Dr. Leyton Schnellert

Scarfe 2128
6048225314

Title

Associate Professor
Eleanor Rix Professor in Rural Teacher Education

Rural Education, Inclusive Education, Teacher Professional Development

Education

University of British Columbia, 2011, PhD
University of Alberta, 2000, MEd
University of Alberta, 1993, BEd

Bio

Dr. Leyton Schnellert is an Associate Professor in UBC’s Department of Curriculum & Pedagogy and Eleanor Rix Professor in Rural Teacher Education. His scholarship attends to how teachers and teaching and learners and learning can mindfully embrace student diversity and inclusive education. Dr. Schnellert is the Pedagogy and Participation research cluster lead in the UBC Institute for Community Engaged Research and co-chair of BC’s Rural Education Advisory Committee. His community-based collaborative work contributes a counterargument to top-down approaches that operate from deficit models, instead drawing from communities’ funds of knowledge to build participatory, collaborative, and culturally responsive practices. Dr. Schnellert has been a middle and secondary school classroom teacher and a learning resource teacher K-12. His books, films and research articles are widely referenced in local, national and international contexts.

Invited Presentations

Title Conference or Event Location Date Co-presenters
Building Learning Communities to Engage Diverse Learners BC Council of Administrators of Special Education Vancouver, BC Apr 2015
Supporting Success for Each Learner BC Superintendents Spring Forum Vancouver, BC Apr 2015 Faye Brownlie Shelley Moore
Professional Learning Communities: The K-12 Lived Experience Professional Learning Communities Conference Surrey, BC July 2014 Charles NaylorDianne Turner
Building pathways for all learners through inquiry, text sets and self-regulated learning Annual conference of the International Reading Association New Orleans, LA May 2014
Making it happen in classrooms: Practical strategies to facilitate the implementations of literacy plans Manitoba Reading Association Adolescent Literacy Summit Winnipeg, MB Apr, 2013
Developing school-wide literacy plans: Creating a culture of literacy for all Manitoba Reading Association Adolescent Literacy Summit Winnipeg, MB Apr, 2013
Collaborative models of support Crosscurrents the annual conference of the BC Special Education Association Richmond, BC Feb, 2013 Donna Kozak
Supporting secondary students’ self-regulated learning through reading in subject-area classrooms Annual meetings of the Canadian Society for the Study of Education Waterloo, ON May, 2012 Deborah ButlerSylvie Cartier
Towards a better understanding of teacher professional development: Examining teachers’ practice-oriented inquiry into middle years literacy teaching and learning Annual conference of the International Reading Association Chicago, IL Apr, 2010
Success for all: Working together to support students with special needs. Rural Schools Renewal Conference Vancouver, BC. Oct, 2008
Supporting learners with special needs. Rural Schools Renewal Conference Richmond, BC Oct, 2007
What is a literacy experience? The Literacy Continuum: SFU Summer Institute Surrey,BC Aug, 2007
Reading across the curriculum: Developing strategic learners and critical thinkers Interactive Innovations, A Showcase for Learners and Learning Conference Nelson, BC Mar, 2007
Nurturing thoughtful writing in middle and secondary schools (6-12) Interactive Innovations, A Showcase for Learners and Learning Conference Whistler, BC May, 2006
Universally designing writing experiences for all International Whole Schooling Consortium Conference Edmonton, AB Apr, 2005
Universal design and ‘second shot’ approaches to teaching reading in grades 4-12 Naramata Conference for Inclusive Education Naramata, BC Sep, 2004
Cracking the information code Annual conference of the BC Provincial Intermediate Teachers’ Association (PITA) Victoria, BC Oct, 2003
Supporting diverse learners through open-ended activities and differentiation Naramata Conference for Inclusive Education Naramata, BC Sep, 2003
Teaching reading in the middle years BC Ministry of Education Summer Institute Nanaimo, BC Aug, 2003

