Mitton-Kükner, J. & Murray Orr, A. (2018). Pedagogies of pace: Temporal insights into Canadian pre-service teachers’ pedagogical decision-making. International Journal of Educational Research, 90, 32-42. doi: https://doi.org/10.1016/j.ijer.2018.05.005
Mitton-Kükner, J. & Murray Orr, A. (2018). A Multi-Year Study of Pre-Service Teachers’ Literacy Practices in the Content Areas: Time Epistemologies and Indicators of Stasis and Growth. Pedagogies: An International Journal. doi: 10.1080/1554480X.2017.1376670
Tompkins, J. Kearns, L. & Mitton-Kükner, J. (2017). Teacher candidates as lgbtq allies and social justice advocates through curricular action. McGill Journal of Education, 52(3),677-698.
Murray Orr, A. & Mitton-Kükner, J. (2017). An Exploratory Case Study of One Early Career Teacher’s Evolving Teaching Practice in Northern Canada. McGill Journal of Education, 52(1), 71-92.
Ciuffetelli Parker, D., Murray Orr, A., Mitton-Kükner, J., Griffin, S., & Pushor, D. (2017). Problematizing Complexities and Pedagogy in Teacher Education Programs: Enacting Knowledge in a Narrative Inquiry Teacher Education Discourse Community. Canadian Journal of Education, 40(2), 1-30.
Murray Orr, A. & Mitton-Kükner, J. (in press). A case study of early career teachers’ evolving content area literacy practices. in education, 23(2), 71-86.
Kearns, L. & Mitton-Kükner, J., & Tompkins, J. (2017) Transphobia and cis-gender privilege: Pre-service teachers recognizing and challenging gender rigidity in schools. Canadian Journal of Education, 40(1).
Michael, H. & Mitton-Kükner, J. (2016, delayed release 2017). Delving into Female Adolescents Leadership Experiences in the Midst of Leading Service Learning Engagements: A Qualitative Case Study. Alberta Journal of Education 62(4), 1-16.
Mitton-Kükner, J. & Murray Orr, A. (2016). Three exploratory Canadian case studies of early career teachers: Developing literacies as emerging pedagogies in the content areas. In M. Hirschkorn & J. Mueller (Eds.), What should Canada’s teachers know? Teacher capacities: Knowledge, beliefs and skills. Ottawa, On: Canadian Association for Teacher Education. Available at https://drive.google.com/file/d/0B36OcipMmoPbTdia2hrN1F5RjQ/view
Mitton Kukner, J. (2015). Time constraints experienced by female teacher researchers in Canada and Turkey: Challenges to developing an autonomous professional learning mindset. Professional Development in Education, 42(4), 628-646. doi: 10.1080/19415257.2015.1073607.
Mitton Kukner, J. (2015). Problematizing the benefits and challenges of teacher research: Burrowing into female teachers’ temporal constraints experienced in the midst of the research process. LEARNing Landscapes, 8(2), 261-283.
Mitton Kukner, J. Munroe, E., & Graham, D. (2015). The challenge of differing perspectives surrounding grades in the assessment education of pre-service teachers. Canadian Journal of Higher Education. 45(4), 322-342.
Mitton Kukner, J., & Murray Orr, A. (2015). Inquiring into pre-service content area teachers’ development of literacy practices and pedagogical content knowledge. Australian Journal of Teacher Education, 40(5), 41-60. Available at http://ro.ecu.edu.au/ajte/vol40/iss5/3
Mitton Kukner, J., Kearns, L., & Tompkins, J. (2015). Pre-Service educators and anti-oppressive pedagogy: Interrupting and challenging lgbtq oppression in schools. Asia-Pacific Journal of Teacher Education, 1-15. doi: 10.1080/1359866X.2015.1020047
Murray Orr, A. & Mitton Kukner, J. (2015). Fostering a creativity mindset in content area pre-service teachers through their use of literacy strategies. Thinking Skills and Creativity, 16, 69-79. doi: 10.1016/j.tsc.2015.02.003
Munroe, E., Mitton Kukner J., & Graham, D. (2015). Inquiring into the assessment education of preservice teachers: A collaborative self-study of teacher educators’ classroom Assessment Practices. in education, 21(2),110-126
Mitton Kukner, J., & Murray Orr, A. (2014). Making the invisible of learning visible: Pre-service teachers identify connections between the use of literacy strategies and their content area assessment practices. Alberta Journal of Educational Research, 60(2), 403-419.
Mitton Kukner, J. (2014). Seeking time within time: Exploring the temporal constraints of women teachers’ experiences as graduate students and novice researchers. McGill Journal of Education, 49(2), 459-478.
Kearns, L.L., Mitton Kukner, J., & Tompkins, J. (2014). LGBTQ awareness and allies: Building capacity in a bachelor of education program. Canadian Journal of Education, 37(4), 1-26.
Murray Orr, A., Mitton Kukner, J., & Timmons, D.J. (2014). Fostering literacy practices in secondary science and mathematics courses: Pre-service teachers’ pedagogical content knowledge. Language and Literacy, 16(1), 91-110.
Kearns, L.L., Mitton Kukner, J., & Tompkins, J. (2014). Building LGBTQ awareness and allies in our teacher education community and beyond. Collected Essays on Learning and Teaching (CELT), 7(1). Available at http://celt.uwindsor.ca/ojs/leddy/index.php/CELT/article/view/3980
Mitton Kükner, J. (2013). Emerging critical literacy in teachers as novice researchers. Australian Journal of Teacher Education, 38(3), 1-26.
Available at: http://ro.ecu.edu.au/ajte/vol38/iss3/1.
Mitton Kükner, J. & Akyüz,Ç. (2012). Burrowing into the reciprocal learning collaboration of two instructors in an English medium university in Turkey. Teacher Development: An International Journal of Teachers’ Development, 16 (4), 425-442.
Mitton Kükner, J. & Murray Orr, A. (2012). Pre-Service teachers’ development of literacy practices in science, math, and social studies. Antistasis 2 (2), 32-34.
Mitton Kükner, J., Nelson, C, & Desrochers, C. (2010). Narrative inquiry in service learning contexts: Possibilities for learning about diversity in teacher education. Teaching and Teacher Education, 26, 1162-1169.
Book Reviews
Mitton-Kükner, J. (2015). Review of the book: Texting Toward Utopia: Kids, Writing, and Resistance. Teachers College Record. http://www.tcrecord.org ID Number:18255.
Mitton-Kükner, J. & Murray Orr, A. (2013). Review of the book: Narrative Inquiries into Curriculum Making in Teacher Education. Teachers and Teaching: Theory into Practice.
In press:
Tompkins, J. Kearns, L. & Mitton-Kükner, J. (in press). Teacher candidates as LGBTQ allies and social justice advocates through curricular action. McGill Journal of Education.
Under Review
Mitton Kükner, J. Gendered intersections of work intensity and professional learning: Viewing female teachers’ responses to research engagement as professional learning’. Teacher Learning & Professional Development.
Mitton Kükner, J. & Michael, H. An inquiry into adolescents’ experiences with cognitively demanding writing: Time investment and the importance of authenticity. Language & Literacy.
