Leyton Schnellert

Zeni, M., Schnellert, L., & Brussoni, M. (2024). Outdoor play and learning in elementary schools: A critical participatory action research project. Canadian Journal of Action Research 24(3), 105-126. https://journals.nipissingu.ca/index.php/cjar/article/view/675

Hole, R., & Schnellert, L. (2024). Disability theatre as critical participatory action research: Lessons for inclusive research. Social Sciences 13(2): 116, 13 pages. https://doi.org/10.3390/socsci13020116

MacNeil, K., Schnellert, L., & Butler, D. (2024). Taking up resources within teachers’ cycles of self-regulated learning and practice. Professional Development Today 23(3).

Schnellert, L. & Kozak, D. (2023). Inservice teachers’ experiences within a university/school district teacher education partnership: Collaborative inquiry, generative tensions, and emergent praxis. Teaching and Teacher Education, 136. Article 104362, https://doi.org/10.1016/j.tate.2023.104362. 

Zeni, M., Schnellert, L., & Brussoni, M. (2023). “We do it anyway”: Professional identities of teachers who enact risky play as a framework for education outdoors. Journal of Outdoor and Environmental Education 26(3), 341-358. https://doi.org/10.1007/s42322-023-00140-6.

Schnellert, L., Tidey, L., RRR Co-creators, & Hole, R. (2023). “You have the right to love and be loved”: Participatory theatre for disability justice with self-advocates. Qualitative Research 23(2), 467-485. https://doi.org/10.1177/14687941211034963.

MacNeil, K., Butler, D. L., & Schnellert, L. (2023). From accountability to shared responsibility: A case study of a multi-layered educational change initiative. Journal of Educational Change 24, 213-241. https://doi.org/10.1007/s10833-021-09440-4.

Schnellert, L., Tidey, L., & Hole. R. (2023). Romance, relationships and rights: Ethical considerations and dilemmas in a research-based theatre project with self-advocate co-creators and actors. Qualitative Inquiry 29(2), 295-304. https://doi.org/10.1177/10778004221101586.

Schnellert, L., Datoo, M., Miller, M., Kozak, D., & Giles, G. (2023). Growing innovation in rural sites of learning. Perspectiva Educacional, 62(1), 63-91. DOI: 10.4151/07189729-Vol.62-Iss.1-Art.1393.

Kozak, D. & Schnellert, L. (2023). Parents with teachers re-authoring the home-school interface: A critical participatory action research study. The Canadian Journal of Action Research, 23(1), 68-92. https://journals.nipissingu.ca/index.php/cjar/article/view/616.

Schnellert, L., Davidson, S.F., Yee, N., & Donovan, B.L. (2023) Welcoming Indigenous ways of knowing: Decolonizing and building relationships through education change networks. Education Canada 63(1), 22-25. https://www.edcan.ca/articles/welcoming-indigenous-ways-of-knowing/

Rodway, J., Campbell, C., Davidson, S.F., Lopez, A., Moore, S., Ng-A-Fook, N., & Schnellert, L. (2023). Decolonizing professional learning: Gathering together for educational change. Education Canada 63(1), 6-9. https://www.edcan.ca/articles/decolonizing-professional-learning/.

Schnellert, L., Miller, M., Brant, B., & Macmillan, M. (2022). Developing relational online teacher education pedagogies in a global pandemic. In Jacobsen, M. & Smith, C. (Eds.) Online Learning and Teaching from Kindergarten to Graduate School (pp. 254-281).Canadian Association for Teacher Education. http://dx.doi.org/10.11575/PRISM/40509.

Schnellert, L., Davidson, S. F., & Donovan, B.L. (2022). Working towards relational accountability in education change networks through local Indigenous ways of knowing and being. Cogent Education, 9(1), 1-12. 1080/2331186X.2022.2098614.

Schnellert, L., Miller, M., MacMillan, M., & Brant, B. (2022). Responsive, relational pandemic pedagogies: A collaborative, critical self-study. In Danyluk, P., Burns, A., Hill, S.L., & Crawford, K. (Eds). Crisis and opportunity: How Canadian Bachelor of Education Programs responded to the pandemic.  In Canadian research in teacher education: A polygraph series (Vol. 2), 59-73. http://dx.doi.org/10.11575/PRISM/39534.

