Blair, H. & Sanford, K. (2004). Morphing Literacy: Boys Reshaping their School-based Literacy Practices. Language Arts, 81(6), p. 452-460.

         Hopper, T. & Sanford, K. (2004).    Representing multiple view of self-as-teacher: Integrated teacher education course and self-study.  Teacher  
         Education Quarterly, 31(2), 57-74.

         Begoray, D. & Sanford, K. (2003). Integrating literacy into content areas: Responding to the challenge. The Reading Professor, 25(2), 55-72.

         Sanford, K. (2002). Teachers as products of their schooling: Disrupting gendered positions. Women in Literature and Life Assembly of NCTE Journal,
         November.

         Sanford, K. (2002). Social Studies Classrooms and Curricula – Potential Sites for Inclusionary Practices. Canadian Social Studies.

        Sanford, K, and Hopper, T. (2000). Mentoring not monitoring: “Mediating” a “whole school” model in supervising pre-service teachers. Alberta Journal
        of Educational Research, 46(2), 149-166.

        Sanford, K. (1999). The needs of Beginning Teachers: Preparing for the Journey. Teaching & Learning: The Journal of Natural Inquiry, 13(2), 15-23.