Whitley, J., Specht, J., Matheson, I., & MacCormack, J. (2022). Holes, Patches and Multiple Hats: The Experiences of Parents of Students with Special Education Needs Navigating At-Home Learning During COVID-19. In R. Turok-Squire (Ed.). COVID-19 and Education in the Global North: Storytelling as Alternative Pedagogies. Palgrave Macmillan.
Whitley, J. (2020). Evidence-based practices for teaching learners with emotional and behavioral disorders. In U. Sharma & S. Salend (Eds.). Encyclopedia of Inclusive and Special Education. New York, NY: Oxford University Press.
Lloyd, R. J., de Montigny, J., & Whitley, J. (2019). Comprehensive School Health in Teacher Education and Schools: Becoming a Champion of Health. In J. Barrett & C. Scaini (Eds.). Physical and Health Education in Canada. Windsor, ON: Human Kinetics (pp. 95-110).
Whitley, J., Smith, D., Vaillancourt, T. & Neufeld, J. (2018). Promoting Mental Health Literacy among Educators: Critical in School-Based Prevention and Intervention. In A. Leschied, D. Saklofske, G. Flett (Eds.). The Handbook of School-Based Mental Health Promotion: An Evidence Informed Framework for Implementation. New York, NY: Springer Publishers (pp. 143-165).
Whitley, J., Gooderham, S., & Windmill, C. (2012). Special education in Canada. In. C. R. Reynolds, K. J. Vannest, & E. Fletcher-Janzen (Eds.), Encyclopedia of Special Education: A reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals (4th ed.). Hoboken, NJ: John Wiley and Sons (12 pp).
Jomaa, H., Duquette, C., & Whitley, J. (2023). Elementary teachers’ perceptions and experiences regarding social-emotional learning in Ontario. Brock Journal of Education, 32(1), 9-37.
Albert, J., Whitley, J., & Klan, A. (2023). Exploring public perception of mindfulness in Canadian schools: a news media content analysis. Brock Journal of Education, 32(1), 59-82.
Bethune, S., Rogers, M., Smith, D., Whitley, J., McBrearty, N., & Hone, M. (2023). The impact of internalizing symptoms on impairment for children with ADHD: a strength-based perspective. Journal of Attention Disorders, 27(1), 26-37. https://doi.org/10.1177/10870547221115874
D’Agostino, B., Krause, A., Klan, A., Goldberg, B., Whitley, J., Rogers, M., Smith, D., Hone, M., & McBrearty, N. (2022). Navigating the triumphs and tribulations of a university-community children’s mental health partnership: reflections on the first year, as told by graduate students. Journal of Community Engagement and Scholarship 14(2), 1-13. DOI: 10.54656/jces.v14i2.41
MacCormack, J., Fitzgerald, C., Whitley, J. & Sider, S. (2022). “Listen, adjust and repeat”: Principals’ and parents’ perspectives of home-school collaboration during emergency remote teaching in Canada. Leadership & Policy in Schools. https://doi.org/10.1080/15700763.2022.2081217
O’Reilly, H., Rogers, M., Ogg, J., Tessa, R. Whitley, J., Santuzzi, A., Shelleby, E. C. (2022). A cohort study examining the association between children’s ADHD symptoms, internalizing symptoms, and mindful parenting during the COVID-19 pandemic. Paediatrics & Child Health. https://doi.org/10.1093/pch/pxab109
Smith, D. & Whitley, J. (2022). Teaching with acceptance and commitment: Building teachers’ social-emotional competencies for teaching effectiveness. The Educational Forum, 1-17. https://doi.org/10.1080/00131725.2022.2053620
Goldberg, B., Smith, J. D., Whitley, J., & Rogers, M. (2022). Bullying involvement among children receiving clinical care: Links to mental health indicators, individual strengths, and parenting challenges. Children and Youth Services, 1-17. https://doi.org/10.1080/0145935X.2022.2040358
Whitley, J., Matheson, I., Specht, J., & MacCormack, J. (2021). Perspectives of parents of children with SEN: self-efficacy and school supports during COVID-19 school closures. Exceptionality Education International, 31(1), 97-114. https://doi.org/10.5206/eei.v31i1.14097
Whitley, J., Beauchamp, M. H., & Brown, C. (2021). The impact of COVID-19 on the learning and achievement of vulnerable Canadian children and youth. Facets, 6(1), 1693-1713. https://www.facetsjournal.com/doi/10.1139/facets-2021-0096
Krause, A., Klan, A., Rogers, M., Quesnel, N., Whitley, J., & Smith, J. D. (2021). Student attendance and engagement: What have we learned from the pivot to virtual learning? Psynopsis, 43(3), 12-13. https://cpa.ca/docs/File/Psynopsis/2021-Vol43-3/index.html#p=12
Whitley, J., Duquette, C., Gooderham, S., Elliott, C., Orders, S., Klan, A. (2021). Implementation of a differentiated instruction initiative: Perspectives of leaders. Canadian Journal of Educational Administration and Policy, 196, 49-64.
