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Publications (last 10 years)
Books and Monographs (5 lifetime)
Alexander, P. A., & Winne, P. H. (Eds). (2006). Handbook of educational psychology (2nd ed). Mahwah, NJ: Lawrence Erlbaum Associates.
Woolfolk, A. E., Winne, P. H., & Perry, N. E. (2006). Educational psychology (3rd Canadian ed). Toronto: Pearson. [2nd Canadian ed., 2003, 1st Canadian ed., 2000]
Tomlinson, P., Dockrell, J., & Winne, P. (Eds.). (2005). Pedagogy – Teaching for Learning. Monograph Series II: Psychological Aspects of Education, 3. Leicester, UK: The British Psychological Society.
Refereed and Invited Journal Articles (77 lifetime)
Hadwin, A. F., Nesbit, J. C., Code, J., Jamieson-Noel, D. L., & Winne, P. H. (in press). Examining trace data to explore self-regulated learning. Metacognition and Learning.
Hadwin, A. F., Oshige, M., Gress, C. L. Z., & Winne, P. H. (in press). Innovative ways for using gStudy to orchestrate and research social aspects of self-regulated learning. Computers in Human Behavior.
Kumar, V., Gress, C. L. Z., Hadwin, A. F., & Winne, P. H. (in press). Assessing process in CSCL: An ontological approach. Computers in Human Behavior.
Kumar V., Shakya J., Winne P. H. (in press). Capturing and disseminating the principles of self-regulated learning in an ontological framework. International Journal of Metadata, Semantics, and Ontologies.
Morris, R., Church, H., Hadwin, A. F., Gress, C. L. Z., & Winne, P. H. (in press). The use of roles, scripts, and prompts to support CSLC in gStudy. Computers in Human Behavior.
Winne, P. H., Hadwin, A. F., & Gress, C. L. Z. (in press). The Learning Kit Project: Software tools for supporting and researching regulation of collaborative learning. Computers in Human Behavior.
Muis, K. R., Winne, P. H., & Jamieson-Noel, D. L., (2007). Using a multitrait multimethod analysis to examine conceptual similarities of three self-regulated learning inventories. British Journal of Educational Psychology, 77, 177-195.
Nesbit, J. C., Winne, P. H., Jamieson-Noel, D., Code, J., Zhou, M., MacAllister, K., Bratt, S., & Wang, W., & Hadwin, A. F. (2006). Using cognitive tools in gStudy to investigate how study activities covary with achievement goals. Journal of Educational Computing Research, 35, 339-358.
Perry, N. E. & Winne, P. H. (2006). Learning from learning kits: gStudy traces of students’ self-regulated engagements using software. Educational Psychology Review, 18, 211-228.
Winne, P. H. (2006). How software technologies can improve research on learning and bolster school reform. Educational Psychologist, 41, 5–17.
Winne, P. H., Nesbit, J. C., Kumar, V., & Hadwin, A. F., Lajoie, S. P., Azevedo, R. A., & Perry, N. E. (2006). Supporting self-regulated learning with gStudy software: The Learning Kit Project. Technology, Instruction, Cognition and Learning, 3(1), 105-113.
Hadwin, A. F. Winne, P. H., & Nesbit, J. C. (2005). Roles for software technologies in advancing research and theory in educational psychology. British Journal of Educational Psychology, 75, 1-24.
Lodewyk, K., & Winne, P. H. (2005). Relations between the structure of learning tasks, achievement, and changes in self efficacy in secondary students. Journal of Educational Psychology, 97, 3-12.
Winne, P. H. (2005). A perspective on state-of-the-art research on self-regulated learning. Instructional Science, 33, 559-565.
Winne, P. H. (2005). Key issues in modeling and applying research on self-regulated learning. Applied Psychology: An International Review, 54, 232-238.
Winne, P. H. (2004). Students’ calibration of knowledge and learning processes: Implications for designing powerful software learning environments. International Journal of Educational Research, 41, 466-488.
Winne, P. H. (2004). Theoretical and methodological challenges when researching motivation in context. European Psychologist, 9, 257-263.
Winne, P. H. (2004). Putting volition to work in education. Teachers College Record, 106, 1879-1887.
