Education:

Simon Fraser University

Selected Publications:

Lawanto, O., Butler, D. L., Cartier, S., Santoso, H. B., & Goodridge, W. (2013). Task interpretation, cognitive, and metacognitive strategies of highter and lower performers in an engineering design project. An exploratory study of college freshmen. International Journal of Engineering Education, 29(2), 459-475.

Butler, D. L., Schnellert, L., & Cartier, S. C. (2013). Layers of self- and co-regulation: Teachers’ co-regulating learning and practice to foster students’ self-regulated learning through reading. Education Research International, vol. 2013, Article ID 845694, 19 pages, 2013. doi:10.1155/2013/845694. Available at: http://www.hindawi.com/journals/edu/2013/845694/

Lawanto, O., Butler, D. L., Cartier, S., Santoso, H. B., Lawanto, L. N., & Clark, D. (2013). An Exploratory Study of Self-Regulated Learning Strategies in a Design Project by Students in Grades 9-12. Design & Technology Education: an International Journal, 18(1), 44-57.

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

Wong, B. Y. L., & Butler, D. L. (Eds.) (2012). Learning about learning disabilities (4th edition). Elsevier Academic Press.

Brydges, R. & Butler, D. L. (2012). A reflective analysis of medical education research on self-regulation in learning and practice. Medical Education, 46, 71-79.

Butler, D. L. (2011). Investigating self-regulated learning using in-depth case studies. In B. J. Zimmerman, & D. H. Schunk (Eds.), Handbook of Self-Regulation of Learning and Performance (pp. 346-360). NY, NY: Routledge.

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 Modeling, 53(1), 73-105.

Cartier, S. C., Butler, D. L., & Bouchard, N. (2010). Teachers working together to foster self-regulated learning through reading by students in an elementary school located in a disadvantaged area. Psychological Test and Assessment Modeling, 52(4), 382-418.

Butler, D. L., Pollock, C., Nomme, K., & Nakonechny, J.  (2008). Promoting authentic inquiry in the sciences: Challenges faced in redefining first-year university students’ scientific epistemology. In B. M. Shore, M. W. Aulls & M. A. B. Delcourt (Eds.), Inquiry in education: Overcoming barriers to successful implementation (pp. 301-324). NY, NY: Erlbaum: Taylor & Francis Group.

Butler, D. L., & Schnellert, L. (2008). Bridging the research-to-practice divide: Improving outcomes for students. Education Canada, 48(5), 36-40.

Cartier, S. C., Butler, D. L., & Janosz, M. (2008). Autorégulation des élèves fréquentant des écoles secondaires de milieux défavorisés dans une activité d’apprentissage par la lecture. (Self-regulated learning of students within disadvantaged schools in a reading to learn activity). Revue des Sciences de l’Education, 33(3), 601-622.

Schnellert, L., Butler, D. L., & Higginson, S. (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. (2006). Frames of inquiry in Educational Psychology: Beyond the Quantitative-Qualitative Divide. In P. A. Alexander & P. H. Winne (eds.), Handbook of Educational Psychology, 2nd ed (pp. 903-929). Washington, DC: APA.

Butler, D. L. (2005). L’autorégulation de l’apprentissage et la collaboration dans le développement professional des enseignants (Self-regulated learning and collaboration in the professional development of teachers). Revue des Sciences de l’Education, 31, 55-78.

Butler, D. L., Novak Lauscher, H. J., & Beckingham, B. (2005). Co-constructing strategies for math problem-solving: A report of three case studies. Learning Disabilities Research and Practice, 20, 156-174.

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 , (ON-LINE)

Butler, D. L. (2004). Adults with Learning Disabilities. In B. Y. L. Wong (Ed.), Learning about Learning Disabilities (3rd ed.) (pp. 565-598). Toronto: Academic Press.

Butler, D. L., & Cartier, S. (2004). Promoting students’ active and productive interpretation of academic work: A Key to successful teaching and learning, Teachers College Record, 106, 1729-1758.

Butler, D. L., Novak Lauscher, H. J., Jarvis-Selinger, S., & Beckingham, B. (2004). Collaboration and self-regulation in teachers’ professional development. Teaching and Teacher Education, 20, 435-455.

Wong, B. Y. L., Harris, K. R., Butler, D. L., & Graham, S. (2003). Cognitive strategy instruction. Handbook on Research in Learning Disabilities (pp. 383-402). Guilford Press.

