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.

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Selected Publications

  • Schnellert, L., Hole, R., Roberts, E., Richardson, P., Smith, J., MacHardy, C., Rader, M., MacDonald, S., & Frisque, J. (in press). Origins and evolution of an interdisciplinary disability and inclusion research collaborative. Disability Studies Quarterly. 29 pages.
  • Schnellert, L., & Kozak, D. (in press). In situ hybrid spaces as generative sites for teacher preparation. McGill Journal of Education.
  • Schnellert, L., & Kozak, D. (2019). Exploring diversity and nurturing generativity through in situ teacher education. Exceptionality Education International, 29(1), 72-96.
  • 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. (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.
  • 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.
  • 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).

Refereed Conference Presentations

International

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., L. Schnellert & 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.

National

Schnellert, L. & Richardson, P. (2018, May). Interdisciplinarity, disability and inclusion collaboratives. Paper presented at the annual meeting of the Canadian Disability Studies Association. Regina, SK.

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 (outside British Columbia)

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.

Local

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.

 

 

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:

Growing Innovations in Rural Sites of Learning with BC’s Rural Education Advisory. Funded by SSHRC. $195,000 over three years

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

Rural Education Advisory. Funded by BC Ministry of Education. $60,000 over one year.

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

 

 

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