Sider, S., MacCormack, J. & Whitley, J. (2021, Winter). Schools as an Equalizing Force: What the pandemic has taught us about school leadership and inclusive education. Canadian Association of Principals Journal. https://cdnprincipals.com/moving-forward-despite-uncertainty-leading-schools-during-a-pandemic.
Delorey, J., Specht, J., Fairbrother, M., Ismailos, L., Villella, M., Charles, E., Vanderloon, M., Gallagher, T., Howell, G., & Whitley, J. (In press). Experiences that shape pre-service teachers’ inclusive practice beliefs. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2020.1862403
Krause, A., Goldberg, B., D'Agostino, Klan, A., Rogers, M., Smith, J. D., Whitley, J., Hone, M., & McBrearty, N. (2020). The association between problematic school behaviours and social and emotional development in children seeking mental health treatment. Emotional and Behavioural Difficulties, 25(3-4), 278-290. https://doi.org/10.1080/13632752.2020.1861852
Whitley, J. & Hollweck, T. (2020). Inclusion and equity in education: current policy reform in Nova Scotia, Canada. Prospects, 49(3), 297-312. https://doi.org/10.1007/s11125-020-09503-z
Whitley, J., Klan, A., & D’Agostino, B. (2020). Narratives of funding related to Inclusive Education: Canadian news media from 2014-2019. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2020.1821446
Whitley, J., Gooderham, S., Duquette, C., Orders, S., & Cousins, J. B. (2019). Implementing Differentiated Instruction: A mixed-methods exploration of teacher beliefs and practices. Teachers and Teaching: Theory and Practice, 25(8), 1043-1061. https://doi.org/10.1080/13540602.2019.1699782
Whitley, J., Gooderham, S. (2016). Exploring mental health literacy among pre-service teachers. Exceptionality Education International, 26(2), 62-92.
Whitley, J. & Gooderham, S. (2016). Exploring and Promoting Mental Health Literacy and Outcomes: Introduction to the Special Issue. Exceptionality Education International, 26, 1-4.
Whitley, J., & Gooderham, S. (2015). Mental health promotion efforts for children and youth in Canada and beyond: Evidence in research, policy and practice. Exceptionality Education International, 25, 91-111.
Whitley, J., Rawana, E., & Brownlee, K. (2014). A comparison of Aboriginal and non-Aboriginal students on the inter-related dimensions of self-concept, strengths and achievement. Brock Education Journal, 23(2), 24-46.
Whitley, J. (2014). Supporting educational success for Aboriginal students: Identifying key influences. McGill Journal of Education, 49(1), 155-182.
Lloyd, R., Whitley, J., & Olsen, S. (2013, Spring). Promoting ‘Comprehensive School Health' in Teacher Education: From Consumers of Knowledge to Champions of Health. Canadian Association of Principals Journal.
Whitley, J., Smith, D., & Vaillancourt, T. (2013). Promoting mental health literacy among educators: Critical in school based prevention and intervention. Canadian Journal of School Psychology, 28(1), 56-70.
Rawana, J., Norwood, S., & Whitley, J. (2011). A mixed-method evaluation of a strength-based bullying prevention program. Canadian Journal of School Psychology, 26(4), 283-300.