Butler, D. L. (2003). Structuring instruction to promote self-regulated learning by adolescents and adults with learning disabilities. Exceptionality, 11(1), 39-60.

Sorrell, S., Error, M., Butler, D. L., Novak Lauscher, H., & Alkenbrack, B. (2003). Community Women Speak about Educational Opportunities in Vancouver’s Downtown Eastside: A Brief Report. University of British Columbia. Vancouver, BC. (ON-LINE).

Butler, D. L. (2002). Individualizing instruction in self-regulated learning. Theory into Practice, 41, 81-92.

Butler, D. L. (2002). Qualitative approaches to investigating self-regulated learning: Contributions and challenges. Educational Psychologist, 37, 59-63

Butler, D. L., Elaschuk, C. L., & Poole, S. (2000). Promoting strategic writing by postsecondary students with learning disabilities: A report of three case studies. Learning Disabilty Quarterly, 23, 196-213.

Butler, D. L. (1998). Metacognition and learning disabilities. In B. Y. L. Wong (ed.), Learning about learning disabilities (2nd ed.) (pp. 277-307. Toronto: Academic Press.

Butler, D. L. (1998). The Strategic Content Learning approach to promoting self-regulated learning. In B. J. Zimmerman & D. Schunk (eds.), Developing self-regulated learning: From teaching to self-reflective practice (pp. 160-183). New York: Guildford Publications, Inc.

Butler, D. L. (1998). The Strategic Content Learning approach to promoting self-regulated learning: A summary of three studies. Journal of Educational Psychology, 90, 682-697.

Butler, D. L. (1998). In search of the architect of learning: A commentary on scaffolding as a metaphor for instructional interactions.Journal of Learning Disabilities, 31 (4), 374-385.

Wong, B. Y. L., Butler, D. L., Ficzere, S., & Kuperis, S. (1997). Teaching adolescents with learning disabilities and low achievers to plan, write, and revise compare and contrast essays. Learning Disabilities Research and Practice, 12 (1), 2-15.

Butler, D. L. (1996). Promoting strategic content learning by adolescents with learning disabilities. Exceptionality Education Canada, (6), 131-157. [Published in 1997)

Wong, B. Y. L., Butler, D. L., Ficzere, S., & Kuperis, S. (1996). Teaching low achievers and students with learning disabilities to plan, write, and revise opinion essays. Journal of Learning Disabilities, 29, 197-212.

Butler, D. L. (1995). Promoting strategic learning by postsecondary students with learning disabilities.Journal of Learning Disabilities, 28, 170-190.

Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65, 245-281.

Butler, D. L. (1994). From learning strategies to strategic learning: Promoting self-regulation by postsecondary students with learning disabilities. Canadian Journal of Special Education, 4, 69-101.

Wong, B. Y. L., Butler, D. L., Drabble, S., Kuperis, S, Corden, M., & Zelmer, J. (1994). Teaching problem learners revision skills and sensitivity to audience through two instructional modes: Student-teacher versus student-student interactive dialogues. LD Research and Practice, 9, 78-90.

Butler, D. L. (1992). Promoting strategic learning by learning disabled adults and adolescents. Exceptionality Education Canada, 2, 109-128.

Conference Papers

Butler, D. L., & Cartier, S. C. (2012, April). A Theoretical Framework for Considering Self- and Co-Regulated Learning as Situated in Practice: Introduction to a Structured Poster Session. Presented at the annual meetings of the American Educational Research Association. Vancouver, BC.

Butler, D. L., Schnellert, L., & MacNeill, K. (2012, April). Teachers’ working collaboratively to support adolescent literacy: A case study of a multi-level community of inquiry. Presented at the annual meetings of the American Educational Research Association. Vancouver, BC.

Giammarino, M., & Butler, D. L. (2012, April). Mathematical flexibility: Case studies of individual-context interactions.  Presented at the annual meetings of the American Educational Research Association. Vancouver, BC.

Lawanto, O., Butler, D. L., & Cartier, S. C. (2012, April). Students’ self-regulated strategies for an engineering design project: An exploratory study of college freshmen. Presented at the annual meetings of the American Educational Research Association. Vancouver, BC.

MacNeil, K., & Butler, D. L. (2012, May). Experiences of agency: Professional learning in the context of school reform. Presented at the annual meetings of the Canadian Society for the Study of Education. Waterloo, ON.

