Affiliates

Charlotte Brenner worked as a general and special educator for the Surrey School District for 25 years prior to her recent appointment as an Assistant Professor of Education at the University of Lethbridge. During her time with the Surrey School District Charlotte focused on creating inclusive teaching and learning environments for students and teachers. In her role as Assistant professor at the University of Lethbridge her focus remains on supporting teacher candidates to develop an understanding of what inclusion means and looks like in school and university settings.

Rebecca Collie, PhD, is a research fellow in educational/developmental psychology in the School of Education at the University of New South Wales in Sydney, Australia. She undertook her master’s and doctoral studies at the University of British Columbia and worked as a research assistant for Dr. Perry on the research study, The Development of Early Career Teacher Motivation and Well-being. Prior to her graduate studies, Rebecca worked as an elementary teacher in Melbourne, Australia, and became interested in the working experiences of teachers and how these affect teaching and students’ learning. Her research focuses on examining well-being and motivation among teachers (both in-service and pre-service) and students with the aim of understanding how these experiences are related to other factors (e.g., job satisfaction for teachers, achievement for students) and how they can be promoted.

 Dr. Gigi Hofer

Dr. Lynda Hutchinson

Lynda Hutchinson, PhD, is an Assistant Professor in the Department of Psychology at King’s University College at Western University in London, Ontario. She completed her master’s and doctoral programs at the University of British Columbia with Dr. Perry. Dr. Hutchinson is a collaborator on the project “ Children’s Development of Self-Regulated Learning”, which examines how young children’s self-regulation and achievement trajectories change as they move through the elementary school years. Dr. Hutchinson’s research continues to focus on the relationships between young children’s self-regulation, features of contexts, and success in the early years of school.

Elina Määttä is a researcher at the Learning and Educational Technology Research Unit (LET), University of Oulu, Finland. Her research interest is in studying the development of self-regulated learning in primary grade children and developing research tools that enable them to express the ways in with they think about and enact strategies that lead to experience success. In particular, the focus of her PhD work is in efficacious interaction between young children’s self-efficacy perceptions and learning situation’s social factors.  She is a Visiting Scholar at UBC, and completed her PhD work under Profs. Sanna Jarvela’s (University of Oulu) and Nancy Perry’s guidance.

Dr. SILVIA MAZABEL

Silvia is a postdoctoral fellow in the Department of Earth, Ocean and Atmospheric Sciences at UBC where she is involved in a faculty and curriculum development project titled Earth Science Experiential and Indigenous learning (EaSEIL). In this project, she leads a Community of Practice in which 22 earth science instructors meet regularly to learn, exchange knowledge and experience and explore possibilities to make their field-based course components more inclusive and aligned with calls to action related to the university’s Indigenous Strategic Plan. Silvia informs her faculty development practice with SRL principles and inquiry approaches to learning. In her doctoral research, Silvia collaborated with university instructors to foster students’ self-regulated learning in undergraduate science courses. Her study contributed to theory and research about how inquiry-focused professional learning and instructor-led pedagogical innovations can enhance the quality of teaching and learning in postsecondary settings.

Dr. NIKKI YEE

Nikki Yee is a PhD student in Special Education working under the supervision of Dr. Deborah Butler and Dr. Nancy Perry, and the Project Coordinator for Children’s Development of Self-Regulated Learning.  She is also a Research Assistant for a study about Self-Regulated Learning in a virtual environment.  Nikki holds a Master’s of Education and undergraduate degrees in Education and Native Studies from the University of Saskatchewan.  Working as a Special Educator and classroom teacher for 13 years, Nikki became interested in how non-Indigenous teachers and educational systems could better meet the needs of Indigenous learners.  This interest led to Nikki’s dissertation work which focuses on how Self-Regulated Learning can work synergistically with Decolonizing Pedagogy to support academic success and decolonization for Indigenous and non-Indigenous students.  Nikki’s research extends current literature on Self-Regulated Learning by investigating how different pedagogies can come together to support diverse learners.