Selected Publications


Beach, P., Favret, E., & Minuk, A. (in press). Exploring teachers’ cognitive processes and web-based actions during a series of self-directed online learning sessions. International Journal of E-Learning & Distance Education.

Beach, P., Minuk, A., & Favret, E. (under review). Online teacher professional development in Canada: A review of the literature. Canadian Journal of Learning and Technology.

McConnel, J., & Beach, P. (under review). “I’m not the only writer in the room”: A framework for confident writing classrooms. Language and Literacy.

Beach, P., Henderson, G., McConnel, J. (2021). Elementary teachers’ cognitive processes and metacognitive strategies during self-directed online learning. Teachers and Teaching. https://www.tandfonline.com/eprint/F93HR6DC23WSWI5XMQGZ/full?target=10.1080/13540602.2020.1863206

McConnel, J., & Beach, P. (2020). Co-creating confident writing classrooms: A framework for teachers. Writers Who Care. https://writerswhocare.wordpress.com/2020/10/26/co-creating-confident-writing-classrooms-a-framework-for-teachers/

Hagerman, M., Beach, P., Cotnam Kappel, M., & Hébert, C. (2020). Multiple Perspectives on Digital Literacies Methods in Canada. Special Issue on Teacher Education, International Journal of E-Learning and Distance Education, 35(1). http://www.ijede.ca/index.php/jde/article/view/1159

Beach, P. (2020). Planning for literacy instruction: An evaluation of online resources used by preservice teachers. Contemporary Issues in Technology and Teacher Education (English).

Bolden, B., & Beach, P. (2020). Integrating music and literacy: Applying music concepts to support prosody and reading fluency. General Music Today. https://doi.org/10.1177%2F1048371320926603

Beach, P., McConnel, J., & Mendes, B. (2020). Unpacking the code: Exploring teachers’ professional development in reading. Proceedings of the Canadian Society for the Study of Education Conference, Journal of the Canadian Association for Curriculum Studies. https://jcacs.journals.yorku.ca/index.php/jcacs/article/view/40480

Henderson, G., Beach, P., Sun, L., & McConnel, J. (2020). Does the content of financial literacy education resources vary based on who made or paid for them? Citizenship, Social and Economics Education. https://doi.org/10.1177/2047173420961031

Beach, P., Kirby, J., McDonald, P., & McConnel, J. (2019). Multimedia learning in teacher education: An eye tracking study. Canadian Journal of Education, 42(4), 1022-1058. https://journals.sfu.ca/cje/index.php/cje-rce/article/view/3919

Cleovoulou, Y., & Beach, P. (2019). Teaching critical literacy in inquiry-based classrooms: Teachers’ understanding of practice and pedagogy. Teaching and Teacher Education, 83, 188-198.

Beach, P., & Bolden, B. (2019). Word painting: A creative way to enhance vocabulary. The Reading Teacher, 72(6), 750-754.

Beach, P., & McConnel, J. (2019). Eye tracking methodology for studying teacher learning: A review of the research. International Journal of Research & Method in Education, 42(5), 485-501. https://www.tandfonline.com/doi/full/10.1080/1743727X.2018.1496415

Beach, P., & Bolden, B. (2018). Music education meets critical literacy: A framework for guiding music listening. Music Educators Journal, 105(2), 43-50.

Beach, P., McDonald, P., McConnel, J., & Kirby, J. (2018). Investigating how teachers interact with a visual model of reading development: An eye‐tracking study. Journal of Eye Movement Research, 5(11), 21. https://doi.org/10.16910/jemr.11.5

Beach, P., Martinussen, R., Poliszczuk, D., & Willows, D. (2018). A window into the classroom: Examining the use of virtual classrooms in teacher education. Contemporary Issues in Technology and Teacher Education, 18(3), 578-600.

Beach, P. (2018). Examining elementary teachers’ use of online learning environments: An exploratory study. Journal of Research on Technology in Education, 50(1), 34-47. http://dx.doi.org/10.1080/15391523.2017.1383216

Beach, P. (2017). Self-directed online learning: A theoretical model for understanding elementary teachers’ online learning experiences. Teaching and Teacher Education, 61, 60-72. https://doi.org/10.1016/j.tate.2016.10.007

Beach, P., & Willows, D. (2017). Understanding teachers’ cognitive processes during online professional learning: A methodological comparison. Online Learning, 21(1), 60-84. http://dx.doi.org/10.24059/olj.v21i1.949

Beach, P., & Cleovoulou, Y. (2014). An inquiry-based approach to critical literacy: Pedagogical nuances of a second grade classroom. Alberta Journal of Educational Research, 60(1), 161-181. https://ajer.journalhosting.ucalgary.ca/index.php/ajer/article/view/1267/1151

Beach, P., & Willows, D. (2014). Investigating teachers’ exploration of a professional development website: An innovative approach to understanding the factors that motivate teachers to use Internet-based resources. Canadian Journal of Learning and Technology, 40(3). http://dx.doi.org/10.21432/T2RP47  


Recent Presentations


Beach, P., Favret, E., Minuk, A., & Martinussen, R. (June, 2021). Canadian teachers’ perceptions of online professional development. Annual Conference of the Canadian Society for the Study of Education, Virtual Meeting.