Selected Publications

  • Macintyre Latta, M., Schnellert, L., Ondrik, K., & Sasges, M. (2018). Modes of being: Mobilizing narrative inquiry. Qualitative Inquiry. 32 pages. ttps://doi.org/10.1177/1077800418786309.
  • Cherkowski, S., & Schnellert, L. (2018). Teacher, team and school change through reciprocal learning. Teacher Development22(2). 229-248.
  • Schnellert, L., Fisher, P. & K. Sanford. (2018). Developing Communities of Pedagogical Inquiry in British Columbia In Brown, C. & C. Poortman (Eds.) Networks for Learning Effective Collaboration for Teacher, School and System Improvement. Routledge Taylor & Francis Group. 56-74.
  • Schnellert, L. (2017). Directions for self-regulated learning research: Connecting dots between 21st century learning, pedagogy and valued outcomes for learners. Canadian Association for Educational Psychology Dialogic. 3(1): 19-20.
  • Cherkowski, S., & Schnellert, L. (2017). Exploring teacher leadership in a rural, secondary school: Reciprocal learning teams as a catalyst for emergent leadership. International Journal of Teacher Leadership, 8(1), 6-25.
  • Macintyre Latta, M., Schnellert, L., Ondrik, K., & Sasges, M. (2017). Curricular enactment’s community (re)making. Journal of Curriculum Studies. 49(3): 255-272.
  • Butler, D.L., Schnellert, L., & Perry, N. (2017). Developing self-regulating learners. Pearson: Toronto, Canada. 242 pages.
  • Schnellert, L., & Butler, D.L. (2016). Teachers as self- and co-regulating Learners. Psychology Today. APA Division 15 blog post. https://www.psychologytoday.com/blog/psyched/201612/teachers-self-and-co-regulating-learners.
  • Schnellert, L., & Richardson, P. (2016). Living critical mindfulness as professional development: Co-creating authentic spaces for learning and being in the academy. In Ragoonaden, K. and S. Bullock Mindfulness and critical friendship: A new perspective on professional development for educators, 33-44. Lexington Books: Lanhan, United States.
  • Brownlie, F., Feniak, C., & Schnellert, L. (2016). Student Diversity. 3rd Edition. Pembroke Publishers: Markham, Canada. 160 pages.
  • Schnellert, L., Kozak, D., & Moore, S. (2015). Professional development that positions teachers as inquirers and possibilitizers. LEARNing Landscapes, 9(1), 217-236.
  • Richardson, P., Cherkowski, S., & Schnellert, L. (2015). Awakeness, complexity and emergence: Learning through curriculum theory in teacher education. Journal of the Canadian Association for Curriculum Studies, 13(1),138-167.
  • Butler, D. & Schnellert, L. (2015). “Success for students with learning disabilities: What does self-regulation have to do with it?” In T. Cleary (Ed.), Self-regulated learning interventions with at-risk populations: Academic, mental health, and contextual considerations. Washington, DC: American Psychological Association Press, 89-111.
  • Schnellert, L, Watson, L. & N. Widdess (2015). It’s all about thinking: Creating pathways for all learners in the middle years. Winnipeg: Portage & Main. 312 pages.
