drlesleytrudel.com
Lesley Eblie Trudel, PhD
Associate Dean, Faculty of Education
University of Winnipeg - Canada
Dr. Lesley Eblie Trudel has devoted over three decades to shaping the field of education, engaging in a range of instructional and leadership roles and working in both urban and rural settings. Her K-12 career culminated as an Assistant Superintendent of Schools focused on equity, diversity and inclusion. Now serving as Associate Dean and Associate Professor in the Faculty of Education at the University of Winnipeg, she brings extensive practical experience to her post-secondary teaching, interdisciplinary research and administrative leadership. Dr. Eblie Trudel is deeply committed to navigating the complexities of diverse educational communities and promoting innovative approaches to organizational learning, systems transformation, improvement and change.
Featured Publications
Eblie Trudel, L., & Sokal, L. (2024). Determining post pandemic organizational health in the education sector: A review of a school-based programming intervention. American Journal of Education and Learning, 9(2), 205-221.
https://onlinesciencepublishing.com/index.php/ajel/article/view/1221/1629
Eblie Trudel, L. (2024). Supporting the changing context of education for students with additional needs. Special Education Research, Policy and Practice, Volume 8, 103-111. https://issuu.com/hofstra/docs/special-education-research-policy-practice-2024?fr=sN2I0MTc2NTE4MTU
Eblie Trudel, L., & Davies, W. (2024). Safely navigating the "dangerous space between good intentions and meaningful interventions": A study on the use of school suspensions in Manitoba Canada. Exceptionality Education International, 34 (2), 17 - 35. https://ojs.lib.uwo.ca/index.php/eei/article/view/17155
Eblie Trudel, L., & Davies, W. (2024). Suspension policy research: Exploring the dangerous space between good intentions and meaningful interventions. The Manitoba Teacher, 102 (2), 12-13. Winter_24_MBT.pdf (mbteach.org)
Eblie Trudel, L., & Sokal, L. (2023). From Responses to recovery: Puzzles, boats and the COVID-19 pandemic. EdCan Network. https://www.edcan.ca/articles/from-responses-to-recovery/
​
Eblie Trudel, L., & Sokal, L. (2023). Dynamic perspectives on education during the COVID-19 pandemic and implications for teacher well-being. International Journal of Educational Research Open, 4, 1-8.
https://doi.org/10.1016/j.ijedro.2023.100241
​
Eblie Trudel, L., Sokal, L., & Babb, J. (2022). Transformational leadership approaches and their influence on teacher resilience during the COVID-19 pandemic. Journal of Organizational Psychology, 22(1), 60-72.
http://doi.org/https://doi.org/10.33423/jop.v22i1.5019
​
Eblie Trudel, L., Sokal, L., & Babb, J. (2021). Planning for teacher recovery from the COVID-19 pandemic: Adaptive regulation to promote resilience. Interdisciplinary Educational Psychology. 3 (1), 1-8. http://riverapublications.com/assets/files/pdf_files/planning-for-teacher-recovery-from-the-covid-19-pandemic-adaptive-regulation-to-promote-resilience.pdf
​
Eblie Trudel, L., Sokal, L., & Babb, J. (2021). Teachers’ voices: Pandemic lessons for the future of education. Journal of Teaching and Learning, 15 (1), 3-19. http://doi.org/https://doi.org/10.22329/jtl.v15i1.6486