MacDonald, M., Bowen, W. & Hill, C. (in press). Using Engaged Philosophical Inquiry to deepen young children’s understanding of Environmental Sustainability: Being, Becoming and Belonging. Journal of Philosophy in Schools.

Hill, C., & MacDonald, M. (2016). Implementation and impact of experimental learning in a graduate level teacher education program: An example from a CanadianUniversity, Global Education Review, 3(4), 55–69.

MacDonald, M. & Bowen, W. (2016). Sharing Space with other Animals: EngagedPhilosophical Inquiry and Sustainability. Analytic Teaching and Philosophical Praxis, 37(1), 20–29.

MacDonald, M. & Bowen, W. (2015). Foundations of Democracy: Power, Reality andDragons. Childhood and Philosophy, 11(22), 265–282.

MacDonald, M. (2015). Early Childhood Education and Sustainability: A LivingCurriculum. Childhood Education, 91(5), 332–341.

Moore, D. & MacDonald, M. (2013). Language and Literacy Development in a Canadian Native community: Halq’eméylem revitalization in a Stó:lō Head Start Program in British Columbia, Modern Language Journal, 97(3), 702–719.

MacDonald, M., Rudkowski, M., & Hostettler Scharer, J. (2013). Lingering Discourses: Jean Jacque Rousseau’s c18th Images of Mothers, Fathers and Children. Canadian Children, 38(1), 21–28.

Apps, L. & MacDonald, M. (2012). Classroom aesthetics in early childhood education. Journal of Education and Learning, 1(1), 49–59.

Moore, D. & MacDonald, M. (July 2011). The name can only travel three times. Nomination des nouveaux nés et dynamiques identitaires plurielles, qu’en disent vingt jeunes mères Stó:lō de la Colombie-Britannique? Ou de quelques récits de la transformation. Glottopol.

MacDonald, M., & Sanchez, A. (2010). Provoking Dialogue. Canadian Children, 35(2), 25–30.

MacDonald, M., Moore, D., Stone, J., Buse, A. (2009) Elders, Family, Teachers: Models in Stó:lō Cultural Transmission. Child Health and Education, 1(4), 183–205.

MacDonald, M. (2009) Halq’eméylem Language Revitalization: Walking in both worlds. Native Studies Review, 18(2), 62–77.

MacDonald, M. (2008a). Co-Constructing Understandings: The Use of Photographs in Data Generation and Verification. Journal of Ethnographic and Qualitative Research in Education, 2, 238–245.

MacDonald, M. (2008b). The Contribution of Pedagogical Documentation to maternal efficacy among mothers of pre-term infants. Special Issue: Care and Caregiving: Theory and practice. Journal of the Association for Research on Mothering. 10(1),  171–183.

MacDonald, M. (2007). Developmental Theory and Post-modern Thinking in Early Childhood Education. Canadian Children. 32(2), 7–10.

MacDonald, M. (2007). Mothers of Preterm Infants in Neonate Intensive Care. Early Child Development and Care. 177(8),  821–838.

MacDonald, M. (2007). Toward Formative assessment: The use of Pedagogical Documentation in early elementary classrooms. Early Childhood Research Quarterly, 22, 232–242.

MacDonald, M. (2005). Intergenerational Interaction Within A Shared Reading Program. Journal of Intergenerational Relationships, 3(4), 45–61.

McKinlay, L., Leone, L., & MacDonald, M. (2005). Take Back the Language: Appreciating the Culture of Early Childhood Education. Position paper prepared for the Coalition of Child Care Advocates of British Columbia. Endorsed at the 2005 AGM of the Articulation Committee of Provincial Early Childhood Education Instructors.