Barbara Weber
Engaged philosophical inquiry; Multiculturalism and human rights; Empathy and reason; Phenomenology; Hermeneutics; Theories of embodiment; Philosophy for children.
Dr. Weber is an interdisciplinary researcher, combining philosophical expertise with empirical research (psychology, pedagogy, sociology) and community engagement. For example, her three single authored books (2013) discuss the topics of human rights, empathy and reason from a straight philosophical perspective as well as psychology and education. Dr. Weber is also one of the leading figures in the area of Engaged Philosophical Inquiry and has published and edited many central journals/books.
Jennifer Vadeboncoeur
Youth “at risk”; Alternative schools; Flexible contexts for learning; parent involvement; Holistic education; Social class; Cultural psychology; Culture and context.
Dr. Vadeboncoeur’s research addresses youth engagement and participation in afterschool and community contexts. Young people, regardless of complicated educational histories, continue to seek out new learning experiences across a number of contexts. Her research advances our understanding of the significance of youth-adult relationships in the building of flexible contexts for learning and development, as well as the role of educators, parents, and culture in mediating youth participation.
Nancy Perry
Self-regulation; Self-regulated learning; Motivation; Teacher development; Learning disabilities; “At risk” children and youth.
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.
Sterett Mercer
Curriculum-based measurement; Reading intervention; Teacher influence on student peer relations.
Dr. Mercer’s research focuses on the development and use of brief, repeatable assessments of academic skills to inform decision making during academic interventions. His research has also focused on the ways that teachers can influence classroom peer relations.
Sandra Mathison
Program evaluation; Curriculum evaluation; Critical education; Critical research; Sociology of assessment.
Dr. Mathison’s research focuses on educational evaluation, especially its potential to support democratic ideals and promote justice in education. She has conducted national large- and small-scale evaluations of K-12, post-secondary, and informal educational programs and curricula. She adopts a critical interpretative research approach and focuses in large part on the consequences of government testing and accountability on teachers, students and the quality of schools and education.
Owen Lo
Gifted education; Multiple intelligences; Creativity; Social entrepreneurship and leadership; Social-emotionality; Implicit theory (personal construal); Grounded theory method; Cross-cultural studies and multiculturalism.
Dr. Lo is currently working on a research series, “Labeling and Knowing”, that examines the complexity of the labeling phenomenon, especially with regards to how labeling triggers the formation of self-knowledge. Rooted in positive psychology and social constructivism, Labeling and Knowing is also set out to explore some “enabling” aspects of the labeling mechanism.
Serge Lacroix
Bilingualism; Intelligence; Achievement; Ethics; Test development; Psychoeducational assessment; Test adaptation; Multiculturalism.
Dr. Lacroix teaches Master’s level practicum in School Psychology. In recent years he has combined courses to offer an integrated experience to students by varying school placements and assignments in a course that spans the length of the school year. Dr. Lacroix is also the author of the Échelle francophone d’appréciation du rendement (EFAR), a French achievement test developed for francophone students learning in a linguistic minority setting. This test is the first of its kind in French.
Beth Haverkamp
Ethics; Ethical decision making; Counselling psychology; Counselling process; Research methods; Social cognition.
Dr. Haverkamp’s research explores ethical decision-making in research and professional practice. Additional scholarship has focused on professional issues in counselling psychology, with particular emphasis on the Canadian context, the role of assessment and the counselling relationship. Dr. Haverkamp is an elected Fellow of the American Psychological Association and Canadian Psychological Association.
Janet Jamieson
Special Education; Education of the Deaf and Hard of Hearing; Social-emotional development; Peer interaction; Kindergarten transition; Early intervention.
Dr. Jamieson has a longstanding interest in the social development of young deaf and hard of hearing children and the wellbeing of their families, especially a) peer interaction between deaf and hard of hearing children and their hearing peers; b) family support needs of families with young deaf or hard of hearing children; and c) the transition of deaf children to kindergarten. Her scholarship and service have contributed to the establishment of the BC Early Hearing Program.
Shelley Hymel
Social development; Social-emotional learning; School bullying; Peer relations; Child and youth mental health and well being; School climate; Moral disengagement in children and youth; Teacher-student relationships.
Her research focuses on social-emotional learning and development. Dr. Hymel is part of UBC’s Human Early Learning Partnership, team leader for PREVNet (www.prevnet.ca), regional director for the Canadian Prevention Science Cluster, on the BC Crisis Centre’s Board of Directors and the Research Advisory Board of Seattle’s Committee for Children. With S. Swearer she’s established the Bullying Research Network of over 100 scholars worldwide and is co-editing a special issue of the American Psychologist.