PRESENTATIONS

Refereed Conference Papers

Cherubini, L. (2024). Extremist ideologies: Youth and schools. Presented at the 7th International Conference on Advanced Research in Education, The Møller Institute at Churchill College, University of Cambridge, United Kingdom.

Cherubini, L. (2023). The emergence of youth-cultural white supremists in Canada: Indigenous and settler relations. Presented at the International Conference on social Studies and Education, Harvard University, Cambridge, Massachusetts.

Cherubini, L. (2023). Hate speech and youth-cultural white supremists in Canada: Digital literacies and implications on Indigenous and settler students. Presented at the International Conference on Interdisciplinary Social Science Studies, University of Oxford, St. Anne’s College, Oxford, United Kingdom.

Cherubini, L. (2023). Reinterpreting experience: A socio-political context. Presented at the Advanced Research Society for Science and Sociology, Toronto, ON.

Cherubini, L. (2023). The future of education: Virtual versus in-person learning. (Invited Panelist). Presented at the 7th Canadian International Conference on Advances in Education, Teaching, and Technology, University of Toronto, Toronto, ON.

Cherubini, L. (2022). The Truth and Reconciliation Commission of Canada’s Final Report: Implications on research. Presented at the 4th International Conference on Law and Social Science, Harvard University, Cambridge, Massachusetts.

Cherubini, L. (2022). A bi-epistemic community project: Accounting for socio-political realities. Presented at the 5th International Conference of Advanced Research in Education, Murray Edwards College, University of Cambridge, United Kingdom.

Cherubini, L. (2022). Engaging in bi-epistemic research: Accounting for time, place, and relations. Presented at the 4th Canadian International Conference on Humanities and Social Sciences, University of Toronto, Toronto, ON.

Cherubini, L. (2022). Challenges and issues in educating marginalized and vulnerable children in the post-pandemic context. (Invited Panelist). Presented at the 4th Canadian International Conference on Humanities and Social Sciences, University of Toronto, Toronto, ON.

Cherubini, L. (2022). Spaces of inquiry: Virtual research conversations. Presented at the Fifteenth International Conference on e-Learning and Innovative Pedagogies, National Changhua University of Education, Changhua City, Taiwan, Province of China.

Cherubini, L., Bagshaw, E., Dockstader, J., & Hill, F. (2022). Community and commitment: A discussion of strength and resilience. Presented at the Annual meeting of the Canadian Society for the Study of Education.

Bagshaw, E., Cherubini, L., Dockstader, J., & Hill, F. (2022). Learning and identity: Indigenous community perspectives. Presented at the Annual meeting of the Canadian Society for the Study of Education.

Bagshaw, E., Cherubini, L., & Dockstader, J. (2022). Agency and identity: Indigenous led holistic education. Presented at the 3rd International Conference on New Trends in Social Sciences,
Milan, Italy.

Bagshaw, E., Cherubini, L., & Dockstader, J. (2022). Truth in education: From Eurocentrism to decolonization. Presented at the 3rd International Conference on New Trends in Social Sciences, Milan, Italy.

Cherubini, L. (2021). Public inquiries, political tensions, and settler-Canadian perception. Presented at the 2nd World Conference on Research in the Social Sciences, Modul University, Vienna, Austria.

Cherubini, L. (2021). Positioning prospective teachers’ awareness of diversity: A critical literacy context. Presented at the 23rd International Research Association for Interdisciplinary Studies Conference on Social Sciences and Humanities, New Jersey, United States of America.

Cherubini, L. (2021). National commissions: Implications of reconciliation. Presented at the 2nd World Conference on Research in the Social Sciences, Corvinus University of Budapest, Budapest, Hungary.

Cherubini, L. (2021). Prospective teachers’ perceptions of Indigenous student realities: A problem-based learning model. Presented at the Annual meeting of the Canadian Society for the Study of Education, University of Alberta, Edmonton, Alberta.