Winne, P. H. (2004). Meeting challenges in research on self-regulated learning: Contributions of Paul R. Pintrich. In Limón, M. (Ed.) A tribute to Paul R. Pintrich’s Contributions to Psychology and Education [Special issue]. Electronic Journal of Research in Educational Psychology, 2. http://www.investigacion-psicopedagogica.org/revista/
Jamieson-Noel, D. L., & Winne, P. H. (2003). Comparing self-reports to traces of studying behavior as representations of students’ studying and achievement. German Journal of Educational Psychology, 17, 159-171. [Zeitschrift für Pädagogische Psychologie]
Nesbit, J. C., & Winne, P. H. (2003). Self-regulated inquiry with networked resources. Canadian Journal of Learning and Technology, 29, 71-92.
Winne, P. H., & Jamieson-Noel, D. L. (2003). Self-regulating studying by objectives for learning: Students’ reports compared to a model. Contemporary Educational Psychology, 28, 259-276.
Winne, P. H., & Jamieson-Noel, D. L. (2002). Exploring students’ calibration of self-reports about study tactics and achievement. Contemporary Educational Psychology, 27, 551-572.
Hadwin, A. F., & Winne, P. H. (2001). CoNoteS: A software tool for promoting self-regulated learning in networked collaborative learning environments [Special issue]. Evaluation Research in Education, 7, 313-334.
Hadwin, A. F., Winne, P. H., Stockley, D. B., Nesbit, J. C., & Wosczyna, C. (2001). Context moderates students’ self-reports about how they study. Journal of Educational Psychology, 93, 477-487.
Winne, P. H. (1999). How to improve the credibility of research in education. Issues in Education, 5, 273-278.
Winne, P. H. (1997). Experimenting to bootstrap self-regulated learning. Journal of Educational Psychology, 89, 397-410.
Chapters in Books and Monographs (37 lifetime)
Winne, P. H., & Hadwin, A. F. (in press). Self-regulated learning and sociocognitive theory. In B. McGaw, E. Baker, & P. L. Peterson (Eds.), International encyclopedia of education (3rd ed.). Amsterdam: Elsevier.
Kumar V., Nesbit, J. C., Winne, P. H., Hadwin, A. F., Han, K. (2007). Quality rating and recommendation of learning objects. In S. Pierre (Ed.), E-learning networked environments and architectures: A knowledge processing perspective (pp. 337-372). London: Springer.
Nesbit, J. C., & Winne, P. H. (in press). Tools for learning in an information society. In T. Willoughby & E. Wood (Eds.), Children’s learning in a digital world. Oxford, UK: Blackwell.
Winne, P. H., & Nesbit, J. C. (in press). Supporting self-regulated learning with cognitive tools. In D. J. Hacker, J. Dunlosky & A. C. Graesser (Eds.), Handbook of metacognition in education. Mahwah, NJ: Lawrence Erlbaum Associates.
Zhou, M., & Winne, P. H. (in press). Designing multimedia to trace goal-setting in studying. In R. Zheng (Ed.). Cognitive effects of multimedia learning. Hershey, PA: IGI Global.
Winne, P. H., & Hadwin, A. F. (2008). The weave of motivation and self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 297-314). Mahwah, NJ: Lawrence Erlbaum Associates.
Alexander, P. A., & Winne, P. H. (2006). Afterword. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 981-984) Mahwah, NJ: Lawrence Erlbaum Associates.
Winne, P. H. (2006). Meeting challenges to researching learning from instruction by increasing the complexity of research. In J. Elen and R. E. Clark (Eds.), Handling complexity in learning environments: Research and theory (pp. 221-236). Amsterdam: Pergamon.
Winne, P. H. (2005). Researching and promoting self-regulated learning using software technologies. In P. Tomlinson, J. Dockrell, & P. Winne. (Eds.). (2005). Pedagogy—Teaching for learning. Monograph Series II: Psychological Aspects of Education, 3 (pp. 91-105). Leicester, UK: The British Psychological Society.
