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Women in Higher Education, 1850–1970: International Perspectives

1st, 2016

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Transforming early childhood educators’ conceptions of “dark play” and popular culture

Contemporary issues in early childhood, 2017-06, Vol.18 (2), p.114-126

2017

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Historical identities: the professoriate in Canada

Historical identities, 2006

1, 2006

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The Imagined Space of Academic Life: Leacock, Callaghan, and English-Canadian Campus Fiction in Canada, 1914-1948

Historical studies in education, 2016-04, Vol.28 (1), p.1

2016

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Cultures, communities, and conflict: histories of Canadian universities and war

Cultures, communities, and conflict, 2012, p.viii-viii

1, 2012

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Canadian Innovation: A Brief History of Canada’s First Online School Psychology Graduate Program

Canadian journal of school psychology, 2015-12, Vol.30 (4), p.288-303

2015

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Leading Inquiry-based Learning

Journal of teaching and learning (Windsor), 2012-08, Vol.8 (2)

2012

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The mythic campus and the professorial life: A. Scott Carter's pictorial map of the University of Toronto, 1937

History of education review, 2011-01, Vol.40 (1), p.9-29

2011

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Contestation and conflict: The University of Toronto student yearbook 'Torontonensis' as an 'appalling Sahara', 1890 - 1914

History of education (Tavistock), 2010, Vol.39 (1), p.35-53

2010

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The mythic campus and the professorial life

History of education review, 2011-06, Vol.40 (1), p.9-29

2011

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Picturing a Past in School: Situating Culture(s), Histories, Language(s) and Power in Fine Arts Teacher Training

Journal of educational thought, 2007-12, Vol.41 (3), p.281-294

PANAYOTIDIS, E. LISA

2007

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Visual Interpretations, Cartoons, and Caricatures of Student and Youth Cultures in University Yearbooks, 1898–1930

Journal of the Canadian Historical Association, 2008, Vol.19 (1), p.195-227

2008

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The Most Unnatural Act: Interdisciplinarity and Working Across the Arts

Journal of educational thought, 2005-12, Vol.39 (3), p.245-263

2005

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THE DEPARTMENT OF FINE ART AT THE UNIVERSITY OF TORONTO, 1926-1945: Institutionalizing the 'Culture of the Aesthetic'

Journal of Canadian art history, 2004-01, Vol.25, p.100-125

PANAYOTIDIS, E. LISA

2004

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Interdisciplinarity in the Practice and Theory of Educational Histories: Reflections on the 13th Biennial Conference of the Canadian History of Education Association

Historical studies in education, 2005-05, Vol.17 (1), p.183-186

2005

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The father of Canadian psychiatry: Joseph Workman. [Review of: Johnston, C.I.M. The father of Canadian psychiatry: Joseph Workman. Victoria, B.C.: Ogden, 2000]

The Canadian historical review, 2002, Vol.83 (3), p.453-455

Panayotidis, E Lisa

2002

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Pointing to Shaun Tan's The Arrival and Re-imagining Visual Poetics in Research

Contemporary issues in early childhood, 2014-09, Vol.15 (3), p.245-261

2014

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Intellectual Space, Image, and Identities in the Historical Campus: Helen Kemp’s Map of the University of Toronto, 1932

Journal of the Canadian Historical Association, 2004, Vol.15 (1), p.123-152

2004

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Thinking/Teaching in Multiple Tongues: The Interdisciplinary Imagination

Journal of curriculum theorizing, 2011-01, Vol.27 (1), p.48

Panayotidis, E Lisa

2011

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Introduction: History of Canadian Universities and War

Cultures, Communities, and Conflict, 2013, p.3-25

2013

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Cultures, Communities, and Conflict: Histories of Canadian Universities and War

1, 2000

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Provoking conversations on inquiry in teacher education

2012

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Provoking Conversations on Inquiry in Teacher Education. Counterpoints: Studies in the Postmodern Theory of Education. Volume 420

Peter Lang New York, 2012

2012

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Historical Provocation: "Responsibility in Teacher Education"

Counterpoints (New York, N.Y.), 2012-01, Vol.420, p.79-105

2012

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Provoking and Being Provoked by Embodied Qualities of Learning: "Listening, Speaking, Seeing, and Feeling (Through) Inquiry in Teacher Education"

Counterpoints (New York, N.Y.), 2012-01, Vol.420, p.49-74

2012

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Women in Higher Education, 1850–1970: International Perspectives

Transforming early childhood educators’ conceptions of “dark play” and popular culture

Historical identities: the professoriate in Canada

The Imagined Space of Academic Life: Leacock, Callaghan, and English-Canadian Campus Fiction in Canada, 1914-1948

Cultures, communities, and conflict: histories of Canadian universities and war

Canadian Innovation: A Brief History of Canada’s First Online School Psychology Graduate Program

Leading Inquiry-based Learning

The mythic campus and the professorial life: A. Scott Carter's pictorial map of the University of Toronto, 1937

Contestation and conflict: The University of Toronto student yearbook 'Torontonensis' as an 'appalling Sahara', 1890 - 1914

The mythic campus and the professorial life

Picturing a Past in School: Situating Culture(s), Histories, Language(s) and Power in Fine Arts Teacher Training

Visual Interpretations, Cartoons, and Caricatures of Student and Youth Cultures in University Yearbooks, 1898–1930

The Most Unnatural Act: Interdisciplinarity and Working Across the Arts

THE DEPARTMENT OF FINE ART AT THE UNIVERSITY OF TORONTO, 1926-1945: Institutionalizing the 'Culture of the Aesthetic'

Interdisciplinarity in the Practice and Theory of Educational Histories: Reflections on the 13th Biennial Conference of the Canadian History of Education Association

The father of Canadian psychiatry: Joseph Workman. [Review of: Johnston, C.I.M. The father of Canadian psychiatry: Joseph Workman. Victoria, B.C.: Ogden, 2000]

Pointing to Shaun Tan's The Arrival and Re-imagining Visual Poetics in Research

Intellectual Space, Image, and Identities in the Historical Campus: Helen Kemp’s Map of the University of Toronto, 1932

Thinking/Teaching in Multiple Tongues: The Interdisciplinary Imagination

Introduction: History of Canadian Universities and War

Cultures, Communities, and Conflict: Histories of Canadian Universities and War

Provoking conversations on inquiry in teacher education

Provoking Conversations on Inquiry in Teacher Education. Counterpoints: Studies in the Postmodern Theory of Education. Volume 420

Historical Provocation: "Responsibility in Teacher Education"

Provoking and Being Provoked by Embodied Qualities of Learning: "Listening, Speaking, Seeing, and Feeling (Through) Inquiry in Teacher Education"

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