Cherubini, L. (2021). Positioning prospective teachers’ examination of the hidden curriculum: A critical literacy context. Presented at the 21st International Research Association for Interdisciplinary Studies Conference on Social Sciences and Humanities, New Jersey, United States of America.

Cherubini, L. (2020). Critical literacy in the classroom: Prospective teachers’ expectations. Presented at the Applied Research International Conference on Education, Literature, and Language, St. Anne’s College – The University of Oxford, United Kingdom.

Cherubini, L. (2020). Implications of pandemic outcomes for racialized youth. Presented at the International Academic Conference on the Global Impact of the Coronavirus COVID-19 on Society (Virtual), Czech Technical University in Prague, Czech Republic.

Cherubini, L. (2020). Experiences of exclusion: Racialized and Indigenous youth attending alternative school placements. Presented at the International Research Conference on Education, Technology, Management and Interdisciplinary Studies, London, England.

Cherubini, L. (2020). Prospective teachers’ perceptions: Culturally responsive teaching practices. Presented at the Annual meeting of the Canadian Society for the Study of Education, Western University, London, Ontario. (Conference cancelled due to COVID-19).

Cherubini, L. (2020). Critical literacy practices: Prospective teachers’ expectations. Presented at the International Conference on Social Science and Humanities, Toronto, Ontario.

Cherubini, L. (2019). Critical literacy education: A mediated analysis. Presented at the International Conference on Education and Information Technology, University of Cambridge, Cambridge, United Kingdom.

Cherubini, L. (2018). School practices and education policy: Aboriginal students’ challenges and successes. Presented at the Research Association for Interdisciplinary Studies, Princeton University, Princeton, New Jersey.

Cherubini, L. (2018). Prospective teachers’ perceptions: A critical literacy framework. Presented at the Research Association for Interdisciplinary Studies, Georgetown University, Washington, DC.

Cherubini, L. (2018). Prospective teachers' perceptions of critical literacy practices. Presented at CSS XVI - Paris, 16th International Conference on Social Sciences, Sorbonne Universite Paris, France.

Barrett, J., Cherubini, L., & Robinson, D. (2018). Enhancing understandings of emerging physical education practical theory: Aboriginal prospective teachers’ reflective journaling practices. Presented at the Hawaii International Conference on Education, Honolulu, Hawaii.

Cherubini, L. (2018). Prospective teachers’ sense of professionalism and influence: A longitudinal study. Presented at the Annual meeting of the Canadian Society for the Study of Education, University of Regina, Saskatchewan.

Cherubini, L. (2018). Secondary school literacy instruction and Aboriginal education policy discourse. Presented at the Annual meeting of the Canadian Society for the Study of Education, University of Regina, Saskatchewan.

Cherubini, L. (2017). Commissions and reconciliation: Revisiting relationships. Presented at the12th Annual Education and Development Conference, Bangkok, Thailand.

Cherubini, L. (2017). A complicated sense of reconciliation. International Conference on Modern Education Studies, Jeddah, Saudi Arabia.

Curto, J., Cherubini, L., Trudeau, L., & Gojmerac, A. (2017). Aboriginal students’ space and place: A strategic collaborative inquiry. Paper presented at the Annual meeting of the Canadian Society for the Study of Education, Ryerson University, Toronto, Ontario.

Curto, J., Trudeau, L., Gojmerac, A., & Cherubini, L. (2017). Engaging students and honouring Indigenous voices: A strategic collaborative inquiry. International Congress for School Effectiveness and Improvement, Ontario, Canada.

Cherubini, L. (2016). The Truth and Reconciliation Committee's Report: The enactment of policy. Presented at the 21st Century Academic Forum Conference, Harvard University, Cambridge, Massachusetts.

Cherubini, L. (2016). A matter of difference: Ontario Aboriginal education policy. Presented at the International Conference on Arts, Education and Social Science, Auckland, New Zealand.