Perry, N. E., & Winne, P. H. (2004). How motivational messages from home and school influence young children’s engagement in learning. In D. M. McInerney and S. van Etten (Eds.), Research on sociocultural influences on motivation and learning, vol. 4. Big theories revisited (pp. 199-222). Greenwich, CT: Infoage.
Winne, P. H., Jamieson-Noel, D. L., & Muis, K. (2002). Methodological issues and advances in researching tactics, strategies, and self-regulated learning. In P. R. Pintrich and M. L. Maehr (Eds.), Advances in motivation and achievement: New directions in measures and methods (Vol. 12, pp. 121-155). Greenwich, CT: JAI Press.
Perry, N. E. & Winne, P. H. (2001). Individual differences and diversity. In L. Corno (Ed.), Yearbook of the National Society for the Study of Education: Vol. 100, Part 1. Education across a century: The centennial volume (pp. 100-139). Chicago: National Society for the Study of Education.
Winne, P. H. (2001). Self-regulated learning viewed from models of information processing. In B. J. Zimmerman and D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed, pp. 153-189). Mahwah, NJ: Lawrence Erlbaum Associates.
Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 531-566). Orlando, FL: Academic Press.
Hadwin, A. F., & Winne, P. H. (1998). CoNoteS: A software tool for promoting self-regulated learning in networked collaborative learning environments. In C. Rust (Ed.) Improving student learning: Improving students as learners (pp. 539-549). Oxford, UK: Oxford Centre for Staff Learning and Development.
Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277-304). Mahwah, NJ: Lawrence Erlbaum Associates.
Winne, P. H., & Stockley, D. B. (1998). Computing technologies as sites for developing self-regulated learning. In D. H. Schunk and B. J. Zimmerman (Eds.), Developing self-regulated learning: From teaching to self-reflective practice (pp. 106-136). New York: Guilford.
Refereed Conference Proceedings (9 lifetime)
Adesope, O., Nesbit, J. C., & Winne, P. H., Leacock, T. L. & the Learning Kit Project Team. (2006). Using software tools to promote metacognition: The Learning Kit Project. Proceedings of the 2nd International Biennial Conference of the Metacognition Special Interest Group of the European Association of Research in Learning and Instruction, Cambridge, UK.
Leacock, T. L., Winne, P. H., Kumar, V., & Shakya, J. (2006). Using technology to support self-regulation in university writing. Proceedings of the 6th IEEE International Conference on Advanced Learning Technologies (pp. 1073-1075). Kerkrade, The Netherlands.
Leacock, T., Winne, P. H., & Nesbit, J. C. (2006). Metacognitive activities and writing anxiety in university students. Proceedings of the 2nd International Biennial Conference of the Metacognition Special Interest Group of the European Association of Research in Learning and Instruction. Cambridge, UK.
Winne, P. H., & The Learning Kit Project Team. (2006). The Learning Kit Project: Advancing research on learning as learners learn in everyday settings. Proceedings of the 6th IEEE International Conference on Advanced Learning Technologies (pp. 975-979). Kerkrade, The Netherlands.
Kumar, V., Winne, P. H., Hadwin, A. F., Nesbit, J. C., Jamieson-Noel, D. L., Calvert, T., & Samin, B. (2005). Effects of self-regulated learning in programming. Proceedings of the 5th IEEE International Conference on Advanced Learning Technologies. Kaohsiung, Taiwan, pp. 383-387.
Reports
Winne, P. H., Nesbit, J. C., & Gress, C. Z. L. (2006, May). Cautions about Rating BC’s Schools. Faculty of Education, Simon Fraser University.
Research and Development Projects (last 10 years)
Hadwin, A. F., Gress, C., Winne, P. H., & Jordanov, M. (2007). gChat: A chat interface with scaffolds to enhance collaborative effectiveness (version 2.0) [computer program]. Simon Fraser University, Burnaby, BC.
Hadwin, A. F., Winne, P. H., Murphy, C., Walker, J. K., & Rather, N. (2005). WebQuestionnaire: An authoring tool for developing and administering online questionnaires (version 2.0) [computer program]. Simon Fraser University, Burnaby, BC.
