Books
DeLuca, C., Willis, J., Harrison, C., Cowie, B., & Coombs, A. (2023). Learning to assess: Cultivating assessment capacity in teacher education. Singapore: Springer.
Wearing, J., DeLuca, C., & MacGregor, S. (in preparation). The Prosperous PhD: Advice from 100 of the World’s Top Supervisors.
DeLuca, C., Willis, J., Harrison, C., Cowie, B., & Coombs, A. (under contract/expected 2023). Learning to assess: Cultivating assessment capacity in teacher education. Singapore: Springer.
Wearing, J., Ingersoll, M., DeLuca, C., Bolden, B., Ogden, H., & Christou, T. (Eds.) (2020). Key concepts in curriculum studies: Perspectives on the fundamentals. New York, NY: Routledge.
DeLuca, C., & Johnson, S. (Ed.). (2018). Developing Teachers’ Assessment Capacity. London, UK: Routledge.
Kubler, J., & DeLuca, C. (2006). Trends in academic recruitment and retention: A Commonwealth perspective. London, UK: Association of Commonwealth Universities. ISBN: 0-85143-196-8.
Book Chapters
Wickstrom, H., DeLuca, C., & Pyle, A. (2024). The role of play and assessment in mathematics development of early years learners. In Colgan, L., & Youmans, S. (Eds). Beyond 1, 2, 3: Early Mathematics Education in Canada. Canada Scholars.
Holden, M., DeLuca, C., MacGregor, S., & Cooper, A. (2024). Adapting classroom assessment practices for online learning: Lessons learned from secondary school teachers in the early days of COVID-19. In Seitz, P., & Hill, L., (Eds.), Assessment of Online Learners. New York, NY: Routledge.
DeLuca C. (2021) Provocation 1: Towards More Radical Assessment Systems. In: Wyatt-Smith C., Adie L., Nuttall J. (eds) Teaching Performance Assessments as a Cultural Disruptor in Initial Teacher Education. Teacher Education, Learning Innovation and Accountability. Springer, Singapore.
Godden, L., & DeLuca, C. (in press). Policies to enhance transition into work: A study of Canada. In E. A. Marshall & J. E. Symonds (Eds.), Young Adult Development at the School-to-Work Transition: International Pathways and Processes. Oxford, UK: Oxford University Press.
Christou, T. M., & DeLuca, C. (2019). Towards complex coherence in the field of curriculum studies. In N. Ng-A-Fook, A. Ibrahim, W. F. Pinar, B. Smith, & C. Hebert (Eds.), Understanding the Tasks of Curriculum Theorists: A Global Manifesto (pp. 15-33). Cham, Switzerland: Palgrave Macmillan.
DeLuca, C., Coombs, A., & Sherman, A. (2018). Preparing teachers for assessment in schools: The influence of teacher educators. In C. Wyatt-Smith & L. Adie (Ed.), Innovation and Accountability in Teacher Education. Teacher Education, Learning Innovation and Accountability (pp. 171-186). Singapore: Springer
DeLuca, C., & Pitblado, M. (2018). Continuity and change in Canadian teacher education: Assessing our progress and looking to the future. In T. M. Christou (Ed.), Curriculum History of Canadian Teacher Education (pp. 259-272). New York, NY: Routledge.
Christou, T. M., DeLuca, C., & LaPointe-McEwan, D. (2017). From past to present: Toward an enhanced initial teacher education program at Queen’s University. In D. Petrarca & J. Kitchen (Eds.), Initial Teacher Education in Ontario: The First Year of Four-Semester Teacher Education Programs (172-191). Ottawa, ON: Canadian Association of Teacher Education.
DeLuca, C., Chavez, T., & Cao, C. (2016). Establishing a foundation for valid teacher judgments: The role of pre-service assessment education. In Klenowski (Ed.), International teacher judgement practices (pp. 107-126). London, UK: Routledge.
DeLuca, C., Valiquette, A., & Klinger, D. (2016). Assessment for learning policy implementation in Canada: The challenge of in-service teacher education. In D. Laveault & L. Allal (Eds.), Assessment for Learning: Meeting the Challenge of Implementation (pp. 45-68). New York, NY: Springer.
Klinger, D. A., Merchant, S., & DeLuca, C. (2016). The intersection of international achievement testing and educational policy development in Canada. In L. Volante (Ed.), The intersection of international achievement testing and educational policy (pp. 31-40). New York, NY: Routledge.
DeLuca, C. (2015). Evaluating university admission policy and practice: A neoinstituional perspective. In V. Stead (Ed.), International Perspectives on Higher Education Admission Policy: A Reader (pp. 143-155). New York, NY: Peter Lang.
Koch, M., & DeLuca, C. (2014). Narrative case description: An approach to validation in the context of high-stakes assessments. In T. Eggen and G. Stobart (Eds.), High-stakes testing in education: Value, fairness and consequences (pp. 99-116). London, UK: Routledge.
DeLuca, C., Hutchinson, N. L., Versnel, J., Dods, J., & Chin, P. (2012). Bridging school and work: A person-in-context model for enabling resilience in at-risk youth. In S. Billett, J. S., Thomas, C. Sim, S. Hay, & J. Ryan (Eds.), Experiences of school transitions: Policies, practice and participants (pp. 43-67). New York, NY: Springer.
DeLuca, C., deLagran, M., Ferguson, E., & Ho, S. (2011). The Equity Leadership Project: Preparing socially inclusive educators. In B. J. Porfilio, & H. Hickman, Critical-service Learning as a Revolutionary Pedagogy: An International Project of Student Agency in Action (pp. 179-202). Charlotte, NC: Information Age Publishing.
Klinger, D. A., & DeLuca, C. (2010). Admission to Canadian universities. In Vlaardingerbroek, B., & Taylor, N. (Eds.), Getting into Varsity: Comparability, Convergence, and Congruence (pp. 93-116). New York: Cambria Press.
DeLuca, C., & McEwen, L. A. (2007). Evaluating assessment curriculum in teacher education programs: An evaluation process paper. In J. A. Chouinard & S. Malik (Eds.), Proceedings of the 2007 Edward F. Kelly Evaluation Conference. Ottawa, ON: University of Ottawa and the Evaluation Consortium.
Shulha, L., & DeLuca, C. (2005). Accommodating and assessing students with exceptionalities. In R. J. Wilson (Ed.), Dilemmas in Classroom Assessment and What to Do About Them (pp. 27-37). Winnipeg, MB: Portage & Main Press. ISBN: 1-55379-061-8.