Things Forgotten: An Archaeology of Early American Life. New York: Anchor Books.

 

DeLuca, C. (2013). Toward an Interdisciplinary Framework for Educational Inclusivity. Canadian Journal of Education / Revue Canadienne De L'éducation, 36(1), 305-348. Retrieved August 4, 2020, from www.jstor.org/stable/canajeducrevucan.36.1.305


Department for Education and Skills. (2003). Classrooms of the future: Innovative designs for schools. London: DfES. Retrieved from http://rubble.heppell.net/places/media/classrooms_of_the_future.pdf

Department for Education. (2015). Acoustic Design of Schools – Building Bulletin 93. Retrieved from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/400784/BB93_February_2015.pdf

 

Department for Education. (2020). Special educational needs and disability: An analysis and summary of data sources. London, UK. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/882802/Special_educational_needs_and_disability_-_an_analysis_and_summary_of_data_sources.pdf

 

Dewey, J. (1915). The School and Society. Chicago: University of Chicago Press.

 

Dewey, J. (1938). Experience and Education. New York: Collier Books.

 

Dolmage, J. T. (2017). Academic ableism: Disability and higher education. University of Michigan Press. https://doi.org/10.3998/mpub.9708722

 

Dudek, M. (2015). Schools and kindergartens: A design manual. ProQuest Ebook Central. http://ebookcentral.proquest.com 

 

Dumont, H., Istance, D., & Benavides, F. (Eds.) (2010). The nature of learning: Using research to inspire practice. Educational Research and Innovation, OECD Publishing. http://dx.doi.org/10.1787/9789264086487-en

 

Dunn, R. (1987). Research on instructional environments: Implications for student achievement and attitudes. Professional School Psychology, 2(1), 43–52.

 

Dunn, R., & Dunn, K. (1978). Teaching students through their individual learning styles: A practical approach. Reston, VA: Reston Publishing Co.

 

Dunn, R., Dunn, K., & Price, G. E. (1984). Learning style inventory. Lawrence, KS: Price Systems.

 

Dutton, T. A., & Mann, L. H. (Eds.). (1996). Reconstructing architecture: Critical discourses and social practices. Minneapolis: University of Minnesota Press.

 

Duyan, F. & Unver, R. (2016). A research on the effect of classroom wall colors on student’s attention. Aj Z ITU Journal of the Faculty of Architecture, 13(2), 73-78.

 

Dye, C. (2008). Health and urban living. Science (American Association for the Advancement of Science), 319(5864), 766-769. https://doi.org/10.1126/science.1150198


Earthman, G.I., Cash, C.S. & Van Berkum, D. (1995). A statewide study of student achievement and behavior and school building condition. Paper presented at the Annual Meeting of the Council of Educational Facility Planners, International, Dallas, Tex.

Edutopia. (2015). Flexible classrooms: Providing the learning environment that kids need [Video]. Albemarle County Public Schools. Charlottesville, VA. https://www.youtube.com/watch?v=4cscJcRKYxA&list=PLU-VcNrF22xPUVnLXagpuIYDGyyo-AChE&index=4

 

Edutopia. (2017). Flexible classrooms: Making space for personalized learning [Video]. Summit Preparatory Charter High School. Redwood City, California. https://www.youtube.com/watch?v=jQkL5efkViw

 

Edwards, M.M. (1991). Building conditions, parental involvement and student achievement in the D.C. public school system. Unpublished Masters thesis. Georgetown University, Washington, DC.

 

Edwards, P. (2016, July 5). Proxemics: the study of personal space [Video]. Vox Almanac. Retrieved February 12, 2021 from https://www.youtube.com/watch?v=pw3FZ3xOBVo

 

Efthymiou, E., & Kington, A. (2017). The development of inclusive learning relationships in mainstream settings: A multimodal perspective. Cogent Education, 4(1), 1-22. https://doi.org/10.1080/2331186X.2017.1304015

 

Elkington, S. (2019). Future learning spaces in higher education. In S. Elkington & B. Bligh (Eds.), Future Learning Spaces: A Case Study Series (pp. 3-4). York: Advance HE.