Hadwin, A. F., Winne, P. H., & Nesbit, J. C., Joulovian, T., & Murphy, C. (2007). Log Analyzer: A toolkit for analyzing gStudy log data and computing transition metrics (version 2.2) [computer program]. Simon Fraser University, Burnaby, BC.
Learning Kit Software Development Team, & Winne, P. H. (2007). Learning Kit management system. (version 1.0) [computer program]. Simon Fraser University, Burnaby, British Columbia.
Winne, P. H., Hadwin, A. F., Nesbit, J. C., Leacock, T. L., Kumar, V., & Beaudoin, L. (2007). gStudy: A toolkit for developing computer-supported tutorials and researching learning strategies and instruction (versions 4.1 and 5.0) [computer program]. Simon Fraser University, Burnaby, BC.
Xu, A., Nesbit, J. C., Zhou, M., & Winne, P. H. (2007). Log validator: A tool to parse logfiles generated by gStudy. (version 2.0) [computer program]. Simon Fraser University, Burnaby, BC.
Hadwin, A. F., Winne, P. H., Gama, C., Wozney, L. Murphy, C., Beaudoin, L., & Barreau, G. (2002). StatSTUDY: A learning toolkit for introductory statistics (version 1.0) [computer program]. Simon Fraser University, Burnaby, BC.
Winne, P. H., & Field, D. (2000). Study: An environment for authoring and presenting adaptive learning tutorials (version 3.5) [computer program]. Simon Fraser University, Burnaby, BC.
Chu, S. T. L., Jamieson, D., Winne, P. H., & Field, D. (1999). PrepMate: A study tool for text, figures, and elaborations describing causal systems [computer program]. Simon Fraser University, Burnaby, BC.
Winne, P. H., Hadwin, A. F., McNamara, J. K., Chu, S. T. L., & Field, D. (1998). CoNoteS2: An electronic notebook with support for self-regulation and learning tactics [computer program]. Simon Fraser University, Burnaby, BC.
Winne, P. H., Hadwin, A. F., & Field, D. (1997). CoNoteS: An electronic notebook with support for self-regulation and learning tactics [computer program]. Simon Fraser University, Burnaby, BC.
Public Presentations and Conference Presentations (last 10 years)
Refereed Conference Presentations and Invited Addresses (181 lifetime)
Nesbit, J. C., Winne, P. H., Zhou, M., Xu, Yabo, Code, J., & Weatherby, M. (2007, August). Advancing log analysis of student interactions with cognitive tools. European Association for Learning and Instruction, Budapest.
Winne, P. H. (2007, July). Data and analyses in CSCL: What processes do learners and collaborators use in learning? In R. Azevedo (Organizer), Methodologies for analyzing group interactions: Theory, models and methods (Invited Symposium). Computer Supported Collaborative Learning, Rutgers, The State University of New Jersey.
Winne, P. H. (2007, July). Who is flying this airplane? Reconceptualizing research on intelligent tutoring systems to account for distributed intelligence. Artificial Intelligence and Education, Marina del Rey, California.
Gress, C. L. Z., & Winne, P. H. (2007, April). Measuring cognitive and metacognitive monitoring of study skills with trace data. American Educational Research Association, Chicago.
Hadwin, A. F., Gress, C. L. Z., Fior, M, Miller, M., Morris, R., Winne, P. H., & Tupper, K. (2007, May). Educational research on collaboration using the CSCL tool gStudy. Canadian Society for the Study of Education, Saskatoon.
Weatherby, M., Code, J., Nesbit, J. C., & Winne, P. H. (2007, April). Learning argumentation with cognitive tools. American Educational Research Association, Chicago.
Winne, P. H. (2007, May). What can we expect of research in educational psychology? Robbie Case Memorial Award address. Canadian Society for the Study of Education, Saskatoon.
Zhou, M., Winne, P. H., Nesbit, J., & Adesope, O. (2007, April). Relations of multivariate goal profiles to measures of self-regulated learning, epistemological beliefs and achievement. American Educational Research Association, Chicago.
Gress, C. L. Z., Winne, P. H., & Hadwin, A. F. (2007, February). Using interdisciplinary information technology to research how adolescents access and use health education materials in reasoning and decision making. International Conference on Information Technology and Communications in Health, Victoria, BC.