Tidey, L., Schnellert, L., & Hole, R. (2022). “Everyone should get the chance to love”: Sexual health research-based theatre with self-advocates. Canadian Journal of Sexual Health. 31(2), 198-206. https://doi.org/10.3138/cjhs.2022-0018.

Hole, R., Schnellert, L., & Cantle, G. (2022). Sex: What’s the big deal? Exploring individuals with intellectual disabilities’ experiences with sexual health education. Qualitative Health Research. 32(3). 453-464. https://doi.org/10.1177/10497323211057090

Schnellert, L., & Butler, D.L. (2021) Exploring the potential of collaborative teaching nested within professional learning networks. Journal of Professional Capital and Community 6(2), 99-116. https://doi.org/10.1108/JPCC-06-2020-0037.

Macintyre Latta, M., Schnellert, L., Ondrik, K., & Sasges, M. (2020). Modes of being: Mobilizing narrative inquiry. Qualitative Inquiry 26(10), 1222- 1232.  https://doi.org/10.1177/1077800418786309.

Schnellert, L. (2020). Supporting innovation across the system: Lessons from B.C.’s system change efforts. Education Canada, 60(2).

Schnellert, L. (2020). Exploring the potential of professional learning networks. In Schnellert, L. (Ed.) Professional learning networks: Facilitating transformation in diverse contexts with equity-seeking communities. Bingley, UK: Emerald Publishing, 1-15.

Butler, D. L., & Schnellert, L. (2020). Tracing cycles of teachers’ self- and co-regulated practice within a professional learning network. In Professional learning networks: Facilitating transformation in diverse contexts with equity-seeking communities. Bingley, UK: Emerald Publishing, 74-108.

Schnellert, L. (Ed.) (2020). Professional learning networks: Facilitating transformation in diverse contexts with equity-seeking communities. Bingley, UK: Emerald Publishing.

Butler, D. L., Schnellert, L., & Hatala, R. (2020). Accroître la possibilité d’apprendre tout au long de la vie: Développer la capacité à s’autoévaluer en facilitant l’autorégulation de ses apprentissages. (Empowering lifelong learners: Building capacities for self evaluation by nurturing self-regulation of learning). Administration et education: Spécial Canada, 165(1), 205-213. Association Française des Acteurs de l’Education. France.

Schnellert, L. (2020). Place-consciousness and education change networks to empower rural learners. In Corbett, M., & Gereluk, D. (Eds.), Rural teacher education: Connecting land and people. Toronto: Springer, 319-328.

Butler, D. L., & Schnellert, L. (2020). Negotiating meaning and engagement: Socially shared strategic processing. In Dinsmore, D, Fryer, L., & Parkinson, M. (Eds.) Handbook of strategies and strategic processing. New York, NY: Routledge, 63-81.

Schnellert, L., Richardson, P., Roberts, E., MacDonald, S., MacHardy, C., Rosal, A., Smith, J., Rader, M., Frisque, J., & Hole, R. (2019). Enacting equity in higher education through critical disability studies: A critical community self-study. Disability Studies Quarterly, 39(2). 31 pages.

Schnellert, L., & Kozak, D. (2019). In situ hybrid spaces as generative sites for teacher preparation. McGill Journal of Education, 54(1), 1-23.

Schnellert, L., & Kozak, D. (2019). Exploring diversity and nurturing generativity through in situ teacher education. Exceptionality Education International, 29(1), 72-96.

Cherkowski, S., & Schnellert, L. (2018). Teacher, team and school change through reciprocal learning. Teacher Development, 22(2). 229-248.

Schnellert, L., Fisher, P., & Sanford, K. (2018). Developing communities of pedagogical inquiry in British Columbia. In Brown, C., & Poortman, C. (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. 3^rd Edition. Pembroke Publishers: Markham, Canada. 160 pages.

Schnellert, L., Kozak, D., & Moore, S. (2015). Professional development that positions teachers as inquirers and possibilizers. 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., & Widdess, N. (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., & MacNeil, K. (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., & Butler, D.L. (2014, June). Collaborative inquiry: Empowering teachers in their professional development. Education Canada. 54(3): 18-22.

