Wagner M, Gomez-Garibello C, Seymour N, Okrainec A, Vassiliou M. 2023. An argument-based validation study of the fundamentals of laparoscopic surgery (FLS) program. Journal of Surgical Endoscopy. 37(7):5351-5357.
Gomez-Garibello C, Wagner M, Okrainec A, Seymour N, Vassiliou M. 2023. The entrustable professional activities of laparoscopic surgery: Moving towards an integrated training model. Journal of Surgical Endoscopy. 37(7):5335-5339.
Dory V, Wagner M, Cruess R, Cruess S, Young M. 2023. If we assess, will they learn? Students’ perspectives on the complexities of assessment-for-learning If we assess, will they learn? Canadian Medical Education Journal. 14(4):94–104.
Seymour N, Nepomnayshy D, De S, Banks E, Breitkopf DM, Campagna R,Gomez-Garibello C, Green I, Jacobson G, Korndorffer JR, Minasi J, Okrainec A, Ritter EM, Sanikaranarayana G, Schwaitzberg S, Soper NJ, Vassiliou M, Wagner M, Zevin B. 2023. What are essential laparoscopic skills these days? Results of the SAGES Fundamentals of Laparoscopic Surgery (FLS) Committee technical skills survey. Journal of Surgical Endoscopy. 37:7676-7685.
Arnaert A, Di Feo M, Wagner M, Primeau G, Aubé T, Constantinescu A, Lavoie-Tremblay M. 2023. Nurse Preceptors’ Experiences of an Online Strength-Based Nursing Course in Clinical Teaching. Canadian Journal of Nursing Research. 55(1):91-99.
Wagner M, Dubé T, Gomez-Garibello C. 2020. It takes a team: Generating evidence to define and foster collective competence in health professions education. Canadian Medical Education Journal. 11(5):109-111.
Jang EE, Lajoie SP, Wagner M, Xu Z, Poitras E, Naismith L. 2016. Person-oriented approaches to profiling learner in technology rich-learning Journal of Computing. Educational Research. 54(9):1-46.
Stille S, Jang EE, Wagner M. 2015. Building teachers’ assessment capacity for supporting English Language Learners through the implementation of the STEP language assessment in Ontario K-12 schools. TESL Canada Journal. 32(9):1-23.
Jang EE, Cummins J, Wagner M, Stille S, Dunlop M. 2015. Investigating the Homogeneity and Distinguishability of STEP Proficiency Descriptors in Assessing English Language Learners in Ontario Schools. Language Assessment Quarterly. 12(1):87-109.
Jang EE, Wagner M, Park G. 2014. Mixed methods in language testing and assessment. Annual Review of Applied Linguistics. 34:123-153.
Jang EE, Wagner M. 2013. Diagnostic feedback in the classroom. In A.J. Kunnan (Ed.), Companion to Language Assessment, (pp. 693-711). Wiley-Blackwell.
Jang EE, Dunlop M, Wagner M, Kim Y, Gu Z. 2013. Elementary school ELLs’reading skill profiles using cognitive diagnosis modeling: Roles of length of residence and home language environment. Language Learning. 63(3):400-436. Winner of the Outstanding Article of the Year. Nominated for the ACTFL Paul Pimsleur Award for Research.
Schlein C, Wagner M. 2012. Taking the leap toward publication. Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en education. 4(1).
Jang EE, Wagner M, Stille S. 2011. Issues and challenges in using English proficiency descriptor scales for assessing school-aged English language learners. Cambridge ESOL Research Notes. 45:8-14.
Jang EE, Wagner M, Stille S. 2010. Democratic validation of the Steps to English Proficiency assessment framework. The Journal of the Korea English Language Testing Association. 4:35-50.
Wagner M, Timmons V. 2008. Inclusive education: Analysis of the statistics from Canada participation and activity limitation survey. Journal of Intellectual Disability Research. 52(8):680.