  • Butler, D. L., Schnellert, L., & K. MacNeil (2015). Collaborative inquiry and distributed agency in educational change: A case study of a multi-level community of inquiry. Journal of Educational Change. 16(1):1-26
  • Schnellert, L., Richardson, P. & Cherkowski, S. (2014). “Teacher educator professional development as reflexive inquiry”. LEARNing Landscapes 8(1): 233-250.
  • Schnellert, L., & D.L. Butler (2014, June). Collaborative inquiry: Empowering teachers in their professional development. Education Canada. 54(3): 18-22.
  • Butler, D. L., Schnellert, L., & S. C. Cartier (2013). Layers of self- and co-regulation: Teachers working collaboratively to support adolescents’ self-regulated learning through reading. Education Research International, vol. 2013, (19 pages). doi:10.1155/2013/845694.
  • Butler, D. L., & L. Schnellert (2012). Collaborative inquiry in teacher professional development. Teaching and Teacher Education, 28, 1206-1220. http://dx.doi.org/10.1016/j.tate.2012.07.009.
  • Brownlie, F., Fullerton, C. & L. Schnellert (2011). It’s all about thinking: Collaborating to support all learners in Mathematics and Science. Winnipeg, MB: Portage & Main Press. 332 pages.
  • Schnellert, L. (2011). Collaborative inquiry: Teacher professional development as situated, responsive co-construction of practice and learning. (Doctoral dissertation). Retrieved from https://circle.ubc.ca/handle/2429/38245.
  • Butler, D. L., Cartier, S.C., Schnellert, L., Gagnon, F., & M. Giammarino (2011). Secondary students’ self-regulated engagement in reading: Researching self-regulation as situated in context. Psychological Test and Assessment Modeling, 53 (1), 73-105.
  • Schnellert, L., Datoo, M., Ediger, K., & L. Schnellert (2009). Pulling together: Integrating inquiry, assessment and instruction in today’s English classroom. Portland, ME: Stenhouse. 160 pages.
  • Brownlie, F. & L. Schnellert (2009). It’s all about thinking: Collaborating to support all learners in English, Social Studies and Humanities. Winnipeg, MB: Portage & Main Press. 272 pages.
  • Schnellert, L., Butler. D., & S. Higginson (2008). Co-constructors of data, co-constructors of meaning: Teacher professional development in an age of accountability. Teaching and Teacher Education, 24 (3), 725-750.
  • Butler, D. L. & Schnellert, L. (2008). Teachers working to achieve valued outcomes for students: Making meaningful links between research and practice. Education Canada, 48 (5), 36-40.
  • Nicholson, D., Schnellert, L., Rideout, B., Meyer, K., & B. Cameron (2007). Living and learning in a community of inquiry: Coming to know knowing in a self-directed doctoral seminar. Educational Insights, 11 (3).
  • Brownlie, F., Feniak, C. & L. Schnellert (2006). Student diversity. Portland, ME: Stenhouse. 144 pages.
  • Butler, D. L., Schnellert, L., & Cartier, S. C. (2005). Adolescents’ engagement in “reading to learn”: Bridging from assessment to instruction. BC Educational Leadership Research, 2, Retrieved December 2, 2005, from http://slc.educ.ubc.ca/eJournal/index.htm