Cherubini, L. (2016). The Truth and Reconciliation Commission of Canada's Report: Historical context and contemporary implications. Presented at the Annual Conference of the Institute for Public Policy and Economic Analysis, New York City, New York.

Cherubini, L. (2016). Un-silencing Aboriginal students' voices: A critical reflection. Paper presented at the Annual meeting of the Canadian Society for the Study of Education, University of Calgary, Calgary, Alberta.

Cherubini, L. (2016) A longitudinal study of prospective teachers' critical thinking: Case-based pedagogy. Presented at the Annual meeting of the Canadian Society for the Study of Education, University of Calgary, Calgary, Alberta.

Cherubini, L. (2015). Aboriginal student experiences: Ontario educational policy. Presented at the 21st Century Academic Forum Conference, Harvard University, Cambridge, Massachusetts.

Cherubini, L. (2015). Ontario Aboriginal education policy: Respectful and engaging classrooms. Presented at the Internationmal Hoddaido Forum on Organizational Behavior. Psychology, and Education, Sapporo, Japan.

Cherubini, L. (2015). Legislative policies and reconciliation committees: Contested spaces for Aboriginal Peoples in Canada. Presented at the10th Annual Education and Development Conference, Bangkok, Thailand.

Cherubini, L. (2015). Aboriginal education and Ontario (Canada) policy: A social reproduction theory analysis. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, Illinois.

Cherubini, L. (2015). Aboriginal students’ perceptions in Northern Ontario: Affirmation and achievement vs resignation and defiance. Paper presented at the Annual meeting of the Canadian Society for the Study of Education, University of Ottawa, Ottawa, Ontario.

Cherubini, L. (2015). A unique case-based seminar model: Preservice teacher education. Paper accepted for the the Annual meeting of the Canadian Society for the Study of Education, University of Ottawa, Ottawa, Ontario.

Cherubini, L. (2015). An examination of the social spaces of public schools: Ontario Aboriginal education policy. Presented at The International Conference on Education for Sustainable Development, Abakaliki, Ebonyi State, Nigeria.

Cherubini, L. (2015). Bi-epistemic research in a policy context:
Current findings and subsequent studies. Presented at The International Society for the Social Studies, University of Central Florida, Florida.

Cherubini, L. (2015). Research in the context of sustainable dialogue: Aboriginal peoples and education policy in northern Ontario (Canada). Presented at The International Conference on Education and Information Management Systems, Sydney, Australia.

Cherubini, L. (2014). Policy, perception & pedagogy: Aboriginal students’ experiences in northern Ontario (Canada). Presented at the International Journal of Arts and Sciences Conference, Harvard University, Cambridge, Massachusetts.

Cherubini, L. (2014). Invitational spaces in public places: Aboriginal students’ voices. [Keynote Address] Presented at The Education, Psychology, and Humanities 2014 International Conference, Washington, D.C.

Cherubini, L. (2014). Achieving success in obtaining grant funding as a research scholar. [Keynote Address] Presented at the Ethnographic and Qualitative Research and American Association of Behavioral and Social Sciences Conferences, Las Vegas, Nevada.

Cherubini, L. (2014). Aboriginal student perspectives on teaching and learning. Paper presented at the National Education Association, San Antonio, Texas.

Cherubini, L. (2013). Prospective teachers as active agents of their own learning: Teacher education best practices. Paper presented at the Conference on Global Leadership, Learning, and Research, The Abraham S. Fischler School of Education, Southeastern Florida.

Cherubini, L. (2013). Prospective teacher perceptions: A longitudinal study. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, California.

Cherubini, L. (2013). Aboriginal postsecondary education and training policy and practice in Ontario (Canada). Paper presented at the Annual Meeting of The American Association of Behavioral and Social Sciences, Las Vegas, Nevada.

Cherubini, L. (2012). Sustainability & sviluppo in Ontario nordico: Implicazioni & considerazioni. Paper presented at the Medico-Legal Conference, Bologna, Italy.