Butler, D. L., Schnellert, L., & Cartier, S.C. (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., & Schnellert, L. (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., & Schnellert, L. (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., & Giammarino, M. (2011). Secondary students’ self-regulated engagement in reading: Researching self-regulation as situated in context. Psychological Test and Assessment Modelling, 53 (1), 73-105.

Schnellert, L., Datoo, M., Ediger, K., & Schnellert, L. (2009). Pulling together: Integrating inquiry, assessment and instruction in today’s English classroom. Portland, ME: Stenhouse. 160 pages.

Brownlie, F.. & Schnellert, L. (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., & Higginson, D. (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., & Cameron, B. (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. & Schnellert, L. (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.

Schnellert, L., Miller, M., Macmillan, M., & Brant, B. (2020, Spring). Fostering the reciprocal relationships between self-regulated learning and middle years philosophy and pedagogy: A school district/teacher education partnership. In AERA Studying and Self-Regulated Learning SIG newsletter, 10-11.

Butler, D.L. & Schnellert, L. (2020). Fostering success for students with learning disabilities (LD): Why fostering self-regulated learning is key. In Learning Disabilities Association of Canada national newsletter.

Schnellert L. (2019). Referee Report For: Exploring the current context for Professional Learning Networks, the conditions for their success, and research needs moving forwards [version 1; peer review: 3 approved, 2 approved with reservations]. Emerald Open Research, 1(1). (https://doi.org/10.21956/emeraldopenres.13970.r26353).

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.

Butler, D. & Schnellert, L. (2014, Spring). Tracing cycles of teachers’ self- and co-regulated practice. In AERA Studying and Self-Regulated Learning SIG newsletter, 6-7.

Schnellert, L., & Widdess, N. (2010). Embedding technology to support self-regulated learning. In Hume, K’s Tuned out: Engaging the 21^stcentury learner. Pearson Canada. 217.

Schnellert, L. & Widdess, N.. In Hume, K’s Tuned out: Engaging the 21st century learner. Pearson Canada. (2010): 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).

Schnellert, L.  (2020, April 18). Drawing on student funds of knowledge in professional learning networks to increase success for equity-seeking learners [conference session]. Annual meetings of the American Educational Research Association, San Francisco, CA. https://convention2.allacademic.com/one/aera/aera20/index.php?cmd=Online+Program+View+Paper&selected_paper_id=1628109&PHPSESSID=rbg153d40seh9feea4jvn5c081(Conference canceled).

Schnellert, L. & Kozak, D. (2020, April 18). Unpacking the experiences of in-service teachers in hybridized in situ teacher education field-based coursework. Annual meetings of the American Educational Research Association, San Francisco, CA. https://convention2.allacademic.com/one/aera/aera20/index.php?cmd=Online+Program+View+Paper&selected_paper_id=1570491&PHPSESSID=rbg153d40seh9feea4jvn5c081 (Conference canceled).

Schnellert, L., King, J., Manuel, T., Searcy, T., Moase, J., & Moore, S. (2020, April 17). Through a Different Lens: Increasing success for “at-risk” learners through situated, collaborative inquiry [Conference session]. Annual meetings of the American Educational Research Association, San Francisco, CA. https://convention2.allacademic.com/one/aera/aera20/index.php?cmd=Online+Program+View+Paper&selected_paper_id=1583955&PHPSESSID=rbg153d40seh9feea4jvn5c081 (Conference canceled).

Schnellert, L. (2020, January). Situated, goal-oriented co-construction of practice within a professional learning networks. Presented at the annual meetings of the International Congress of School Effectiveness and Improvement. Marrakech, Morocco.

Fisher, P. & Schnellert, L. (2020, January). Striving for equity through metissage: Partnering in education transformation. Presented at the annual meetings of the International Congress of School Effectiveness and Improvement. Marrakech, Morocco.

Schnellert, L. (2020, January). Pracademia: Creating spaces for pedagogical meaning-making. Presented at the annual meetings of the International Congress of School Effectiveness and Improvement. Marrakech, Morocco.

Hole, R., Barnes, S., Schnellert, L., Ngieng, N., Stainton, T., Forby, L., & Polushin, S. (2019, Aug). Transitioning youth with disabilities and employment: The TYDE project. Congress 2019: International Association for the Scientific Study of Intellectual and Developmental Disabilities. Glasgow Scotland.