Nomme, K., Butler, D. L., Pollock, C., Nakonechny, J., & Cartier, S. C. (2012, April). Understanding post-secondary students’ perceptions about learning in science from within an inquiry-oriented biology laboratory. Presented at the annual meetings of the American Educational Research Association. Vancouver, BC.

Schnellert, L., & Butler, D. L. (2012, April). Collaborative inquiry: Teacher professional development as situated, responsive co-construction of practice and learning. Presented at the annual meetings of the American Educational Research Association. Vancouver, BC.

Scott, J., & Butler, D. L. (2012, April). How classroom contexts might foster self-regulation and self-efficacy during literacy tasks: Studying individuals in context. Presented at the annual meetings of the American Educational Research Association. Vancouver, BC.

Tang, A., & Butler, D. L. (2012, April).  Individual and cultural influences in ESL students’ academic help-seeking: A multiple-case study in secondary classrooms.  Presented at the annual meetings of the American Educational Research Association. Vancouver, BC.

Schnellert, L., & Butler, D. L. (2010, May). Professional development as situated, inquiry-oriented co-construction of practice: Teachers working together to develop practices that respond to and support diverse learners. Presented at the annual meetings of the Canadian Society for Studies in Education (CATE). Montreal, QC.

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

Schnellert, L, & Butler, D. L. (2009, Nov). Collaborative inquiry: Teacher professional development as situated, responsive, co-construction of practice. Presented at the 2009 annual meetings of the National Council of Teachers of English (NCTE). Philadelphia, PA.

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

Schnellert, L., & Butler, D. L. (2009, April). Teacher professional development as situated, goal-oriented co-construction of practice: Teachers working together to develop practices that respond to and support diverse learners. Presented at the annual meetings of the American Educational Research Association. San Diego, CA.

Tang, I., & Butler, D. L. (2008, May). Linguistic and cultural influences on academic help-seeking by ESL students. Presented at the annual meetings of the Canadian Society for Studies in Education. Vancouver, BC.

Cartier, S. C., Bouchard, N., & Butler, D. L. (2008, May). Intervention d’enseignants du primaire sur l’autorégulation de l’apprentissage par la lecture dans une école en milieu défavorisé et expérience vécue par les élèves. Presented at the annual meetings of the Canadian Society for Studies in Education. Vancouver, BC.

Butler, D. L., Schnellert, L., & Cartier, S. C. (2008, May). Understanding and supporting adolescents’ learning from text(s) in subject area classrooms. Presented at the 2008 annual meetings of the International Reading Association. Atlanta, GA.

Butler, D. L., Schnellert, L., & Cartier, S. C. (2008, March). Educational change and layers of self-regulation: Teachers working strategically to improve practice so as to foster student self-regulation.  Presented at the 2008 meetings of the American Educational Research Association. New York, NY.

Cartier, S. C., Chouinard, R., & Butler, D. L. (2008, March). The impact of evaluative approaches on high school students’ learning through reading engagement. Presented at the 2008 meetings of the American Educational Research Association. New York, NY.

Butler, D. L., Schnellert, L., & Higginson, S. (2007, April). Fostering agency and co-regulation: Teachers using formative assessment to calibrate practice in an age of accountability. Presented at the annual meetings of the American Educational Research Association. Chicago, IL. (ON-LINE)

Cartier, S. C., Chouinard, R., & Butler, D. L. (2006, Sept). Predictive effect of high school students’ academic motivation on their learning through reading. Paper presented at the annual meeting of European Association for Research in Learning and Instruction: Motivation. Landau, Germany.

Butler, D. L., Schnellert, L., Gagnon, F., Higginson, S., Giammarino, M., Tang, I., & Cartier, S. C. (2006, May). Relating teacher professional development processes to students’ engagement in learning: Overview of an integrative research project. Paper presented at the annual meeting of the Canadian Society for Studies in Education. Toronto, Ontario. (ON-LINE)

Butler, D. L., Cartier, S. C., Schnellert, L., & Gagnon, F. (2006, May). Secondary students’ self-regulated engagement in “learning through reading”: Findings from an integrative research project. Paper presented at the annual meetings of the Canadian Society for Studies in Education. Toronto, Ontario. (ON-LINE)

Schnellert, L., Higginson, S., & Butler, D. L. (2006, May). Co-constructors of data, co-constructors of meaning: Teacher professional development in an age of accountability. Paper presented at the annual meetings of the Canadian Society for Studies in Education. Toronto, Ontario. (ON-LINE)

Giammarino, M., Butler, D. L., Cartier, S. C., Schnellert, L., Gagnon, F., & Higginson, S. (2006, May). Students’ engagement in learning as situated in multiple layers of context. Paper presented at the annual meetings of the Canadian Society for Studies in Education. Toronto, Ontario.

