Burns, D. P. (2020) New dimensions of practice: A refresh: Articulating competencies for school district leaders in British Columbia. Vancouver, BC: British Columbia School Superintendents Association.
Burns, D. P., Goldin, A., Gonzalez Biagi, A. & Lopes, L. (2020). Augmenting grades with competencies: Examples from the Surrey Portfolio Pathway Partnership. Transformative Dialogues, 13(2), 17-36.
Butler, J., Burns, D. P., & Robson, C. (2020). Dodgeball: Inadvertently teaching oppression in physical and health education. European Physical Education Review, 1356336X20915936
Goldin, A. & Burns, D.P. (2019). It’s only logical: Faculty representation on university senates. Philosophical Inquiry in Education, 26(1), 88-91.
Burns, D. P., Goldin, A., Gonzales Biagi, A., & Lopes, N. (2019). The Surrey Portfolio Pathway Partnership: Stepping into the future of assessment and post-secondary admission. Education Canada, 59(1), 14-17.
Burns, D. P. (2018). Competency-driven admission policy: Conclusions from the Surrey Portfolio Pathway Partnership. Surrey, British Columbia, Canada: Kwantlen Open Resource Access.
Herriot, L., Yeung, B., & Burns, D. P. (2017). Contested spaces: Trans-inclusive school policies and parental sovereignty in Canada, Gender and Education, 18p
Burns, D. P., & Goldin, A. (2017). Undergraduate research experiences in the liberal arts: The case of parent advisory councils. Transformative Dialogues, 10(1), 1-9.
Burns, D.P. (2016, April). SPOC: To boldly go where no course has gone before. Times Higher Education, 2(252), 28.
Hickinbottom-Brawn, S. & Burns, D. P. (2015). Risking disengagement through marketplace ideals. Canadian Journal of Higher Education, 45(2) 154-167.
Mirriahi, N., Vaid, B. S., Burns, D. P. (2015). Meeting the challenge of providing flexible learning opportunities: Considerations for technology adoption amongst academic staff. Canadian Journal of Learning and Technology, 41(1), 1-16.
Burns, D. P. & Schmidt, M. (2015). Review of Science Teaching: The Contribution of History and Philosophy of Science (20th anniversary revised and expanded edition). Theory and Research in Education, 13, 330-332.
Boulay, N., Yeung, B., Leung, C., & Burns, D.P. (2014). LGBTQ role models and curricular controversy in Canada: A student symposium. Paideusis: International Journal in Philosophy of Education, 22(1), 19-27.
Burns, D. P. (2014). Review of Philosophy of Education: Introductory Readings (4th edition). Paideusis: International Journal in Philosophy of Education, 22(1), 118-119.
Burns, D. P., Leung, C., & Yeung, B. (2014). Do as we say, not as we do: The nature of environmental education. Antistasis, 4(2), 1-4.
Phillips, L. M., Norris, S. P., & Burns, D. P. (2014). Conceptions of scientific literacy: Identifying and evaluating their programmatic elements. In M. Mathews (Ed.), The Springer handbook of historical and philosophical research in science and mathematics education. Dordrecht, The Netherlands: Springer.
Burns, D. P., & Norris, S. P. (2013). Environmental education, student autonomy, and the non-idolization of science. Paideusis: International Journal in Philosophy of Education. 21(1), 49-50.
Burns, D. P., Chahal, T. (2013). The seminar: A review of pedagogical best practices. Curriculum Committee of the Faculty of Arts, Kwantlen Polytechnic University. 22p.
Burns, D. P., & Norris, S. P. (2012). Activist environmental education and moral philosophy. Canadian Journal for Science, Mathematics and Technology Education, 12(4), 380-393.
Burns, D. P., Leung, C., Parsons, L., Singh, G., & Yeung, B. (2012). Limitations of the case study approach to pedagogical ethics education. Transformative Dialogues, 6(1), 1-10.
Rathbone, A., & Burns, D. P. (2012). Narrative and science education: Building links to students’ lives using story. Transformative Dialogues, 5(3), 1-8.
Burns, D. P., & Burns, A. M. (2011). Moral education’s normative and empirical dimensions: A reflection through examples. Embrace the Spirit (Alberta Teachers Association), 13(2), 8-13.
Burns, D. P. (2011). “Akrasia,” “cosmopolitan education,” “non-expansive character education,” “expansive character education.” In W. Collins & N. P. Obrien (Eds.) Greenwood Dictionary of Education (2nd ed.). Westport, CT: Greenwood Press.
Burns, D. P., & Vaid, B. S. (2010). Finding the good in gaming violence. Journal of Curriculum and Pedagogy, 7(2), 42-45
Burns, D. P., & Rathbone, A. (2010). The relationship of narrative, virtue education and an ethic of care in teaching practice. In Education, 16(2), 16p.
Newton, P., Burgess, D., & Burns, D. P. (2010). Models in educational administration: Revisiting Willower’s “theoretically oriented” critique. Educational Management, Administration and Leadership, 38(5), 578-590. *This paper was runner up for the Educational Management, Administration and Leadership Paper of the Year Award, 2010.
Burns, D. P., Chinnery, A., Ruitenberg, C. W., & Waddington, D. I. (2010). Taking on the traditions in philosophy of education: A symposium. Paideusis: International Journal In Philosophy of Education, 18(2), 3-18.
Burns, D. P., & Norris, S. P. (2009). Open-minded environmental education in the science classroom. Paideusis: International Journal in Philosophy of Education, 18(1), 35-43.
Burns, D. P. (2008). Normative analysis and moral education: How may we judge?. Paideusis: International Journal in Philosophy of Education, 17(2), 17-26.
Kachur, J. L., with Burns, D. P., et al. (2008). The decline of the myopic American imperial project, the ‘Great Experiment’ for education, and a conversation beyond the boundaries. Globalisation, Societies and Education, 6(4), 367-408.