Schnellert, L. (2019, July). Collaborative teacher professional development within professional learning communities. Paper presented at the American Educational Research Association Professional Learning Network Symposium. San Diego, CA.

Schnellert, L. & Datoo, M. (2019, April). Realizing the potential of rural education networks as professional development and inspiration for innovation. Paper presented at the annual meeting of the American Educational Research Association. Toronto, ON.

Schnellert, L. & Moore, S. (2019, April). Drawing on student funds of knowledge to increase success or “at-risk” learners. Paper presented at the annual meeting of the American Educational Research Association. Toronto, ON.

Schnellert, L. & Kozak D. (2019, April). Studying the benefits for in-service teachers within in situ teacher education methods courses. Paper presented at the annual meeting of the American Educational Research Association. Toronto, ON.

Schnellert, L., Kozak, D., & Moore, S. (2018, July) Literacy professional development that positions teachers as inquirers and possibilizers. To be presented at the annual meetings of the International Literacy Association. Austin, Texas.

Schnellert, L., King, J., Searcy, N., & Moore, S. (2018, April). Through a different lens: Professional development that reframes diversity as strength. Paper presented at the annual meeting of the American Educational Research Association. New York, NY.

Schnellert, L., & Kozak, D. (2018, April). In situ teacher education methods courses: Examining the benefits for in-service teachers. Paper presented at the annual meeting of the American Educational Research Association. New York, NY.

Poortman, C., Brown, C., Binkhort, F., Schnellert, L., Fisher, P., Sanford, K., Schildkamp, K., Tolowitzki, P.., & Rodway, J. (2018, April).  Networks for learning: Effective collaboration for teacher, school and system improvement symposium. Paper presented at the annual meeting of the American Educational Research Association. New York, NY.

MacNeil, K., Butler, D.L., & Schnellert, L. (2018, April). Experiences of responsibility and professionalism in a multi-layered community of inquiry. Paper presented at the annual meeting of the American Educational Research Association. New York, NY.

Schnellert, L., & Cherkowski, S. (2018, January). Exploring teacher leadership in a rural, secondary school: Reciprocal learning teams as a catalyst for emergent leadership. Presented at the annual meetings of the International Congress of School Effectiveness and Improvement. Singapore, Singapore.

Schnellert, L. (chair and presenter), Clarke, P., Fisher, P, Kim, M., Parsley, D., & Shirley, D. Realizing the potential of rural education networks as professional development and inspiration for Innovation. Symposium presentation at the annual meetings of the International Congress of School Effectiveness and Improvement. Singapore, Singapore.

Schnellert, L., Fisher, P., & Sanford, K. (2018, January). Developing communities of pedagogical inquiry in British Columbia. Symposium presentation at the annual meetings of the International Congress of School Effectiveness and Improvement. Singapore, Singapore.

Schnellert, L., & Kozak, D. (2017, Apr). Diversity and generativity: In situ teacher education that positions teachers as responsive possibilizers. Presented at AERA Annual Meeting, San Antonio, Texas.

Schnellert, L., & Moore, S. (2017, Apr). Decentering normative practice through in situ teacher education. Presented at AERA Annual Meeting, San Antonio, Texas.

Binkhorst, F., Barraugh, A., Fisher, P., Schnellert, L., Poortman, C., & Brown, C. (2017, Jan). Developing professional capital in professional learning networks. International Congress for School Effectiveness and Improvement, Ottawa, ON.

Cherkowski, S., & Schnellert, L. (2017, Jan). Reciprocal learning teams: Teacher-led professional inquiry for team and school change. International Congress for School Effectiveness and Improvement, Ottawa, ON.

Fisher, P., Schnellert, L., Keuhn, D., & Epps, M. (2017, Jan). Partnerships for transformative education. International Congress for School Effectiveness and Improvement, Ottawa, ON.

Schnellert, L., & Taylor, T. (2017, Jan). Collaborating to engage all learners. International Congress for School Effectiveness and Improvement, Ottawa, ON.

Schnellert, L., Brownlie, F., & Moore, S. (2016, Dec). Enhancing literacy learning through collaboration, formative assessment and powerful professional development. Learning Forward Conference, Vancouver, BC.