Tang, I., Butler, D. L., Cartier, S. C., Giammarino, M., & Gagnon, F. (2006, May). Strategic help-seeking by secondary ESL students in reading contexts. Paper presented at the annual meetings of the Canadian Society for Studies in Education. Toronto, Ontario. (ON-LINE)

Cartier, S. C., Butler, D. L., & Janosz, M. (2006, April). Students’ self-regulation when learning through reading in schools located within disadvantaged neighborhoods. Paper presented at the annual meetings of the American Educational Research Association. San Francisco, CA.

Chouinard, R., Bowen, F., Cartier, S, C., Desbiens, N., Laurier, M., Plante, I. & Butler, D. L. (2006, April). L’effet des différentes approches évaluatives sur l’engagement et la persévérance scolaires dans le contexte du passage du primaire et du secondaire. Paper presented at the annual meetings of the American Educational Research Association. San Francisco, CA.

Pollock, C., Nomme, K., Butler, D. L., Nakonechny, J., & Gagnon, F. (2005, October). Approaches to first-year Biology. Paper presented at the Annual Meetings of the International Society for the Scholarship of Teaching and Learning. Vancouver, BC.

Nomme, K., Pollock, C., Butler, D., Nakonechny, J., & Cartier, S. C. (2005, July). Attititudes towards learning in first-year biology.l Paper presented at the 18th International Conference on the First Year Experience. Southhampton, England.

Butler, D. L., Cartier, S. C., Gagnon, F., Schnellert, L., Higginson, S., & Giammarino, M. (2005, May). Reading to learn in the content areas: From assessment to intervention. Paper presented at the annual meetings of the Canadian Society for Studies in Education. London, ON.

Butler, D. L., & Cartier, S. C. (2005, April). Multiple complementary methods for understanding self-regulated learning as situated in context. Presented at the April 2005 annual meetings of the American Educational Research Association. Montreal, QC. (ON-LINE)

Butler, D. L. (2005, April). Self-Regulation in Student and Teacher Learning: An Integrated Research Program. Invited presentation to the Business Meeting of the Self-Directed Learning special interest group for the April 2005 annual meetings of the American Educational Research Association. Montreal, QC.

Gagnon, F., & Butler, D. L. (2005, April). Comparability of online and paper-based assessments: Differential cognitive processing in varying contexts. Presented at the annual meetings of the American Educational Research Association. Montreal, QC.

Butler, D. L., & Cartier, S. C. (2004, October). Reading to Learn in the Content Areas: Assessment to Intervention. Paper presented to the Annual Meetings of the Council for Learning Disabilities. Las Vegas, Nevada.

Butler, D. L., & Cartier, S. C. (2004, May). Learning in varying activities: An explanatory framework and a new evaluation tool founded on a model of self-regulated learning. Paper presented as part of an innovative symposium at the Canadian Society for Studies in Education. Winnipeg, MB. (ON-LINE)

Cartier, S. C., & Butler, D. L. (2004, May). Elaboration and validation of the questionnaires and plan for analysis. Paper presented as part of an innovative symposium at the Canadian Society for Studies in Education. Winnipeg, MB. (ON-LINE)

Cartier, S. C., & Butler, D. L. (2004, May). Difficultés à apprendre dans différentes activités: proposition d’un modèle explicatif et d’un outil d’évaluation fondés sur l’autorégulation de l’apprentissage. Presented at the Annual Conference of the Association Internationale de Pédagogie Universitaire. Marrakech, Morocco.

Nomme, K., Pollock, C., Butler, D. L., & Cartier, S. C. (2004, May). First year biology students’ approaches to learning. Paper presented at the 4th Annual UBC Learning Conference: Scholarship and Reflection in Teaching and Learning. Vancouver, BC.

