Professor
Department of Educational Counselling and Psychology, and Special Education (ECPS)
Dr. Perry studies how features of classroom contexts support students’ self-regulation of learning and how to support teachers to foster self-regulated learning (SRL) in students. She is internationally recognized for her contributions to research in four areas: (a) studying SRL in classrooms; (b) studying SRL in elementary-aged students; (c) preparing teachers to promote SRL; and (d) measuring SRL.
Contributions:
Perry, N. E. (2013). Classroom processes that support self-regulation in young children [Monograph]. British Journal of Educational Psychology, Monograph Series II: Psychological Aspects of Education—Current Trends, 10, 45-68.
Perry, N. E., VandeKamp, K. O., Mercer, K. L., & Nordby, C. J. (2002). Investigating teacher student interactions that foster self regulated learning. Educational Psychologist, 37, 5-15.
Winne, P. H., & Perry, N. E. (2000). Measuring self regulated learning. In P. Pintrich, M. Boekaerts, & M. Zeidner (Eds.), Handbook of self regulation (pp. 531-566). Orlando, FL: Academic Press.
Perry, N. E. (1998). Young children's self regulated learning and contexts that support it. Journal of Educational Psychology, 90, 715 729.
Keywords:
Self-regulation; Self-regulated learning; Motivation; Teacher development; Learning disabilities; "At risk" children and youth.
nancy.perry@ubc.ca
Departmental profile page
Departmental profile page