Barrett, J., & Cherubini, L. (2012). Reflective journaling: Confronting Aboriginal teacher candidates' health and physical education practical theory. Paper presented at the Annual meeting of the Canadian Society for the Study of Education, Sir Wilfrid Laurier University, Waterloo, Ontario.

Moses, M., & Cherubini, L. (2012). Aboriginal parent/caregiver engagement: Policy and implementation. Paper presented at the Annual meeting of the Canadian Society for the Study of Education, Sir Wilfrid Laurier University, Waterloo, Ontario.

Cherubini, L. (2012). Educational policy and Aboriginal education in Ontario: Intentions and implications. Paper presented at the Annual Meeting of The American Association of Behavioral and Social Sciences, Las Vegas, Nevada.

Cherubini, L. (2012). Aboriginal educational policy: Consistency and sustainability. Paper presented at the Annual Meeting of The American Association of Behavioral and Social Sciences, Las Vegas, Nevada.

Cherubini, L. (2011). A study of students' critical thinking. Paper presented at the Annual meeting of the Canadian Society for the Study of Education, New Brunswick University, Fredericton, New Brunswick.

Cherubini, L. (2011). From policy to practice. Paper presented at the Annual meeting of the Canadian Society for the Study of Education, New Brunswick University, Fredericton, New Brunswick.

Hodson, J., Cherubini,L., & Hodson, E. (2011). Raising the framework: Discussing the relational phase of a longitudinal Aboriginal research study. Paper presented at the World Indigenous Peoples Conference on Education, Cuzco, Peru.

Cherubini, L. (2011). Co-creating knowledge and exploring identity. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, Louisiana.

Cherubini, L. (2011). To be or not to be?: Prospective teacher identity. Poster presented at the Annual Meeting of the American Educational Research Association, New Orleans, Louisiana.

Cherubini, L. (2011). Raising awareness and building capacity: A professional learning community Aboriginal education initiative. [Keynote Address]. Presented at the Hastings Prince Edward District School Board, Belleville, Ontario.

Cherubini, L. (2011). Multiculturalism, schools and Foucault: An examination of Ontario educational policy. Paper presented at the Annual Meeting of The American Association of Behavioral and Social Sciences, Las Vegas, Nevada.

Cherubini, L., & Barrett, J. (2011). Equity and inclusive education: Biases and barriers of Ontario policy. Paper presented at the Annual Meeting of The American Association of Behavioral and Social Sciences, Las Vegas, Nevada.

Cherubini, L. , Trudeau, L., McGean, S., & Hodson, J. (2010). Enacting policy into practice: An examination of Aboriginal student experience in public schools. Presented at the annual meeting of the Canadian Society for the Study of Education, Concordia University, Montreal, Quebec.

Gojmerac, A., & Cherubini, L. (2010). A model of teacher development: Self-affirming professional capacities. Presented at the annual meeting of the Canadian Society for the Study of Education, Concordia University, Montreal, Quebec.

Trudeau, L., McGean, S., & Cherubini, L. (2010). Reflective waters: Young Aboriginal women living and changing history. Presented at the annual meeting of the Canadian Society for the Study of Education, Concordia University, Montreal, Quebec.

Cherubini, L. (2010). Teacher and principal awareness of Aboriginal students' bi-epistemic needs: The impact of educational policy in Ontario, Canada. Presented at the annual meeting of the American Educational Research Association, Denver, Colorado.

Cherubini, L., & Hodson, J. (2010). Advancing sustainable development: The impact of educational policy on Aboriginal communities in Northern Ontario, Canada. Presented at the annual meeting of the American Educational Research Association, Denver, Colorado.

Cherubini, L. (2010). Reconfiguring the margins: The adaptability of an Aboriginal program in the context of public educational policy in Ontario, Canada. Paper presented at the Hawaii International Conference on Education, Honolulu, Hawaii.

Cherubini, L. (2010). Advancing capacities of northern Ontario communities: A policy analysis. Paper presented at the Annual Meeting of The American Association of Behavioral and Social Sciences, Las Vegas, Nevada.