Whitley, J., Rawana, E. P., Brownlee, K., & Rawana, J. (2010). A longitudinal exploration of the academic and psychosocial outcomes of students with emotional/behavioural difficulties: The importance of student perceptions of themselves, their peer relationships, and their classrooms. Brock Education Journal, 19(2), 78-96.
Whitley, J. (2010). Modelling the influence of teacher characteristics on student achievement for Canadian students with and without Learning Disabilities. International Journal of Special Education, 25(3), 88-97.
Whitley, J., Rawana, E., Pye, M., & Brownlee, K. (2010). Are strengths the solution? An exploration of the relationships among teacher-rated strengths, classroom behaviour, and academic achievement of young students. McGill Journal of Education, 45(3), 495-510.
Anderson, C., Rawana, E., Brownlee, K., & Whitley, J. (2010). An investigation of the relationship between psychological strengths and the perception of bullying in early adolescents in schools. Alberta Journal of Educational Research, 56(4), pp. 470-481.
Whitley, J. (2010). Educational leaders and student diversity: Leading the way to inclusion. Exceptionality Education International, 20(2), 2-5.
Whitley, J. (2010). The role of educational leaders in supporting the mental health of all students. Exceptionality Education International, 20(2), 55-69.
Whitley, J., Lupart, J. L., & Beran, T. (2009). The characteristics and experiences of Canadian students receiving special education services for emotional/behavioural difficulties. Exceptionalities Education International, 19(1), 14-31.
Rawana, E., Latimer, K., Whitley, J., & Probizanski, M. (2009). Positive classroom strategies for teachers to engage students on their strengths. Canadian Teacher Magazine, 16-17.
Whitley, J., (2008). A model of general self-concept for students with Learning Disabilities: Does class placement play a role? Developmental Disabilities Bulletin, 36, 106-134..
Lupart, J., Whitley, J., Odishaw, J., & McDonald, L. (2008). Whole school evaluation and inclusion: How elementary school participants perceive their learning community. International Journal of Whole Schooling, 4(1), p. 40-65.
Whitley, J., Heath, N. L., & Finn, C. A. (2008). The role of attention/hyperactivity difficulties in the self-perceptions of children with behavioural difficulties. McGill Journal of Education, 43(1), p. 65-80.
Whitley, J., Lupart, J., & Beran, T. (2007). The characteristics and experiences of Canadian students receiving special education services for a Learning Disability. Exceptionality Education Canada, 17(3), p. 85-110.
Whitley, J., Lupart, J. L., & Beran, T. (2007). Differences in achievement between adolescents who remain in a K-8 school and those who transition to a junior high school. Canadian Journal of Education, 30(3), 649-669.
Zinck, L. C., Finn, C. A., Whitley, J. & Heath, N. L. (2005). Parental Awareness of services and severity emotional/behavioural difficulties in children. Exceptionality Education Canada, 61-77.
Whitley, J., Smith, D., & Rogers, M. (2018). Updating the School Climate survey templates. Request for services No 3376: Final Report. Ottawa, ON: University of Ottawa.
Whitley, J., Moreau, K., Smith, D., Fairbrother, M., Woods, H., & Bouchard, K. (2017). Literature review and environmental scan of K-12 well-being measures. Ottawa, ON: University of Ottawa.
Cousins, J. B., & Whitley, J. (2014). Support for building innovative practice initiative: Request for services No 1062: Final Report. Ottawa, ON: University of Ottawa.
Whitley, J., & Cousins, J. B. (2013). Support for building innovative practice initiative: Request for services No. 1313: Final report. Ottawa, ON: University of Ottawa.
Whitley, J., Cousins, J. B., Duquette, C., Elliott, C. J., Orders, S. (2012). Evaluation of the Ontario ministry of education’s differentiated instruction professional learning strategy. Ottawa, ON: University of Ottawa.
Whitley, J., Duquette, C., Flick, L. (2012). Promoting self-determination in the dragonfly summer camp.
Whitley, J., Brown, M., Gignac, K., & Do, C. (2010). Integrated approaches to improving educational outcomes for students with exceptionalities. Report prepared for the Ontario Ministry of Children and Youth Services