More Publications

  • Schnellert, L. (2015) Literacy in secondary schools casebook. In Woolfolk, A.E., Winne, P.H., & Perry, N.E. (Eds) Educational psychology: 5th Canadian edition. 494.
  • Schnellert, L., & Widdess, N. (2010). Embedding technology to support self-regulated learning. In Hume, K’s Tuned out: Engaging the 21stcentury learner. Pearson Canada. 217.
  • Widdess, N. & Schnellert, L. (2007). A second shot of thoughtful literacy instruction: Supporting struggling adolescent readers. English Practice: the Journal of BC Teachers of English Language Arts, 49 (1), 7-22.
  • Schnellert, L. & Widdess, N. (2005). Student-generated criteria, free verse poetry, and residential schools. English Practice: the Journal of BC Teachers of English Language Arts, 47 (2), 19-28.
  • Schnellert, L. (2005). Engaging middle years writers in improving their writing while becoming self- and other-wise. English Practice: the Journal of BC Teachers of English Language Arts, 47 (1), 20-28.
  • Schnellert, L. (2004). Strengthening student writing network: Teachers meeting with teachers to share with and support one another. English Practice: the Journal of BC Teachers of English Language Arts, 46 (2).
Refereed Conference Presentations-International & National Conferences
  • Schnellert, L. & Butler, D.L. (2013, May 1). Teacher professional development through collaborative teaching, Paper presented at the 2013 AERA Annual Meeting in San Francisco, California.
  • Butler, D. L., Schnellert, L., & Cartier, S. C. (2012, May 27). Supporting secondary students’ self-regulated learning through reading in subject-area classrooms. Prepared for a “spotlight” session at the annual meetings of the Canadian Society for the Study of Education. Available on-line at: http://cssespotlight.files.wordpress.com/2012/05/butler-knowledge-snapshot-caep-final.pdf or at http://srlcanada.ca/wp-content/uploads/2012/06/Butler-Knowledge-snapshot-CAEP-FINAL.pdf
  • Gaylie, V. & Schnellert, L. (2012, May 30). Teacher ed on the edge: An inquiry into learning to teach through principles of inquiry and inclusion. Presented at the annual meetings of the Canadian Society for Studies in Education. Waterloo, Ontario.
  • Schnellert, L. (2012, April 14). Collaborative inquiry: Teacher professional development as situated, responsive co-construction of practice and learning. Presented at the 2012 AERA Annual Meeting in Vancouver, British Columbia.
  • Butler, D.L., Schnellert, L., & MacNeil, K. (2012, April 14). Teachers working collaboratively to support adolescent literacy: A case study of a multi-level community of inquiry. Presented at the 2012 AERA Annual Meeting in Vancouver, British Columbia.
  • Fels, L., Kelly, V., Ling, M., & Schnellert, L. (2010, June 1). Creating inquiry spaces for pedagogical meaning-making. Presented at the annual meetings of the Canadian Society for Studies in Education. Montreal, Quebec.
  • Schnellert, L. & Butler, D. (2010, May 30). Teacher professional development as longitudinal, situated, inquiry-oriented co-construction of practice: Teachers working together to develop teaching practices in elementary and middle years writing classrooms. Presented at the annual meetings of the Canadian Society for Studies in Education. Montreal, Quebec.
  • Schnellert, L. & Butler, D. (2010, April 26). Towards a better understanding of teacher professional development: Examining teachers’ practice-oriented inquiry into middle years literacy teaching and learning. Presented at the 55th annual conference of the International Reading Association, Chicago, IL.
  • Schnellert, L. & Butler, D. (2009, November 20). Examining teachers’ practice-oriented inquiry into middle years students’ literacy learning. Presented at the National Council of Teachers of English (NCTE) Annual Convention, Philadelphia, PA.
  • Schnellert, L. & Fullerton, C. (2009, May 5). Engaging and developing readers and thinkers in Science and Mathematics. Presented at the 54th annual conference of the International Reading Association, Minneapolis, MN.
  • Butler, D., Schnellert, L., & Cartier, S. (2009, May 6). Understanding adolescents’ deep engagement with ideas when learning from text(s): Implications for instruction in subject area classrooms. Presented at the 54th annual conference of the International Reading Association, Minneapolis, MN.
  • Schnellert, L., & Butler, D. L. (2009, April 15). Teacher professional development as situated, goal-oriented co-construction of practice: Teachers working together to develop teaching practices that respond to and support diverse learners. Presented at the 2009 AERA Annual Meeting in San Diego, California.