Cherubini, L. (2010). Case-based pedagogy as a model for professional development. Presented at the International Conference on Teaching Philosophy, Carolina University, South Carolina.

Cherubini, L. (2009). Re-interpreting sustainability: Ministry policy and Aboriginal education in northern Ontario schools. Paper presented at the International Conference on Inspiration and Innovation in Teaching and Teacher Education, Memorial University, St. John's, Newfoundland.

Cherubini, L., Kitchen, J., Hodson, J., & Trudeau, L. (2009). Empowering participants and affirming experience: An Elder’s involvement in a bi-epistemic research study. Paper presented at the Annual Meeting of the Canadian Society for the Study of Education, Ottawa, Ontario.

Kitchen, J., Cherubini, L., Trudeau, L., & Hodson, Ja. (2009). Aboriginal teacher education: Weeding out or developing capacity? Paper presented at the Annual Meeting of the Canadian Society for the Study of Education, Ottawa, Ontario

Harrison, J., Trudeau, L., Cherubini, L., Hodson, J. (2009). Learning from educational narratives. Paper presented at the Annual Meeting of the Canadian Society for the Study of Education, Ottawa, Ontario.

Kitchen, J., Cherubini, L., Hodson, Ja., & Trudeau, L. (2009). New Aboriginal teachers reflect on language and culture in the classroom. Paper presented at the Annual Meeting of the Canadian Society for the Study of Education, Ottawa, Ontario.

Kitchen, J., & Cherubini, L., Trudeau, L., & Hodson, J. (April, 2009). Weeding out or developing capacity? The teacher education experiences of new Aboriginal teachers. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.

Kitchen, J., & Cherubini, L. (April, 2009). Studying Aboriginal People, seeing ourselves differently: A collaborative self-study. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.

Volante, L., & Cherubini, L. (April, 2009). How teachers and school administrators connect large-scale assessment with school improvement planning. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.

Cherubini, L. (February, 2009). Illuminating the shadows. Presented at the 12th Annual Meeting of The American Association of Behavioral and Social Sciences, Las Vegas, Nevada.

Cherubini, L., & Hodson, J. (February, 2009). Educational policy and Aboriginal student achievement in Ontario, Canada. Presented at the 12th Annual Meeting of The American Association of Behavioral and Social Sciences, Las Vegas, Nevada.

Cherubini, L., Kitchen, J., & Engemann, J. (May, 2008). Listening to the voices of new Aboriginal teachers: Transcending conceptual borders and strengthening connections. Paper presented at the Annual Meeting of the Canadian Society for the Study of Education, Vancouver, British Columbia.

Cherubini, L., & Kitchen, J. (May, 2008). Building teacher leadership through a teacher induction institute. Paper presented at the Annual Meeting of the Canadian Society for the Study of Education, Vancouver, British Columbia.

Kitchen, J., & Cherubini, L. (May, 2008). A web of partnerships: Collaboration between a university and a self-regulatory body. Paper presented at the Annual Meeting of the Canadian Society for the Study of Education, Vancouver, British Columbia.

Volante, L., Drake, S., & Cherubini, L. (May, 2008). A comparative analysis of elementary versus secondary teachers' assessment literacy. Paper presented at the Annual Meeting of the Canadian Society for the Study of Education, Vancouver, British Columbia.

Kitchen, J., Cherubini, L., Engemann, J., Goldblatt, P., & Smith, D. (March, 2008). Partners in teacher induction: A collaborative self-study of a partnership between a university and a self-regulatory body for the teaching profession. American Educational Research Association, New York.

Engemann, J., Cherubini, L., Goldblatt, P., Kitchen, J., & Smith, D. (March, 2008). The impact of new teacher-metnor collaboration on new teacher induction case narratives. American Educational Research Association, New York.

