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(1 - 9 of 9)

: Sex and gender-based analysis in pharmacy practice research: a scoping review
: McCarthy, Lisa, Milne, Emily, Waite, Nancy, Cooke, Martin, Cook, Katie, Feng, Chang, Sproule, Beth
: 2016

: Implementing Indigenous education policy directives in Ontario Public Schools: experiences, challenges and successful practices
: Milne, Emily
: 2017

: 'I have the worst fear of teachers': moments of inclusion and exclusion in family/school relationships among indigenous families in southern Ontario
: Milne, Emily
: 2016

: Schools, cultural mobility and social reproduction: the case of progressive discipline
: Milne, Emily, Aurini, Janice
: 2015

: Les effets des programmes d’été de littératie : les théories d’opportunités d’apprentissage et les élèves 'non-traditionnels' dans les écoles Ontariennes Francophones. [The effects of summer literacy programs: learning opportunity theory and 'non-traditional' students in Ontario French language schools]
: Davies, Scott, Aurini, Janice, Milne, Emily, Jean-Pierre, Johanne
: 2015

: The institutionalization of symbolic interactionism in Canadian sociology, 1992-1979: success at what cost?
: Helmes-Hayes, Richard, Milne, Emily
: 2017

: Sex and gender-based analysis in pharmacy practice research: a scoping review
: Milne, Emily
: 2016

: A tale of two policies: the case of school discipline in an Ontario school board
: Milne, Emily, Aurini, Janice
: 2017

: Incorporating sex, gender and vulnerable populations in a large multisite health research programme: the Ontario Pharmacy Evidence Network as a case study
: Cooke, Martin, Waite, Nancy, Cook, Katie, Milne, Emily, Chang, Feng, McCarthy, Lisa, Sproule, Beth
: 2017