  • Schnellert, L. (2009, April 2). Examining the influence of collaboration on teacher learning and practice. Presented at the 2009 Council for Exceptional Children (CEC) Annual Convention in Seattle, Washington.
  • Schnellert, L. & Panas, J. (2008, November 21). Building and breaking down criteria: Fostering metacognitive learners. Presented at the National Council of Teachers of English (NCTE) Annual Convention, San Antonio, Texas.
  • Schnellert, L., Brownlie, F., Watson, L., & Wyatt, S. (2008, May 7). Getting strategic with strategies: Engaging all learners in thoughtful literacy practices. Presented at the 53rd annual conference of the International Reading Association, Atlanta, Georgia.
  • Butler, D. L., Schnellert, L., & Cartier, S. C. (2008, May 6). Adolescents’ learning through reading: Relating professional development, students’ perceptions of learning through reading tasks and performance-based assessment. Presented at the 53rd annual conference of the International Reading Association, Atlanta, Georgia.
  • Butler, D. L., Schnellert, L., & Cartier, S. C. (2008, March 25). Layers of self-regulation: Teachers working strategically to improve practice so as to foster student self-regulation. Presented at the 2008 AERA Annual Meeting in New York, New York.
  • Schnellert, L., Datoo, M., Ediger, K., & Panas, J. (2007, November 15). Fostering metacognition and co-regulation in the English language arts classroom: Teachers and students working together to map thoughtful literacy practices for the twenty-first century. Presented at the National Council of Teachers of English (NCTE) annual convention, New York, New York.
  • Schnellert, L., Brownlie, F., & Dewonck, B. (2007, May 16). Strategies-rich, text-rich, metacognitive classrooms and schools that support all learners (grades 6-12). Presented at the 52nd annual conference of the International Reading Association, Toronto, Ontario.
  • Schnellert, L., Butler, D.L., & Higginson, S. (2007, April 10). Fostering agency and co-regulation: Teachers using formative assessment to calibrate practice in an age of accountability. Presented at the 2007 AERA Annual Meeting in Chicago, Illinois. Available at: http://www.ecps.educ.ubc.ca/faculty/Butler_ConfPapers/Butler,_Schnellert,_&_Higginson,_2007.pdf
  • Butler, D. L., Cartier, S. C., Schnellert, L., & Gagnon, F. (2006, May 27). Secondary students’ self-regulated engagement in “learning through reading”: Findings from an integrative research project. Paper presented at the annual meetings of the Canadian Society for Studies in Education. Toronto, Ontario. Available at: http://www.ecps.educ.ubc.ca/faculty/Butler_ConfPapers/Butler,_Cartier,_Schnellert,_&_Gagnon,_2006.pdf
  • Butler, D., Schnellert, L., Cartier, S., Gagnon, F., Higginson, S., Giammarino, M., & Tang, I. (2006, May 27). An integrative research project relating professional development processes for teachers to the quality of students’ self-regulated engagement in learning.
  • CAEP session presented at the annual meetings of CSSE, Toronto, Ontario.
  • Schnellert. L., Higginson, S., & Butler, D. (2006, May 27). Co-constructors of data, co-constructors of meaning: Teacher professional development in an age of accountability. CAEP session presented at the annual meetings of CSSE, Toronto, Ontario. Available at: http://www.ecps.educ.ubc.ca/faculty/Butler_ConfPapers/Schnellert,_Higginson,_&_Butler,_2006.pdf
  • Schnellert, L., Brownlie, F., Widdess, N., Datoo, M., & Panas-Vine, J. (2006, May 3). Collaborative strategy instruction in secondary schools: Modeling, using text sets & building student and teacher metacognition. Presented at the 51st annual international conference of the International Reading Association, Chicago, Illinois.
  • Rideout, B., Nicholson, D., Schnellert, L., & Meyer, K. (2006, March 4). A hitchhiker’s guide to epistemology. Presented at Teacher Development: The Key to Education in the 21st Century International Conference, Vancouver, BC.
  • Schnellert, L. (2005, May 31). Towards an understanding of understanding: How indigenous knowing can help articulate a metalanguage for situated teacher inquiry and self-regulated transformation. CATE session presented at the annual meetings of CSSE. London, Ontario.
  • Butler, D., Cartier, S., Schnellert, L., Gagnon, F., Higginson, S., & Giammarino, M. (2005, May 30). Reading to learn in the content areas: From assessment to intervention. CAEP session presented at the annual meetings of CSSE, London, Ontario.