Smith, D., Goldblatt, P., Cherubini, L., Engemann, J., & Kitchen, J. (March, 2008). Exploring professional practice with beginning teachers and mentor teachers through narrative inquiry. American Educational Research Association, New York.

Volante, L., Drake, S., & Cherubini, L (March, 2008). Examining the factors that influence admistrative responses to large-scale assessment. American Educational Research Association, New York.

Cherubini, L. (February, 2008). New teachers' perceptions of induction: Insights into principled practices. Presented at the 11th Annual Meeting of The American Association of Behavioral and Social Sciences, Las Vegas, Nevada.

Cherubini, L., Niemczyk, E., & McGean, S. (February, 2008). Wildfire Gathering as case method: An instructive approach to new Aboriginal teacher development. Presented at the 11th Annual Meeting of The American Association of Behavioral and Social Sciences, Las Vegas, Nevada.

Cherubini, L. (February, 2008). A quarter-century of disequilibrium for Aborginal peoples in Canada. Presented at the 11th Annual Meeting of The American Association of Behavioral and Social Sciences, Las Vegas, Nevada.

Gallagher, T., Ciuffetelli Parker, D., Kitchen, J., & Cherubini, L. (July, 2007). Establishing a self-study group in a faculty of education. Paper presented at the International Study Association on Teachers and Teaching, St. Catharines, Ontario.

Cherubini, L. & Kitchen, J. (May, 2007). Using case studies for problem-based learning: A collaborative self study. Paper presented at the Annual Meeting of the Canadian Society for the Study of Education, Saskatoon, Saskatchewan.

Cherubini, L. & Ciuffetelli Parker, D. (May, 2007). Living in the margins of teaching and scholarship: Two professors' program and study in a learning faculty. Paper presented at the Annual Meeting of the Canadian Society for the Study of Education, Saskatoon, Saskatchewan.

Volante, L., Cherubini, L., & Drake, S. (May, 2007). Building assessment literacy within schools: How administrative leaders address this challenge. Paper presented at the Annual Meeting of the Canadian Society for the Study of Education, Saskatoon, Saskatchewan.

Cherubini, L. & Volante, L. (2007). Beginning teacher sustainability: An examination of induction into the profession. Presented at the American Educational Research Association Annual Meeting: Chicago, Illinois.

Kitchen, J. & Cherubini, L. (2007). Using case studies in preservice teacher education: A collaborative self-study. Presented at the American Educational Research Association Annual Meeting: Chicago, Illinois.

Cherubini, L. (2007). A collaborative approach to teacher induction: Building beginning teacher capacity. Presented at the the Association of Teacher Educators Annual Meeting: San Diego, California.

Volante, L., Ciufettelli-Parker, D., Fazio, Z., & Cherubini, L. (2007). Fostering school-university partnerships within teacher education programs. Presented at the the Association of Teacher Educators Annual Meeting: San Diego, California.

Cherubini, L. (2007). The complexities of ethical decision-making: Prospective teachers' critical awareness. Presented at the 10th Annual Meeting of The American Association of Behavioral and Social Sciences, Las Vegas, Nevada.

Cherubini, L., & Kitchen, J. (2007). The collective cogency of professional susceptibility: A content analysis of student-teachers' critical reflections. Presented at the 10th Annual Meeting of The American Association of Behavioral and Social Sciences, Las Vegas, Nevada.

Cherubini, L. (October, 2006). Illuminating principled and ethical leadership in prospective teachers: A discourse analysis of case study research. Presented at the 11th Annual Values and Educational Leadership Conference, Victoria, British Columbia.

Volante, L., & Cherubini, L. (October, 2006). Assessment and leadership in an era of standards-based reform. Presented at the 11th Annual Values and Educational Leadership Conference, Victoria, British Columbia.

Cherubini, L. (June, 2006). Impressions of fabricated discernment: A discourse analysis of beginning teachers. Paper presented at the Ethnographic and Qualitative Research in Education Conference (EQRE), Cedarville University, Ohio.