 

Elkington, S. & Bligh, B. (Eds.) (2019). Future learning spaces: Space, technology and pedagogy. A case study series. Advance HE. https://www.heacademy.ac.uk/system/files/downloads/Future%20Learning%20Spaces_0.pdf

 

Elliott, S.N., Kratochwill, T.R., Littlefield Cook, J. & Travers, J. (2000). Educational psychology: Effective teaching, effective learning (3rd ed.). Boston, MA: McGraw-Hill College.

 

Engeström, Y. (2009). From learning environments and implementation to activity systems and expansive learning. Actio: An international Journal of Human Activity Theory, 2, 17-33.

 

European Agency for Special Needs and Inclusive Education. (2016). Raising the Achievement of All Learners in Inclusive Education: Literature Review (Kefallinou, A., ed.). Denmark. https://www.european-agency.org/sites/default/files/Raising%20Achievement%20%C2%AD%20Literature%20Review.pdf

 

Evans, G. W., & Lepore, S. J. (1993). Nonauditory effects of noise on children: A critical review. Children’s Environments, 10, 31–51.

 

Faber-Taylor, A., & Kuo, F. E. (2011). Could exposure to everyday green spaces help treat ADHD? Evidence from children's play settings. Applied Psychology: Health and Well‐Being, 3(3), 281-303. doi:10.1111/j.1758-0854.2011.01052.x


Ferlazzo, F., Piccardi, L., Burattini, C., Barbalace, M., Giannini, A. M., & Bisegna, F. (2014). Effects of new light sources on task switching and mental rotation performance. Journal of Environmental Psychology, 39, 92-100.

Ferlazzo, L. (2018, September 11). Differentiating instruction: It’s not as hard as you think [Video]. EducationWeek. https://www.youtube.com/watch?v=h7-D3gi2lL8

 

Fesler, D. M. (2000). Open-air schools. The Journal of School Nursing, 16(3), 20-25. https://doi.org/10.1177/105984050001600303

 

Field, M. J., & Jette, A. M. (Eds.). (2007). The environmental context of disability: The case of health care facilities. In The future of disability in America. US Institute of Medicine and National Academies Press. https://www.ncbi.nlm.nih.gov/books/NBK11435/

 

Films Media Group. (2009). Frank Lloyd Wright: Truth against the world. Films for the Humanities & Sciences (Firm), and Public Broadcasting Service (U.S.) (Directors). [Video/DVD] New York, N.Y: Films Media Group.

 

Fletcher, J. M., & Vaughn, S. (2009). Response to intervention: Preventing and remediating academic difficulties. Child Development Perspectives, 3(1), 30-37. https://doi.org/10.1111/j.1750-8606.2008.00072.x

 

Florida, R., Mellander, C. and Stolarick, K. (2011), Beautiful places: The role of perceived aesthetic beauty in community satisfaction. Regional Studies, 45(1), 33–48.

 

Ford, S. (2013, March 6). Deep accessibility. Ianology. https://ianology.wordpress.com/2013/09/06/deep-accessibility/

 

Fraser, S. (2000). Authentic childhood: Experiencing Reggio Emilia in the classroom. Nelson Canada.

 

Freeman S. F. N., & Alkin, M. C. (2000). Academic and social attainments of children with metal retardation in general education and special education settings. Remedial and Special Education, 21, 3–18.

 

Fullan, M. (1991). The new meaning of educational change. School Effectiveness and School Improvement, 2(4), 336-343.

 

Fullan, M. (2006). Change theory: A force for school improvement. Seminar seriesno. 157. Centre for Strategic Education. Retrieved from http://www.michaelfullan.ca/Articles_06/06_change_theory.pdf

 

Fuller, M. G. (2017). Great spatial expectations: On three objects, two communities and one house. Current Sociology, 65(4), 603-622. https://doi.org/10.1177/0011392117694071

 

Furedi, F. (1997, July 26). Why do we live in terror? Don't look now but the media is full of stories to make every parent shiver and to send us running to our doctors. Frank Furedi has had enough of this fear that eats our souls. Life is to be lived. And it doesn't bite. The Guardian. London: UK.


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MEd Applied Project | Vancouver Island University | BC, Canada 

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