  • Schnellert, L. & Brownlie, F. (2005, May). Using literature circles to explore issues and develop social responsibility. Presented at the 50th annual international conference of the International Reading Association, San Antonio, Texas. Schnellert, L. (2005, April 29). Universally designing writing experiences for all. Presented at the International Whole Schooling Consortium Conference, Edmonton, Alberta.
  • Schnellert, L., Campbell, J., Loat, C., Rollo, C., & Widdess, N. (2004, December). Richmond’s Strengthening Student Writing Network: A study group exemplar. Presented at the 36th annual meeting of the National Staff Development Council. Vancouver, BC.
  • Brownlie, F. & Schnellert, L. (2004, May). Enhancing social responsibility through reading and writing. Presented at the 49th annual international conference of the International Reading Association. Reno, Nevada.
  • Brodie, C., Mallette, P., Rothstein, V., Schnellert, L., & Stevens, A. (2000, April). Collaborating to implement best practices for students with autism in inclusive schools. Presented at the annual meetings of the Council for Exceptional Children. Vancouver, BC.
  • Brodie, C., Mallette, P., Remedios, C., Rothstein, V., Stevens, A., & Schnellert, L. (1998, December). Supporting students with autism: Richmond’s collaborative model. Presented at the annual meetings of the Association for the Severely Handicapped (TASH). Seattle, WA.
  • Sakakibara, T., Harvey, A., Schnellert, L., et al. (1996, July). You, me and reality: Youth negotiating the barriers to safer sex: A qualitative research inquiry. Presented at the XI International Conference on AIDS. Vancouver, BC.
  • REFEREED CONFERENCE PRESENTATIONS – REGIONAL AND LOCAL CONFERENCES
  • Schnellert, L., & Richardson, P. (2012, February). Arts-based teacher inquiry as teacher professional development. Presented at the annual conference of the Western Canadian Association for Student Teaching (WestCAST). Calgary, AB.
  • Schnellert, L., & Klassen, W. (2012, February). Learning through teaching rather than learning about teaching. Presented at the annual conference of the Western Canadian Association for Student Teaching (WestCAST). Calgary, AB.
  • Schnellert, L., Watson, L., Widdess, N. & Moore, S. (2011, October). Multiple pathways to leading literate lives. Presented at the annual conference of the BC Teacher of English Language Arts. Richmond, BC.
  • Schnellert, L., Datoo, M., Ediger, K., Widdess, N. (2010, October). Using literature circles to integrate assessment, inquiry and instruction to reach all learners. Presented at the annual conference of the BC Teacher of English Language Arts. Richmond, BC.
  • Schnellert, L. (2007, August). What is a literacy experience? The Literacy Continuum: SFU Summer Institute. Surrey, BC.
  • Schnellert, L. & Widdess, N. (2006, August). Nesting accelerated learning opportunities within classrooms and schools. SFU Summer Institute. Surrey, BC.
  • Schnellert, L., Rideout, B., Nicholson, D., & Meyer, K. (2006, February). Examining our understandings of “knowing”: Utilizing individual points of entry for inquiry and collaborative learning in a small group seminar class. Presented at the annual conference of the Western Canadian Association for Student Teaching (WestCAST). Vancouver, BC.
  • Swanson, D., Schnellert, L., & Holmes, P. (2006, February). Situating/storying/performing ourselves as bricoleurs in qualitative research and teaching. Presented at the annual conference of the Western Canadian Association for Student Teaching (WestCAST). Vancouver, BC.
  • Schnellert, L. (2005, March). Developing writing sequences that help students become self- and other-wise. Presented at the NCTE Northwest Regional Conference, Lewiston, Idaho.
  • Nicholson, D., Schnellert, L., Rideout, B., & White, V. (2005, February 25). Listening and learning in communities of inquiry. Presented at the CACS Provoking Curriculum: Trans/forming Narrative(s) regional conference, Victoria, BC.
  • Schnellert, L., & Widdess, N. (2004, August). Reading and fine arts: From modeling to student-led inquiry using non-fiction. Presented at the Simon Fraser University Adolescent Literacy Summer Institute, Burnaby, BC.
Refereed Conference Proceedings
  • Holmes, P., Schnellert, L., & Swanson, D. (2006). Situating/storying/performing ourselves as bricoleurs in qualitative research and teaching. WestCAST Conference Proceedings, Vancouver, BC. Downloaded August 2, 2006 from http://educ.ubc.ca/westcast/proceedings.
  • Schnellert, L., Rideout, B., Nicholson, D., & Meyer, K. (2006). Examining our understandings of “knowing”: Utilizing individual points of entry for inquiry and collaborative learning in a small group seminar class. WestCAST Conference Proceedings, Vancouver, BC. Downloaded August 2, 2006 from http://educ.ubc.ca/westcast/proceedings.
Case Studies