Bratt, S., Leacock, T., Nesbit, J. C., & Winne, P. H. (2006, April). Formative assessment of software tools for promoting self-regulated learning. American Educational Research Association, San Francisco.
Gress, C. L. Z., Fior, M., Hadwin, A. F., Winne, P. H. (2006, May). Measuring and assessing collaboration. Canadian Society for the Study of Education, Toronto.
Gress, C. L. Z., Winne, P. H., & Hadwin, A. F. (2006, May). Looking for self-generated feedback: A content analysis of contemporary study skills textbooks. Canadian Society for the Study of Education, Toronto.
Hadwin, A. F., Church, H., Gress, C. L. Z., Morris, R., & Winne, P. H. (2006, May). The use of prompts, roles, and scripts in collaboration. Canadian Society for the Study of Education, Toronto.
Kumar, V., Gress, C. L. Z., Hadwin, A. F., Shakya, J., & Winne, P. H. (2006, May). Designing and utilizing a virtual coach. Canadian Society for the Study of Education, Toronto.
Oshige, M., Hadwin, A. F., Gress, C. L. Z., & Winne, P. H. (2006, May). Social constructivist model of self-regulated learning. Canadian Society for the Study of Education, Toronto.
Pontin, O., Hadwin, A. F., Kanciru, M., & Winne, P. H. (2006, May). The gStudy “Study Skills Kit.” Empirically supported strategies and tactics. Canadian Society for the Study of Education, Toronto.
Stewart, J., Winne, P. H., & Gagnon, F. (2006, August). Investigating student learning with gStudy. 19th Biennial Conference on Chemical Education. West Lafayette, IN.
Winne, P. H., Nesbit, J. C., & Hadwin, A. F. (2005, April). Doubling the potential to enhance learning with gStudy. BCEd Online, Vancouver.
Nesbit, J. C., Winne, P. H., Jamieson-Noel, D., Bratt, S., & MacAllister, K. (2005, October). Researching self-regulated learning: Tracking the missing link with interactive software. World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education (E-Learn 2005). Vancouver.
Bennett, N., Nesbit, J., Jamieson-Noel, D., Winne, P.H., MacAllister, K., & Zhou, M. (August, 2005). Perspectives on using technological tools in authentic contexts: Strengths and limitations. In D. Jamieson-Noel (Organizer). New Tools, Approaches and Issues in Researching Self-Regulated Learning in Authentic Settings. American Psychological Association, Washington, DC.
Hadwin, A. F., Nesbit, J. C., Jamieson-Noel, D., Winne, P. H., & Kumar, V. (2005, April). Tracing self-regulated learning in an e-learning environment. American Educational Research Association, Montreal.
Jamieson-Noel, D., Nesbit, J., Winne, P. H., Zhou, M., Bennett, N. & MacAllister, K., & (August, 2005). The stability of goal orientation in a multi-assignment undergraduate course. In D. Jamieson-Noel (Organizer). New Tools, Approaches and Issues in Researching Self-Regulated Learning in Authentic Settings. American Psychological Association, Washington, DC.
MacAllister, K., Winne, P. H., Nesbit, J., Jamieson-Noel, D., Zhou, M., & Bennett, N. (August, 2005). Tools for investigating self-regulated learning: An overview. In D. Jamieson-Noel (Organizer). New Tools, Approaches and Issues in Researching Self-Regulated Learning in Authentic Settings. Symposium presented at the American Psychological Association, Washington, DC.
Perry, N. E., & Winne, P. H. (2005, April). Tasks that extend opportunities for self-regulated learning: A lifecycles learning kit for grade 1 students. American Educational Research Association, Montreal.
Perry, N. E., & Winne, P. H. (2005, August). Learning from learning kits: gStudy traces students’ self-regulated engagements with computerized content. European Association for Learning and Instruction, Nicosia, Cypress.
Winne, P. H. and the Learning Kit Team (2005, May). Enhancing research in educational psychology using gStudy software. Invited address, Canadian Association for Educational Psychology, London, Ontario.