Cherubini, L. (May, 2006). Like a feather in the wind: An innovative approach to grounded theory research. Paper presented at the annual Meeting of the Canadian Society for the Study of Education (CSSE), Toronto, Ontario.

Cherubini, L., & Ciuffetelli-Parker, D. (May, 2006). Re-conceptualizing program: Two professors’ narrative of their induction into the learning faculty. Paper presented at the annual Meeting of the Canadian Society for the Study of Education (CSSE), Toronto, Ontario.

Cherubini, L. (February, 2006). The emergence of the basic social psychological process: Implications for teacher induction. Paper presented at the American Association of Behavioral Social Sciences Conference (AABSS), Las Vegas, Nevada.

Cherubini, L. (January, 2006). Entry year teachers’ sphere of influence: Honouring the diversity of the student learner. Paper presented at The International Congress for School Effectiveness and Improvement Conference (ICSEI), Fort Lauderdale, Florida.

Cherubini, L. (May, 2005). Demystifying leadership: A re-orientation to teacher induction. Paper presented at the annual Meeting of the Canadian Society for the Study of Education (CSSE), London, Ontario.

Presentations

Cherubini, L. (2016). Director’s Awards. [Keynote Address] Presented at Bishop Ryan Catholic Secondary School Awards Ceremony, Hamilton, Ontario.

Cherubini, L., & Manley-Casimir, M. (February, 2014). The impact of educational policy on Aboriginal youth in northern Ontario schools. Invited poster presentation at the Brock University Research Celebration, Brock University, St. Catharines, Ontario.

Cherubini, L. (March, 2010). A vision of teacher induction in Ontario, Canada. Presented to the Delegation of Administrators from Beijing, China. Brock University, St. Catharines, Ontario.

Cherubini, L., Kitchen, J., Engemann , J., Manley-Casimir, M., Hodson, J., Hodson, J., Niemczyk, E., McGean , S., Trudeau, L., Muir, C., & Shawana, N. (April, 2008). Honouring Aboriginal teachers' voices: Understanding realities and building relationships. Presented at the Faculty of Education Research Colloquium, Brock University, St. Catharines, Ontario.

Cherubini, L., Kitchen., Smith, D., & Goldblatt, P. (May, 2008). Honouring the voices of new teachers and teacher mentors: A unique and collaborative model for teacher induction. Presented at the Ontario Ministry of Education / Faculties of Education Forum. Toronto, Ontario.

Cherubini, L., Kitchen, J., & Engemann, J. (March, 2008). Learning from Experience: Supporting Beginning Teachers and Mentors. Presented at the Ontario Ministry of Education Provincial Teacher Induction Symposium in Toronto, Ontario. The presentation highlighted a model of teacher induction that was a result of a strategic partnership between Brock University, The Ontario College of Teachers, and six publicly-funded school boards from the Golden Horseshoe Learning Consortium. The project included school board supervisory officers, school principals, New Teacher Induction Program coordinators, and most significantly, new and mentor teachers, and represented the eclectic expertise of all those engaged in the conversations regarding effective induction practices. The project produced a Resource Publication to serve as a framework for school boards to provide opportunities for new and mentor teachers to crystallize the underlying values and ethics of their professional roles and their leadership potential.

The respective Resource Publications are available below:

Cherubini, L., Smith, D., Goldblatt, P., Engemann, J., & Kitchen, J. (2009). Learning from Experience: Supporting Beginning Teachers and Mentors. Facilitator’s Guide. Toronto, ON: OCT Press, 8 pp.
http://www.oct.ca/publications/PDF/induction_booklet1_e.pdf

Engemann, J., Kitchen, J., Cherubini, L., Smith, D., & Goldblatt, P. (2009). Learning from Experience: Supporting Beginning Teachers and Mentors. Using the Case Method in Induction. Toronto, ON: OCT Press, 18 pp.
http://www.oct.ca/publications/PDF/induction_booklet2_e.pdf