Schnellert, Leyton In Woolfolk, Anita, Philip H. Winne, and Nancy E. Perry’s Educational psychology, 6th Canadian Edition. Toronto, ON: Pearson Canada. (2015): 494.

Schnellert, Leyton & Nicole Widdess. In Hume, Karen’s Tuned out: Engaging the 21st century learner. Pearson Canada. (2010): 217.

Research Projects

Leyton Schnellert researches teacher learning, practice, and collaboration. He attends to how teachers and teaching and learners and learning can mindfully embrace student diversity, inclusive education, self- and co-regulation and literacy instruction. Leyton is the Pedagogy and Participation research cluster lead in UBCO’s Institute for Community Engaged Research. His community-based collaborative work contributes a counterargument to top-down approaches that operate from deficit models, instead drawing from communities’ funds of knowledge to build participatory, collaborative, and culturally responsive practices. His scholarship takes up pedagogy and related research working from epistemological orientations to living and learning that are relational and community-honouring. Dr Schnellert is also Co-Chair of BC’s Rural Education Advisory.

 

Current Research Projects include:

Communities of pedagogical inquiry: In situ teacher education. Funded by BC Ministry of Education. $160,00 over two years.

Growing Innovations in Rural Sites of Learning with BC’s Rural Education Advisory. Funded by BC Ministry of Education. $60,000 over two years

Through a Different Lens (TADL). Funded by Vancouver Foundation. $150,000 over three years

Sexual Health Knowledge and Intellectual Disability: “Sex, Lies, & Citizenship.” Funded by Vancouver Foundation, $142,702 over three years

The BC Transitioning Youth with Disabilities and Employment: “The TYDE Project.” SSHRC/ CIHR Joint Healthy and Productive Work Initiative Partnership Grant, 1.3 million over five years

 

 

Students Supervised

Student Degree Major Status Institution Role
David Rempel M. Ed. Education In Progress The University of British Columbia Supervisor
Maureen McLaughlin M.Ed Education In ProgressJan 2015 – present The University of British Columbia Supervisor
Brooke Haller M.A. Education Completed Aug 2018 The University of British Columbia Supervisor
Kimberly MacNeil Ph.D Education In ProgressJan 2014 – present The University of British Columbia Committee Member
Naryn Searcy M.A. Education In ProgressMay 2014 – present The University of British Columbia Supervisor
Kyla Haddon M.A. Education In ProgressJan, 2014 to present The University of British Columbia Supervisor
Carrie Sutch M.Ed. Education In ProgressJan, 2014 to present The University of British Columbia Supervisor
Shelley Moore Ph.D. Inter-disciplinary Studies In ProgressSep, 2013 to present The University of British Columbia Co-supervisor
Cara Santucci M.Ed. Education Completed August 2015 The University of British Columbia Supervisor
Donna Kozak Ph.D. Inter-disciplinary Studies In ProgressSep, 2013 to present The University of British Columbia Supervisor
Jewelles Smith Ph.D Inter-disciplinary Studies In ProgressSep, 2013 to present The University of British Columbia Committee Member
Teresa Peters M.A. Education In ProgressMay, 2013 to present The University of British Columbia Supervisor
Gloria Cox M.Ed. Education Completed April 2015 The University of British Columbia Supervisor
Jeff Fitton M.Ed. Education Completed June, 2015 The University of British Columbia Supervisor
Kim Ondrik M.A. Education Completed June 2016 The University of British Columbia Supervisor
Starleigh Grass M.A. Education Completed June 2014 The University of British Columbia Supervisor
Sareh Karemi M.A. Education Completed Oct, 2013 The University of British Columbia Committee Member
Kelly Hanson M.A. Education Completed July 2014 The University of British Columbia Committee Member
Erin Louis M.Ed. Education Completed Jun, 2013 The University of British Columbia Supervisor
Robert McAuley M.Ed. Education Completed Aug, 2013 The University of British Columbia Supervisor
Michael Marchand M.A. Inter-disciplinary Studies Completed July 2014 The University of British Columbia Committee Member

Courses Taught

EDUC 331 Social Studies and Place Conscious Learning

EDUC 405 The Developing Learner

EDUC 405 Language and Literacy in Education

EDUC 417 Language Arts

EDUC 421: Diversities in Education

EDUC 430 Guided Reflective Inquiry Project

EDUC 432 Assessment for Learning

EDUC 493 Middle School Philosophy, Structures and Methods

EDUC 494 Middle School Integrated Methods

EDUC 528 Theory and Practice in Inclusive Education

EPSE 311: Cultivating Supportive School and Classroom Environments

EPSE 465/LLED 465 Literacy for Diverse Learners in Middle and Secondary Grades

EPSE 471 Applied Project in Inclusive Education

EPSE 565 Exploring Diversity, Literacy and Inclusion Through Teacher Inquiry

LLED 350/360: Classroom Discourses

Courses Taught at SFU

EDPR 503: Understanding and Teaching Diverse Learners

EDPR 515: Frameworks for Exploring Diversity

EDUC 807: Foundations of Action Research

EDUC 811: Fieldwork

EDUC 867: Qualitative Methods in Educational Research