Winne, P. H., Jamieson-Noel, D., Nesbit, J., Zhou, M., Bennett, N. & MacAllister, K. (August, 2005). Self-report and trace data as tools for examining self-regulated learning. In D. Jamieson-Noel (Organizer). New Tools, Approaches and Issues in Researching Self-Regulated Learning in Authentic Settings. Symposium accepted for presentation at the American Psychological Association, Washington, DC.
Winne, P. H., Nesbit, J. C., Kumar, V., & Hadwin, A. F. (2005, April). Supporting self-regulated learning with gStudy software: The learning kit project. American Educational Research Association, Montreal.
Zhou, M., Bennett, N., MacAllister, K., Winne, P. H., Jamieson-Noel, D., & Nesbit, J. (August, 2005). The Role of Instructional Tools in Facilitating Approaches to Self-Regulated Learning. In D. Jamieson-Noel (Organizer). New Tools, Approaches and Issues in Researching Self-Regulated Learning in Authentic Settings. Symposium accepted for presentation at the American Psychological Association, Washington, DC.
Winne, P. H. (2004, September). Promoting learning and self-regulated learning using software technologies. Invited address, Pedagogy: Teaching for Learning. British Psychological Association, Leeds, UK.
Muis, K., & Winne, P. H. (2004, August). A Rasch measurement model analysis of the achievement goal questionnaire. American Psychological Association, Honolulu.
Winne, P. H., Muis, K., & Jamieson-Noel, D. L. (2004, August). Relationships among goal orientation, calibration bias and performance in response to successive feedback in an undergraduate course. American Psychological Association, Honolulu.
Winne, P. H. (2004, June). Reinventing educational research to advance educational science. Invited address, Canadian Society for the Study of Education, Winnipeg, Manitoba.
Chu, S. T. L., Jamieson-Noel, D. L., & Winne, P. H. (2004, April). Feedback effects on studying and achievement. American Educational Research Association, San Diego.
Jamieson-Noel, D. L., Chu, S. T. L., & Winne, P. H. (2004, April). The effect of feedback on calibration of study tactics and performance. American Educational Research Association, San Diego.
Jamieson-Noel, D. L., Winne, P. H., & Muis, K. (2004, April). Factors students consider when responding to self-report questionnaires about self-regulated learning. American Educational Research Association, San Diego.
Muis, K., Winne, P. H., & Jamieson-Noel, D. L. (2004, April). A multitrait multimethod study of three self-regulated learning inventories. American Educational Research Association, San Diego.
Winne, P. H. (2004, April). Studying and promoting self-regulated learning using software tools. American Educational Research Association, San Diego.
Bradley, N., Paras, B., McLellan, A-M., Cull-Hewitt, R., Winne, P. H., & Goodman, D. (2004, March). A preliminary study to investigate concussion knowledge acquisition through participation in a video game. Skating into the Future: Hockey in the New Millennium II. University of New Brunswick, Fredericton, New Brunswick.
Jamieson-Noel, D. L., Muis, K., & Winne, P. H. (2003, August). Goal orientation and study tactics: Patterns in how students’ approach studying. American Psychological Association, Toronto.
Winne, P. H. (2003, August). Dialectics in research on self-regulated learning. President’s address, Division 15–Educational Psychology. American Psychological Association, Toronto.
Winne, P. H., Jamieson-Noel, D. L., & Muis, K. (2003, August). The stability of goal orientation as a function of feedback and calibration of achievement in a multi-assignment undergraduate course. American Psychological Association, Toronto.
Winne, P. H. (2003, May).
Students’ calibration of knowledge and learning processes:
Implications for R&D on software learning environments. Invited address, Second European Workshop on Design, Development and Implementation of Powerful Learning Environments, Antwerp, Belgium.
McTavish, R. N., & Winne, P. H. (2003, April). The effects of interface design on cognitive load: An investigation of knowledge forum. American Educational Research Association, Chicago.
Winne, P. H., & Muis, K. (2003, April). Can statistical estimates replace students’ judgments about knowledge in calibration of achievement? American Educational Research Association, Chicago.
Winne, P. H., Jamieson-Noel, D. L., & Muis, K. (2002, August). Further studies of calibration of self-reports about study tactics and achievement. American Psychological Association, Chicago.
