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]
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.
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.
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.
Investigating young children’s self-regulated learning and the contexts that support it: This strand of research investigates how features of teaching and learning contexts, including tasks, instructional practices, and interpersonal relationships, influence students’ beliefs about themselves as learners, their goals and expectations, and their decisions about how to regulate behaviour to accomplish learning goals.
Helping teachers to teach toward self-regulated learning: As an extension of the first strand, this research examines ways of helping teachers to design tasks and interact with students to support self-regulated learning.Initially this work focused on practicing teachers. Now it also focuses on how beginning/student teachers can be mentored to develop practices that support these forms of learning. Student teachers work collaboratively with school-based mentor teachers and university teachers and researchers in the Self-regulated Learning Cohort in UBC’s Teacher Education Program.
Increasing Teacher Effectiveness by Taking Care of Teachers. Research indicates a wide range of factors affect teachers’ motivation for and commitment to teaching, especially early in their careers. This strand of research seeks to better understand how student teachers’ experiences in their teacher education programs relate to their perceptions of teaching efficacy, engagement in and commitment to teaching, and stress associated with teaching. Teacher motivation and well-being are linked to teaching effectiveness. Linking to self-regulated learning, one goal of this work is to examine whether participation in the SRL Cohort is associated with higher levels of teaching efficacy, commitment, engagement and lower levels of stress.
Promoting Positive Life Outcomes for Children and Youth Who Struggle in School: This forth strand of research brings features of Strands 1 and 3 together in a project that seeks to understand how features of classroom contexts support the emotional, social, and academic needs of children and youth who struggle in school. Self-determination theory (SDT) compliments my work on self-regulation and is especially relevant to the goals of this project. Specifically, SDT emphasizes three psychological needs—autonomy, belonging, and competence—that have implications for meeting students’ emotional, social, and academic needs, promoting self-regulation, and enhancing attachment to school.
EPSE502Cognition, Language and Literacy Processes in Education