Schnellert, L., Kozak, D. & Moore, S. (2016, Dec). Positioning teachers as inquirers and possibilizers. Learning Forward Conference, Vancouver, BC.

Schnellert, L., Sanford, K., & Fisher, P. (2016, Jan). Working together for deep learning and system change: Cross- institution pre-service and in-service collaborative inquiry. International Congress for School Effectiveness and Improvement, Glasgow, United Kingdom.

Schnellert, L. (2015, July). Fostering self- and co-regulated literacy learning in content area classrooms. International Literacy Association, St Louis, MO.

Schnellert, L., Butler, D. & Moore, S. (2015, Apr). Co-constructing practices that respond to and support diverse literacy learners. Presented at the American Educational Research Association (AERA) Annual Meeting, Chicago, IL.

Cherkowski, S. & Schnellert, L. (2015, Apr). Teacher, team and school change through reciprocal learning. Presented at the American Educational Research Association (AERA) Annual Meeting, Chicago, IL.

Ondrik, K., Schnellert, L., & Macintyre Latta, M. (2015, Apr). Inspiring social justice: What is the lived curriculum we create together at our Community School? Presented at the American Educational Research Association (AERA) Annual Meeting, Chicago, IL.

Schnellert, L., Kozak, D., & Wilson, L. (2014, May). Collaborating in literacy instruction to meet the needs of all learners: RTI structures, strategies and systems that work in schools. Presented at the International Reading Association (IRA) Annual Conference, New Orleans, LA.

Schnellert, L. (2014, May). Building pathways for all learners through inquiry, text sets and self-regulated learning. Presented at the International Reading Association (IRA) Annual Conference. New Orleans, LA.

Schnellert, L., Richardson, P., & Cherkowski, S. (2014, Apr). Nurturing reflexivity: Teacher educator professional development as reflexive inquiry. American Educational Research Association (AERA) Annual Meeting, Philadelphia, PA.

Butler, D., & Schnellert, L. (2014, Apr). Tracing cycles of teachers’ self- and co-regulated practice. Presented at the American Educational Research Association (AERA) Annual Meeting, Philadelphia, PA.

Cherkowski, S., & Schnellert, L. (2014, Apr). Co-constructing a learning culture in the school: A case study of collaborative inquiry teams of secondary teachers. Presented at the American Educational Research Association (AERA) Annual Meeting, Philadelphia, PA.

Schnellert, L., & Kozak, D. (2013, May). Keeping it real: An elementary school-based language and literacy immersion experience for pre-service teachers. International Reading Association (IRA) Annual Conference, San Antonio, TX.

Schnellert, L., & Butler, D. (2013, May). Teacher professional development through collaborative teaching, Paper presented at the 2013 AERA Annual Meeting, San Francisco, CA.

Schnellert, L., Miller, C., & Moore, S. (2012, Nov). Engaging diverse learners with responsive teaching. Presented at the National Council of Teachers of English (NCTE) Annual Convention, Las Vegas, NV.

Schnellert, L. (2012, Apr). Collaborative inquiry: Teacher professional development as situated, responsive co-construction of practice and learning. Presented at the 2012 AERA Annual Meeting, Vancouver, BC.

Butler, D.L., Schnellert, L., & MacNeil, K. (2012, Apr). Teachers working collaboratively to support adolescent literacy: A case study of a multi-level community of inquiry. Presented at the 2012 AERA Annual Meeting, Vancouver, BC.

Schnellert, L., & Butler, D.L. (2010, May). Towards a better understanding of teacher professional development: Examining teachers’ practice-oriented inquiry into middle years literacy teaching and learning. Presented at the International Reading Association (IRA) Annual Conference, Chicago, IL.

Schnellert, L., & Fullerton, C. (2009, May). Engaging and developing readers and thinkers in science and mathematics. Presented at the International Reading Association (IRA) Annual Conference, Minneapolis, MN.

Schnellert, L., & Butler, D. (2009, Nov). 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., Butler, D., & Cartier, S. (2009, May). Understanding adolescents’ deep engagement with ideas when learning from text(s): Implications for instruction in subject area classrooms. Presented at the International Reading Association (IRA) Annual Conference, Minneapolis, MN.