Muis, K., Winne, P. H., & Jamieson-Noel, D. L. (2002, August). A multitrait-multimethod study of three self-regulated learning inventories. American Psychological Association, Chicago.
Jamieson-Noel, D. L., Winne, P. H., & Muis, K. (2002, August). Comparing self-reports about studying, actual studying behavior, and achievement. American Psychological Association, Chicago.
Jamieson-Noel, D., Winne, P. H., & Muis, K. (2002, April). Review after studying: How is it done? How does it affect achievement? American Educational Research Association, New Orleans.
Jamieson-Noel, D., Winne, P. H., & Muis, K. (2002, April). Calibration of self-reports about study tactics and achievement. American Educational Research Association, New Orleans.
Winne, Jamieson-Noel, D. L, & Muis, K. (2002, April). Methodological issues and advances in researching tactics, strategies, and self-regulated learning. In S. L. Yu (Chair), Advances in Methodological and Measurement Issues in Motivation. American Educational Research Association, New Orleans.
Jamieson-Noel, D. L., Chu, S. T. L., & Winne, P. H. (2001, August). Relations among MSLQ, self-reported studying behaviors, and achievement. American Psychological Association, San Francisco.
Jamieson-Noel, D. L., & Winne, P. H. (2001, April). How students perceive studying: Comparing self-reports to traces of actual studying behavior. American Educational Research Association, Seattle.
Winne, P. H., & Jamieson-Noel, D. L. (2001, April). How self perceptions of prior knowledge and self-regulated learning interact to affect learning. American Educational Research Association, Seattle.
Winne, P. H., & Jamieson-Noel, D. L. (2001, April). Testing students’ models of self-regulated studying against theory. American Educational Research Association, Seattle.
Chu, S. T. L., Jamieson-Noel, D. L., & Winne, P. H. (2000, April). The role of feedback on studying behaviors, achievement, and calibration. American Educational Research Association, New Orleans.
Hadwin, A. F., Jamieson-Noel, D. L., McTavish, R., McNamara, J. K., & Winne, P. H. (2000, April). Designing courses to support self-regulated learning: Teacher as researcher. In P. H. Winne (Chair), Four Views of Computer-Supported Research on Self-Regulated Learning. American Educational Research Association, New Orleans.
Jamieson-Noel, D. L., McTavish, R., McNamara, J. K., Hadwin, A. F., & Winne, P. H. (2000, April). Agents in learning: Students as researchers. In P. H. Winne (Chair), Four Views of Computer-Supported Research on Self-Regulated Learning. American Educational Research Association, New Orleans.
Jamieson-Noel, D. L., Chu, S. T. L., & Winne, P. H. (2000, April). Task definition and study behaviors as determinants of achievement. American Educational Research Association, New Orleans.
Jamieson-Noel, D. L., Winne, P. H., & Chu, S. T. L. (2000, August). Self-reports about studying, actual studying behavior, and achievement. American Psychological Association, Washington DC.
Lodewyk, K. L., & Winne, P. H. (2000, June). Investigating the relationship between the structure of learning tasks, performance, and changes in self efficacy in secondary students. Canadian Association for Educational Psychology, Sherbrooke, QC.
McNamara, J. K., Hadwin, A. F., Jamieson-Noel, D. L., McTavish, R., & Winne, P. H. (2000, April). CoNoteS2 as an intervention to promote self-regulated learning. In P. H. Winne (Chair), Four Views of Computer-Supported Research on Self-Regulated Learning. American Educational Research Association, New Orleans.
McTavish, R., McNamara, J. K., Hadwin, A. F., Jamieson-Noel, D. L., & Winne, P. H. (2000, April). Re-engineering software tools in CoNoteS2: How software designers use data on learning. In P. H. Winne (Chair), Four Views of Computer-Supported Research on Self-Regulated Learning. American Educational Research Association, New Orleans.
Winne, P. H., Jamieson-Noel, D. L., & Chu, S. T. L. (2000, August). Perspectives on students’ calibration for study tactics and achievement. American Psychological Association, Washington DC.
Winne, P. H., Hadwin, A. F., McNamara, J. K., & McTavish, R. (1999, April). Tracing self-regulating learning as students study with CoNoteS2. American Educational Research Association, Montreal, Quebec.
