Barrett, S. E. (2024). Ubuntu at a distance: Online assessment for care, justice, and community. In P. Seitz & S. L. Hill (Eds.), Assessment of online learners : foundations and applications for teacher education (First edition. ed., pp. 330-346). Routledge, Taylor & Francis Group.
Barrett, S. E. (2022). Educational borderlands: Teachers’ experiences and intentions crossing borders into a high status school subject. In S. N. Dlamini & A. Stienen (Eds.), Spatialized injustice in the contemporary city: Protesting as public pedagogy (pp. 189-210). Routledge/Taylor and Francis.
Barrett, S. E. (2021). Maintaining equitable and inclusive classroom communities online during the COVID-19 pandemic. Journal of Teaching and Learning, 15(2), 102-116.
Campigotto, R., Barrett, S. E., & McRae, R. (2021). Understanding and developing food pedagogies in Ontario pre-service education. Canadian Food Studies. 8(4), 161-183.
Barrett, S. (2021). Emergency Distance Learning during the COVID-19 Pandemic: Final Report.
Barrett, S. E. & C. E. James (2018). Teacher stories of teaching for social justice in a marginalized community. In S. Singer and M. J. Harkins (Eds), Educators on diversity, social justice and schooling: A reader (178-193). Canadian Scholars/Women’s Press.
Campigotto, R., & Barrett, S. E. (2017). Addressing the challenges of being a teacher activitist: A phenomenological study of pre-service teachers who are passionate about environmental education. Canadian Journal of Environmental Education, 22, 42-57.
Hoeg, D., & Barrett, S. E. (2016). Science teacher preparation for environmental education: Tensions and complementarities. In D. D. Karrow, M. DiGiuseppe, P. Elliott, Y. Gwekwerere, & H. Inwood (Eds.), Canadian perspectives on initial teacher environmental education praxis (35-66). Canadian Association for Teacher Education (CATE).
Barkaoui, K., Barrett, S.E., Samaroo, Julia, Dahya, Negin, Aldina, Shahnaaz, James, C.E. (2015). Teachers’ conceptions of student engagement in learning: The case of three urban schools. Alberta Journal of Educational Research, 61(1), 80-99.
Barrett, S. E. (2015). The impact of religious beliefs on professional ethics: A case study of a new teacher. Canadian Journal of Education, 38(3), 1-21.
James, C. E., Barrett, S., Barkaoui, K., Dippo, D., Ford, D., & Gormley, L. (2014). School and community engaged education (S.C.E.E.): Final Report: York Centre for Education in Community, York University, Faculty of Education.