Minuk, A., Beach, P., & Favret, E. (June 2021). Using time-sampling to analyze and understand teachers’ self-directed online learning: A case study. Annual Conference of the Canadian Society for the Study of Education, Virtual Meeting.

Favret, E., Beach, P., & Minuk, A. (June 2021). A case study of a teacher’s thought processes during self-directed online learning: The benefits and challenges of the virtual revisit think aloud. Annual Conference of the Canadian Society for the Study of Education, Virtual Meeting.

Beach, P., Minuk, A., & Favret, E. (April 2021). Exploring teachers’ thought processes and web-based actions during a series of self-directed online learning sessions. Paper presentation for the American Educational Research Association Annual Conference, Virtual Meeting.

Beach, P., McConnel, J., & Mendes, B. (July, 2020). Examining the transformative power of professional learning on teachers’ perceptions of reading development, disabilities, and instruction: An exploratory study. Society of Scientific Studies of Reading, Newport Beach, California. (Cancelled due to COVID-19).

Beach, P., McConnel, J., & Mendes, B. (June, 2020). Unpacking the code: Exploring teachers’ professional development in reading. Annual Conference of the Canadian Society for the Study of Education, London, Ontario. (Cancelled due to COVID-19).

Schira Hagerman, M., Beach, P., Cotnam-Kappel, M., & Hébert, C. (June, 2020). Technologies, literacies and education: Multiple perspectives on methods. Symposium presentation, Annual Conference of the Canadian Society for the Study of Education, London, Ontario. (Cancelled due to COVID-19).

Beach, P., McConnel, J., & Henderson, G. (April, 2020). Elementary teachers’ cognitive processes and metacognitive strategies during self-directed online learning. American Educational Research Association Annual Conference, San Francisco, California. (Cancelled due to COVID-19).

Beach, P., Kirby, J., McDonald, P., & McConnel, J. (July, 2019). Examining how teachers study a multimedia model of reading development: Do eye movement patterns affect what teachers learn? Annual Conference of the Society of Scientific Studies of Reading, Toronto, Ontario.

Beach, P. (April, 2019). Planning for literacy instruction: An evaluation of online resources used by preservice teachers. American Educational Research Association Annual Conference, Toronto, Ontario.

Beach, P., McDonald, P., Kirby, & McConnel, J. (August, 2018). Investigating how teachers interact with a visual model of reading development: An eye-tracking study. Scandinavian Workshop on Applied Eye Tracking, Frederiksberg, Denmark.

Beach., P., & Willows, D. (July, 2018). Virtual classroom tours in literacy education coursework: Bridging the gap between coursework and field experiences. International Literacy Association Annual Conference, Austin, Texas.

Beach, P., & Mietzger, C. (May, 2018). Self-directed online learning and literacy instruction: Pre-service teachers’ self-perceptions. Canadian Society for the Study of Education, Regina Saskatchewan.

Cleovoulou, Y., & Beach, P. (May, 2018). Critical literacy in inquiry-based classrooms: Teachers’ practices and pedagogies. Canadian Society for the Study of Education, Regina, Saskatchewan.

Beach, P., & Willows, D. (April, 2018). Self-directed online learners’ use of a professional development website: The power of web analytics. American Educational Research Association Annual Conference, New York, New York.

Beach, P., & Martinussen, R. (May, 2017). A window into the classroom: Examining the use of virtual classrooms in teacher education. Canadian Society for the Study of Education, Toronto, Ontario.

Beach, P. (April, 2017). Elementary teachers’ use of the internet for literacy instruction and professional learning. American Educational Research Association Annual Conference, San Antonio, Texas.

Beach, P. (April, 2016). Online decision-making and web-based actions: How does the think aloud methodology affect website engagement? American Educational Research Association Annual Conference, Washington, D.C.

Beach, P. (April, 2016). Self-directed online learning: A theoretical model for understanding elementary teachers’ online learning experiences. American Educational Research Association Annual Conference, Washington, D.C.

Maya Beristain, C., Beach, P., Bryant, K., & Uppal, T., (February, 2016). Making instructional recommendations “come alive” using a powerful literacy website. National Association of School Psychologists, New Orleans, Louisiana.

P. Beach. (April, 2015). Understanding teachers’ cognitive processes as they use an online professional development website: A methodological comparison. American Educational Research Association Annual Conference, Chicago, Illinois.

Maya, C., & Beach, P. (April, 2015). Effective instruction for struggling students. Workshop presented at the 20th Anniversary for the Love of Literacy Conference, Burlington, Ontario.        

Beach, P., & Cleovoulou, Y. (May, 2014). Instructional practices of critical literacy within an inquiry-based learning environment. Canadian Society for the Study of Education, St. Catharines, Ontario.

Cleovoulou, Y., & Beach, P. (May, 2014). Teachers’ critical literacy practices in the early years classroom. Canadian Society for the Study of Education, St. Catharines, Ontario.

Beach, P. (February, 2014). Virtual classroom visits in teacher education: An innovative and motivating approach to teaching and learning. Ontario Teachers Federation/Ontario Association of Deans of Education Conference: Creating Circles of Hope in Teacher Education, Toronto, Ontario.