Pollock, C., Nomme, K., Butler, D. L., & Cartier, S. C. (2004, May). Student approaches and attitudes towards learning. Paper presented at the annual meeting of the British Columbia Biology Instructors’ Organization. Burnaby, BC.

Poole, G., Butler, D. L., Pollock, C., Nomme, K., Nakonechny, J., Lomas, C., Slocum, S., Dubois, S., Gagnon, F., & Cartier, S. C. (2004, May). Benefits of working across Faculties to investigate and improve student learning at the University of British Columbia. Paper presented at the 4th annual University of British Columbia Learning Conference. Vancouver, BC.

Nomme, K., Pollock, C., Butler, D. L., & Cartier, S. C., (2004, May). Student approaches and attitudes towards learning. Paper presented at the annual meetings of the Northwest Biology Instructors’ Organization. Tacoma, Washington.

Cartier, S. C., & Butler, D. L. (2004, March). How can school teachers help struggling students to learn more effectively? Interventions based on a model of self-regulated learning. Presented at the Annual International Conference of the Learning Disabilities Association of Quebec. Montreal, Quebec.

Nomme, K., Pollock, C., Butler, D. L., & Cartier, S. C. (2004, February). First year biology students’ approaches to learning. Presented to the UBC Science Supper Series. Vancouver, BC.

Butler, D. L. (2004, February). Linking Research to Practice: Collaborating with Teachers to Enhance Instruction. Pacific Coast Regional Conference. San Diego, CA.

Butler, D. L. (2003, October). Supporting students with learning disabilities to write more strategically. Invited presentation to the annual meetings of the Council for Learning Disabilities. Seattle, WA.

Butler, D. L. (2003, August). Self-Regulation and Collaborative Learning in Teachers’ Professional Development. Paper presented at the bi-annual meetings of the European Association for Research in Learning and Instruction (EARLI). Padua, Italy. (ON-LINE).

Beckingham, B., Novak Lauscher, H., Jarvis-Selinger, S., & Butler, D. L.  (2002, May). Fostering self-regulation by secondary students with learning disabilities: A report of three case studies. Paper presented at the annual meetings of the  Canadian Society for Studies in Education. Toronto, Ont.

Butler, D. L., & Novak Lauscher, H.J. (2002). Researching the Research: A Self-Reflective Case Study of a Community-Driven Project. Conference Proceedings of the annual meetings (May) of the Canadian Association for Studies in Adult Education. Toronto, ON. (ON-LINE).

Butler, D. L., Novak Lauscher, H. J., Jarvis-Selinger, S., & Beckingham, B.  (2002, May).  A collaborative professional development model for teachers of students with special needs. Paper presented at  the annual meetings of the  Canadian Society for Studies in Education. Toronto, ON. (ON-LINE).

Butler, D. L., Briard, D., Dewonck, B., Loren, S., Naser, M., Sall, S., Marinschuk, R., Hoyano, N., Novak, H., Jarvis, S., & Beckingham, B. (2001, April). Educational Partnerships at Work: Towards Sustaining an Instructional Innovation . Presented  at the 8th annual International Conference on Teacher Research (ICTR). Richmond, BC.

Butler, D. L., Jarvis, S., Beckingham, B., Novak, H., & Elaschuk, C.  (2001, April). Teachers as Facilitators of Students’ Strategic Performance: Promoting Academic Success by Secondary Students with Learning Difficulties.  Presented at the annual meetings of the American Educational Research Association. Seattle, WA. (ON-LINE)

Butler, D. L., Novak, H. J., Beckingham, B., Jarvis, S., & Elaschuk, C. (2001, April). Professional Development and Meaningful Change: Towards Sustaining an Instructional Innovation.  Presented at the annual meetings of the American Educational Research Association.  Seattle, WA. (ON-LINE)

Butler, D. L. & Briard, D.  (2000, October).  Promoting independent and strategic learning by adolescents  with learning disabilities. Invited presentation for the 22nd International Conference on Learning Disabilities, Council for Learning Disabilities. Austin, TX.

Butler, D.L. Elaschuk, C.L., Poole, S.L., Novak, H.J. & Karvat, F.C. (2000, April).  Investigating an application of strategic content learning: Promoting strategy development in group contexts.  Presented at the annual Meetings of the American Educational Research Association.  New Orleans, LA. (ON-LINE)

Poole, S., & Butler, D. L. (1999, August).  Volitional control and academic performance of college students. Paper presented as part of a symposium titled “Sustaining learning over time and obstacles: Alternative self-regulatory perspectives” at the annual meeting of the American Psychological Association in 1999 in Boston, MA.