Smith, D., Goldblatt, P., Engemann, J., Kitchen, J., & Cherubini, L. (2009). Learning from Experience: Supporting Beginning Teachers and Mentors. Exploring Professional Practice through Vignettes. Toronto, ON: OCT Press, 24 pp.
http://www.oct.ca/publications/PDF/induction_booklet3_e.pdf

Goldblatt, P., Engemann, J., Kitchen, J., Cherubini, L., Smith, D. (2009). Learning from Experience: Supporting Beginning Teachers and Mentors. Implementing a Professional Learning Session. Toronto, ON: OCT Press, 8 pp.
http://www.oct.ca/publications/PDF/induction_booklet4_e.pdf

Kitchen, J., Cherubini, L., Smith, D., Goldblatt, P., & Engemann, J. (2009). Learning from Experience: Supporting Beginning Teachers and Mentors. Research Summary. Toronto, ON: OCT Press, 10 pp.
http://www.oct.ca/publications/PDF/induction_booklet5_e.pdf

Bi lingual editions are also available :

Cherubini, L., Smith, D., Goldblatt, P., Engemann, J., & Kitchen, J. (2009). Apprenant à travers l’expérience: prêter l’appui aux nouveaux enseignants et conseillers. Guide pour les facilitateurs. Toronto, ON : OCT Press, 8 pp.

Engemann, J., Kitchen, J., Cherubini, L., Smith, D., & Goldblatt, P. (2009). Apprenant à travers l’expérience: prêter l’appui aux nouveaux enseignants et conseillers. Utliser la méthode des cas pour l’intégration. Toronto, ON: OCT Press, 18 pp.

Smith, D., Goldblatt, P., Engemann, J., Kitchen, J., & Cherubini, L.. (2009). Apprenant à travers l’expérience: prêter l’appui aux nouveaux enseignants et conseillers. Explorer l’expérience professionnelle par vignettes. Toronto, ON : OCT Press, 24 pp.

Goldblatt, P., Engemann, J., Kitchen, J., Cherubini, L., Smith, D. (2009). Apprenant à travers l’expérience: prêter l’appui aux nouveaux enseignants et conseillers. Mettre en œuvre une séance d’apprentissage professionnelle. Toronto, ON : OCT Press, 8 pp.

Kitchen, J., Cherubini, L., Smith, D., Goldblatt, P., & Engemann, J. (2009). Apprenant à travers l’expérience: prêter l’appui aux nouveaux enseignants et conseillers. Résumé des recherches. Toronto, ON : OCT Press, 10 pp.

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Cherubini, L., & Goldblatt, P. (November, 2006). Case study for teacher induction project: Partnership between Brock University, the Ontario College of Teachers, and District School Boards. Presented at Teacher Induction, Mentoring and Renewal Conference, Toronto, Ontario.

Engemann, J., & Cherubini, L. (November, 2006). Teacher induction programs: Impact on teacher efficacy and professional practice. Presented at Teacher Induction, Mentoring and Renewal Conference, Toronto, Ontario.

Cherubini, L. (February, 2005). Teacher induction and the standards of practice: An examination of the image of beginning teachers. Presented to The Standards of Practice Division of The Ontario College of Teachers, Toronto, Ontario.

Cherubini, L. (July, 2004). Standards of practice for the teaching profession: Illuminating the standards through cases. Presented with Ontario College of Teachers, York University, Toronto, Ontario.

Cherubini, L. (April, 2001). An investigation of student achievement as a valid predictor of attendance and self-esteem. York University, Toronto, Ontario.

Cherubini, L. (August, 1996). The relationship between reading and writing levels and student achievement: An examination of external standardized assessments. Glendale, California.

Participation in Non-Refereed Conferences:

Cherubini, L. (2015). National Council of Teachers of English. Responsibility, creativity, and the arts of language. Minneapolis, Minnesota.

Cherubini, L. (2015). Cape Cod Writer's Conference. A conference of the Cape Cod Writers Center (CCWC), Osterville, Massachusetts.