Schnellert, L., & Butler, D. (2009, Apr). Examining the influence of collaboration on teacher learning and practice. Presented at the Council for Exceptional Children (CEC) Annual Convention, Seattle, WA.

Schnellert, L., & Butler, D. (2009, Apr). 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 American Educational Research Association (AERA) Annual Meeting, San Diego, CA.

Schnellert, L. (2020, June). Professional learning networks: Collaboration for teacher, school, and system transformation. Paper accepted for presentation at the annual meeting of the Canadian Society for Studies in Education. London, ON. https://csse-scee.ca/wp-content/uploads/2020/03/CSSE-Program-Draft-Mar-1.pdf. (conference canceled).

Schnellert, L., Taylor, T., & Lenardon, C. (2019, July). Educational renewal and restoration through place-conscious pedagogies. Presented at the annual conference of the Canadian Superintendents Association. Richmond, BC.

Sanford, K., Fisher, P., Schnellert, L., Robertson, K., & Bell, D. (2019, June). Ongoing teacher professional learning: Three models. Paper presented at the annual meeting of the Canadian Society for Studies in Education. Vancouver, BC.

King, J., Schnellert, L., Searcy, N., & Moore, S. (2019, June). Drawing on student funds of knowledge to increase school completion for marginalized learners. Paper presented at the annual meeting of the Canadian Society for Studies in Education. Vancouver, BC.

Schnellert, L. (2019, May). Growing innovation in rural sites of learning: Examining a rural education network’s role in spurring inspiration for innovation. Paper presented at the annual meeting of the Canadian Society for Studies in Education. Vancouver, BC.

Schnellert, L., Richardson, P., Hole, R., & Smith, J. (2018, May). Interdisciplinarity, disability, and inclusion collaboratives. Presented at the annual meetings of the Canadian Disability Studies Association annual conference. Regina, Saskatchewan.

Fisher, P., Schnellert, L., Fleming, A., & Kozak, D. (2018, May). The familiar and the strange: Partnering in education transformation. Paper presented at the annual meeting of the Canadian Society for Studies in Education. Regina, SK.

Schnellert, L. (2018, May). Pathways and possibilities: Navigating potential career paths in teacher education. Paper presented as part of Canadian Association for Teacher Education (CATE) graduate student symposium at the annual meeting of the Canadian Society for Studies in Education. Regina, SK.

Schnellert, L. (2017, May). Growing innovation in rural sites of learning. Presented in the Imagining Pedagogical Relations through Partnerships in British Columbia Symposium at the Annual Meetings of the Canadian Society for Studies in Education, Toronto, ON.

Schnellert, L., Fisher, P., Sanford, K., & Mimick, K. (2017, May). Communities of pedagogical inquiry. Presented at the Annual Meetings of the Canadian Society for Studies in Education, Toronto, ON.

Richardson, P., & Schnellert, L. (2017, May). Creating spaces for mindful and relational professional development as teacher educators: Co-authoring a critical friendship. Presented at the Annual Meetings of the Canadian Society for Studies in Education, Toronto, ON.

Schnellert, L., Moore, S., Searcy, N., & King, J. (2017, May). Through a different lens: Professional development that reframes diversity as strength. Presented at the annual meetings of the Canadian Society for Studies in Education, Toronto, ON.

Schnellert, L., & Kozak, D. (2017, May). In situ teacher education that positions diversity as generative: Reciprocal learning between teachers, teacher candidates, and students. Presented at the Annual Meetings of the Canadian Society for Studies in Education, Toronto, ON.

Cherkowski, S., & Schnellert, L. (2016, May). Engaging and sustaining professional development through teacher inquiry teams. Presented at the Annual Meetings of the Canadian Society for Studies in Education, Calgary, AB.

Macintyre Latta, M., Schnellert, L., Ondrik, K., & Sasges, M. (2016, May). Modes of being: Mobilizing narrative inquiry. Presented at the Annual Meetings of the Canadian Society for Studies in Education, Calgary, AB.

Richardson, P., & Schnellert, L. (2016, May). Origins and evolution of an interdisciplinary disability and inclusion research collaborative. Presented at the Annual Meetings of the Canadian Society for Studies in Education, Calgary, AB.