Butler, D. L. (1999, April). The importance of explicit writing instruction for postsecondary students with learning disabilities. Paper presented as part of a symposium coordinated by Karen Harris at the annual meeting of the Council for Exceptional Children.  Charlotte, North Carolina. (ON-LINE)

Butler,  D. L. (1999, April). Identifying and remediating students’ inefficient approaches to tasks.   Paper presented as part of a symposium on naive forms of self-regulation coordinated by  Barry Zimmerman for  the annual meeting of the American Educational Research Association in 1999 in Montreal, Quebec. (ON-LINE)

Butler,  D. L. (1998, August). Promoting Self-Regulation During Content Area Instruction: The Strategic Content Learning Approach.   Paper presented as part of a symposium on strategies for promoting self-regulation during content-area learning organized by Dale Schunk for  the 1998 annual meeting of the American Psychological Association. San Fransisco, CA. (ON-LINE)

Butler, D. L., Elaschuk, C. , Poole, S., MacLeod, W. B., & Syer, K.  (1997, June).  Teaching peer tutors to support strategic learning by post-secondary students with learning disabilities.  Paper presented at the 1997 meeting of the Canadian Society for Studies in Education, St. John’s, NF. (ON-LINE)

Butler,  D. L. (1997, March). The roles of goal setting and self-monitoring in students’ self-regulated engagement in tasks.   Paper presented as part of a symposium on goal setting and monitoring coordinated by Dale Schunk and Barry Zimmerman at  the annual meeting of the American Educational Research Association. Chicago, IL. (ON-LINE)

Butler, D. L. (1996, April).  The strategic content learning approach to promoting self-regulated learning.  Presented as part of a coordinated symposium at the annual meeting of the American Educational Research Association.  New York City, NY. (ON-LINE)

Kamann, M. P., & Butler, D. L. (1996, April).  Strategic content learning: An analysis of instructional features.  Presented as part of a coordinated symposium at the annual meeting of the American Educational Research Association.  New York City, NY. (ON-LINE)

MacLeod, W. B., Butler, D.L., & Syer, K.D. (1996, April).  Beyond achievement data: Assessing changes in metacognition and strategic learning. Presented as part of a coordinated symposium at the annual meeting of the American Educational Research Association.  New York city, NY. (ON-LINE)

Research Projects:

Understanding and Fostering Effective, Strategic, and Self-Regulated Learning. This research characterizes the kinds of difficulties learners experience when self-regulating approaches to academic work and the qualities of learning environments (e.g., mediation, collaboration, tasks, formative assessments for learning) that promote successful self-regulated learning. I am particularly interested in characterizing qualities of individuals’ engagement in academic work as situated in context, and how learning is co-regulated/mediated within situated learning communities. (SSHRC funded research).

Educational Practices that Support Adolescents and Adults with Learning Disabilities. This research examines theoretical and practical issues related to the development of strategic approaches to learning by adolescents and adults with learning disabilities in secondary and post-secondary settings. I focus particular attention on students who struggle with reading and writing at the intermediate, secondary, and post-secondary levels. (Research funded by SSHRC and through my work as the Chris Spencer Professor in Dyslexia 1998-2005).

The Strategic Content Approach to Fostering Strategic Learning and Inquiry. “Strategic Content Learning” (SCL) is a theoretically-grounded instructional approach designed to support the needs of adolescents and adults with learning disabilities. SCL promotes academic success by assisting students to learn how to develop personalized strategies for completing important academic tasks (e.g., reading, writing, math problem-solving). I have conducted a series of studies investigating SCL when used to support students with learning disabilities in secondary and postsecondary settings.

Collaboration and Co-Regulation in Teachers’ Professional Development. I am working with teachers to develop and document collaborative, inquiry-based models of professional development that promote meaningful shifts in teachers’ understandings about teaching and learning and, correspondingly, their decision making in practice. My most recent project focuses on how working with teachers to co-construct situated literacy assessments provides profiles of students’ engagement in “learning through reading” that extend understanding about important instructional targets, support teachers’ planning, enacting, and monitoring of targeted instructional practices, and fuel teachers’ participation in on-going cycles of professional learning (SSHRC funded research).