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INSPIRING EDUCATION | oise.utoronto.ca
University of Toronto, Ontario Institute for Studies in Education, SMT Centre
University of Toronto, Ontario Institute for Studies in Education, SMT Centre
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Peruse our faculty members' academic histories, course offerings, professional activities, recent publications, as well as recently funded grants, contracts, and awards:

Larry Bencze
Clare Brett
Rina Cohen
Indigo Esmonde
Wanja Gitari
Gila Hanna
Jim Hewitt
Ron Lancaster
Cathy Marks Krpan
Douglas McDougall
Erminia Pedretti
John Percy
Jim Slotta
John Wallace

John Wallace
Professor Emeritus

phone: (416) 978-0085
email: j.wallace@utoronto.ca  

Curriculum Vitae


Representative Publications


Rennie, L., Venville, G. & Wallace, J. (2012). Knowledge that counts in a global community: Exploring the contribution of integrated curriculum. London: Routledge.

Rennie, L., Venville, G. & Wallace, J. (Eds.) (2012). Integrating science, technology, engineering and mathematics: Issues, reflections and ways forward. New York: Routledge.

Taylor, P. & Wallace, J. (Eds.). (2007). Contemporary qualitative research: Exemplars for science, mathematics and technology educators. Dortrecht, The Netherlands: Springer.


Wallace, J. & Loughran, J. (2012). Science teacher learning. In B. Fraser, K. Tobin, & C. McRobbie (Eds.), Second international handbook of research in science education (Vol. 1, pp. 295-306). Dortrecht, The Netherlands: Springer.

Venville, G., Rennie, L. & Wallace, J. (2012). Curriculum integration: Challenging the assumption of school science as powerful knowledge. In B. Fraser, K. Tobin, & C. McRobbie (Eds.), Second international handbook of research in science education (Vol. 2, pp. 737-749). Dortrecht, The Netherlands: Springer.

Wallace, J. & Mulholland, J. (2012). A multi-metaphorical model for teacher knowledge and teacher learning. In M. Kooy & K. van Veen (Eds.), Teacher learning that matters: International perspectives (pp. 64-79). London: Routledge.

Wallace, J, Venville, G. & Rennie, L. (2010). Integrated curriculum. In D. Pendergast & N. Bahr (Eds). Teaching middle years: Rethinking curriculum, pedagogy and assessment (2nd ed.) (pp. 188-204). Sydney, NSW: Allen & Unwin.


Mulholland, J. & Wallace, J. (2012). A decade of dedication: Giving, giving, giving… and giving up teaching. Canadian Journal of Education, 35(4), 225-251.

Rennie, L., Venville, G. & Wallace, J. (2011). Learning science in an integrated classroom: Finding balance through theoretical triangulation. Journal of Curriculum Studies, 43(2), 139-162.

Venville, G., Sheffield, R., Rennie. L., & Wallace, J. (2008). The writing on the wall: Classroom context, curriculum implementation, and student learning in integrated, community-based projects. Journal of Research in Science Teaching, 45(8), 857-880.

Mulholland, J. & Wallace, J. (2008). Computer, craft, complexity and change: Explorations into science teacher knowledge. Studies in Science Education, 44(1), 41-62

Melville, W. & Wallace. J. (2007). Metaphorical duality: High school subject departments as both communities and organizations. Teaching and Teacher Education, 23(7), 1193-1205.

Wallace, J., Sheffield, R., Rennie, L . & Venville, L. (2007). Looking back, looking forward: Re-searching the conditions for integration in the middle years of schooling. Australian Educational Researcher, 34(2), 29-49.



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