Professor
Not accepting any additional graduate students (MEd, MA, or PhD).
Human Development, Learning, and Culture
Dorothy Lam Chair in Special Education
Scholarly Interests:
Learning Disabilities, Motivation, Social Perspectives on Teaching and Learning, Sociocultural Theories, Teacher Development
- Metacognition, motivation, and self-regulated learning in elementary school children
- Social perspectives on teaching and learning, including social cognitive and sociocultural theories
- Teacher development
- Individual differences
- Learning disabilities
Dorothy Lam Chair in Special Education
Seeding Success Through Motivation and Self-Regulation in Schools
NOIIE Self-Regulated Learning
Changing Results for Young Readers
SRL Inquiry Hub Summer Institute
University of Michigan
Books
Woolfolk, A. & Perry, N. E. (2015). Child and adolescent development (2nd Ed.). Boston: Pearson Education. [1st ed., 2012]
Woolfolk, A. E., Winne, P. H., & Perry, N. E. (2015). Educational Psychology (Canadian 6th Ed.). Prentice HalI/Allyn and Bacon Canada. [5th Canadian ed., 2012; 4th Canadian ed., 2009; 3rd Canadian ed., 2006; 2nd Canadian ed., 2003; 1st Canadian ed., 2000]
Self-Regulation
Perry, N. E., Brenner, C. A., & Fusaro, N. (2015). Closing the gap between theory and practice in self-regulated learning: Teacher learning teams as a framework for enhancing self-regulated teaching and learning. In T. J. Cleary (Ed.) Self-regulated learning interventions with at risk populations: Academic, mental health, and contextual considerations (pp. 229-250). Washington, DC: American Psychological Association.
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. & Winne, P. H. (2013). Tracing Self- and Co-Regulation of Learning in Events and Activities. In M. Vaurus & S. Volet (Eds.), Interpersonal Regulation of Learning and Motivation: Methodological Advances. Pergamon Press.
Winne, P. H., Hadwin, A. F., & Perry, N. E. (2013). Metacognition and computer-supported collaborative learning. In C. Hmelo-Silver, A. O’Donnell, C. Chan, & C. Chinn (Eds.), International handbook of collaborative learning, Vol. on Metacognition and CSCL. New York: Taylor & Francis.
Perry, N. E. & Rahim, A. (2011). Studying self-regulated learning in classrooms. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 122-136). New York: Routledge.
Perry, N. E., Thauberger, C., & Hutchinson, L. R., (2010). gStudy traces of children’s self-regulated learning in the Lifecycles Learning Kit. Psychological Test and Assessment Modeling, 52, 432-453.
Teacher Motivation
Collie, R.J., Shapka, J.D., Perry, N.E., & Martin, A.J. (In press). Teacher well-being: Exploring its components and a practice-oriented scale. Journal of Psychoeducational Assessment.
Perry, N. E., Hofer, G., Collie, R. J. & Brenner, C. A. (2015). Thriving on challenge: Examining teachers’ view on sources of support for motivation and well-being. Exceptionality Education International, 25, 6-34.
Collie, R. J., Shapka, J. D., Perry, N. E. (2012). Social and emotional learning and school climate: Predicting teacher stress, job satisfaction, and efficacy. Journal of Educational Psychology, 104, 1189-1204.
Klassen, R. M., Perry, N. E., Frenzel, A. C. (2012). Teachers’ relatedness with students: An underemphasized component of teachers’ basic psychological needs. Journal of Educational Psychology, 104, 150-165.
Collie, R. J., Shapka, J. D., Perry, N. E. (2011). Predicting teacher commitment: The impact of school climate and social-emotional learning. Psychology in the Schools, 48, 1034-1048.
Learning Disabilities
Hutchinson, N. R. & Perry, N. E. (Eds.). (2015). Supporting at-risk learners: Applications of educational psychology in Canadian contexts [Special Issue]. Exceptionality Education International, 25(1).
McQuarrie, M., Siegel, L., Perry, N., & Weinberg, J. (2015). Reactivity to stress and the cognitive Components of math disability in grade 1 children. Journal of Learning Disabilities, 47, 349-365.