Schnellert, L., & Kozak, D. (2016, May). Literacies in action: In situ teacher education. Presented at the Annual Meetings of the Canadian Society for Studies in Education, Calgary, AB.

Schnellert, L., Ondrik, K., & Sasges, M. (2015, May). Finding our voices: Teacher education as resistance, resilience and restoration. Presented at the Annual Meetings of the Canadian Society for Studies in Education, Calgary, AB.

Schnellert, L., Richardson, P., & Cherkowski, S. (2013, June). Nurturing reflexivity in our students and ourselves: Lessons learned from case-based collaborative inquiry as teacher education. Presented at the Canadian Society for Studies in Education (CSSE) Annual Meeting, Victoria, BC.

Gaylie, V., & Schnellert, L. (2012, May). 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, ON.

Schnellert, L. (2012, May). Teacher professional development as situated, responsive co-construction of practice and learning. Poster presented at the Annual Meetings of the Canadian Society for Studies in Education, Waterloo, ON.

Butler, D. L., Schnellert, L., & Cartier, S.C. (2012, May). Supporting secondary students’ self-regulated learning through reading in subject-area classrooms. Presented at a “spotlight” session at the Annual Meetings of the Canadian Society for the Study of Education, Waterloo, ON. Available on-line at: http://cssespotlight.files.wordpress.com/2012/05/butler-knowledge-snapshot-caep-final.pdf.

Schnellert, L., Fels, L., Kelly, V., & Ling, M. (2010, May). Creating inquiry spaces for pedagogical meaning-making. Presented at the Canadian Society for Studies in Education Annual Meeting, Montreal, QC.

Schnellert, L. (2010, May). 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 Canadian Society for Studies in Education Annual Meeting, Montreal, QC.

Western Canada

Schnellert, L., Brown, K., Judge, H., Maguire, S., Shippitt, H., Slack, J., & Stapleton, A. (2020). Developing place-consciousness through in situ learning. Presented at the Western Canadian Association for Student Teaching (WestCAST) Annual Conference, Vancouver, BC.

Schnellert, L., Brant, B., Brown, C., Kraichy, D., Macmillan, M., & Miller, M. (2020). Finding the synergies between middle years teaching and self-regulated learning. Presented at the Western Canadian Association for Student Teaching (WestCAST) Annual Conference, Vancouver, BC.

Epps, M., Fisher, P., Koehn, D., Maguire, S., Newberry, E., Schnellert, L., Shippitt, H., & Taves, H. (2019). Partnering for transformation: Seeking the threads that connect us. Presented at the Western Canadian Association for Student Teaching (WestCAST) Annual Conference, Calgary, AB.

Schnellert, L., Klassen, W., Brown, A., & Proctor, M. (2012). Learning through teaching rather than learning about teaching. Presented at the Western Canadian Association for Student Teaching (WestCAST) Annual Conference, Calgary, AB.

Schnellert, L., & Richardson, P. (2012). Arts-based teacher inquiry as teacher professional development. Presented at the Western Canadian Association for Student Teaching (WestCAST) Annual Conference, Calgary, AB.

Schnellert, L. (2017, Feb). Collaborating to support all learners. Presented at the British Columbia Special Education Association Annual CrossCurrents Conference, Richmond, BC.

Schnellert, L., & Kozak, D. (2013). Collaborative models of support. Presented at the British Columbia Special Education Association Annual CrossCurrents Conference, Richmond, BC.

Schnellert, L., Moore, S., Widdess, N., & Watson, L. (2012). Teaching for joy and justice: Collaborating to support all learners in English language arts. Presented at the British Columbia Teachers of English Language Arts (BCTELA) Annual Conference, Burnaby, BC.

Schnellert, L., Moore, S., Watson, L., & Widdess, N. (2011). Multiple pathways to leading literate lives. Presented at the British Columbia Teachers of English Language Arts (BCTELA) Annual Conference, Richmond, BC.

Schnellert, L., Datoo, M., Ediger, K., & Widdess, N. (2010). Using literature circles to integrate assessment, inquiry and instruction to reach all learners. Presented at the British Columbia Teachers of English Language Arts (BCTELA) Annual Conference, Richmond, BC.

Schnellert, L. (2008). Success for all: Working together to support students with special needs. Presented at the BC Rural School Conference, Richmond, BC.