Winne, P. H. (1999, June). Children’s decision making skills and the development of self-regulated learning. Canadian Association for Educational Psychology, Sherbrooke, Quebec.
Hadwin, A. F., & Winne, P. H. (1998, April). CoNoteS2: A software tool for promoting self-regulated learning in networked collaborative learning environments. American Educational Research Association, San Diego.
Winne, P. H., Hadwin, A. F., McNamara, J. K., & Chu, S.T.L. (1998, April). An exploratory study of self-regulating learning when students study using CoNoteS2. In S. Tobias (Chair), Metacognition: Assessment and training. American Educational Research Association, San Diego.
Winne, P. H. (1998, May). Stratagems for successful grant proposals. Canadian Society for the Study of Education, Ottawa.
Winne, P. H. (1998, August). The allure of new technologies for modeling learners’ minds. In G. Salomon (Chair), Technology, psychology, and education: New promises, new challenges. International Association of Applied Psychology, San Francisco.
Winne, P. H., & Hadwin, A. F. (1998, August). Using CoNoteS2 to study and support self-regulated learning. International Association of Applied Psychology, San Francisco.
Winne, P. H., Hadwin, A. F., & McNamara, J. K. (1998, December). CoNoteS: A software tool for promoting socially situated self-regulating. International Conference of the Learning Sciences, Atlanta.
Hadwin, A. F., & Winne, P. H. (1997, June). Goal-setting as a phase of self-regulated studying: An examination and synthesis of the literature. Canadian Association for Educational Psychology, St John’s, Newfoundland.
Hadwin, A. F., Winne, P. H. (1997, September). CoNoteS: A software tool for promoting self-regulated learning in networked collaborative learning environments. Fifth International Improving Student Learning Symposium. Strathclyde University, Scotland.
Hadwin, A. F., Winne, P. H., Stockley, D., Nesbit, J. C., & Woszczyna, C. (1997, March). Contexts and goals as moderators of students’ reports about how they study. American Educational Research Association, Chicago.
Nesbit, J. C., Winne, P. H., Stockley, D., & Hadwin, A. F. (1997, March). Studying styles revealed by students’ self reports and traces of studying. American Educational Research Association, Chicago.
Stockley, D., Winne, P. H., Hadwin, A. F., & Nesbit, J. C. (1997, March). Students as learning strategy counselors: a qualitative analysis of students’ understandings about diagnosing and improving studying effectiveness. American Educational Research Association, Chicago.
Winne, P. H. (1997, March). A metacognitive view of individual differences in self-regulated learning. American Educational Research Association, Chicago.
Winne, P. H., & Hadwin, A. F. (1997, October). Improving studying skills and supporting collaborative learning with CoNoteS. First Annual Symposium on Innovative Teaching, Simon Fraser University, Burnaby, British Columbia.
Winne, P. H., Nesbit, J. C., Hadwin, A. F., & Stockley, D. (1997, March). Ratings versus traces of study tactics and their relations to achievement. American Educational Research Association, Chicago.
Talks and Workshops
Winne, P. H., Nesbit, J. C., & Gress, C. L. Z. (2006, October). Technical challenges in developing ratings of schools, teaching and students. British Columbia Teachers Federation conference on Rethinking Accountability. Delta, BC.
Winne, P. H. (2005, February). The Learning Kit project. University of Oulu, Finland,
Winne, P. H. (2005, February). The Learning Kit project. University of Tubingen, Germany,
Winne, P. H., Nesbit, J. C, & The Learning Kit Team. (2005). The Learning Kit project. Cognitive Tools for Solo & Team e-Learning in gStudy. Learning Object Research Network, Vancouver, BC.
Winne, P. H., & Hadwin, A. F. (2004, May). The Learning Kit project. Learning Specialists Association of British Columbia.
Winne, P. H. (2004, March). Prospects and challenges in using software technologies in elementary education. District 43 Elementary School Principals’ Association, Coquitlam, BC.
Leadership and Service
Executive Boards and Committees
| American Psychological Association Division 15 Educational Psychology |
Thorndike Award Committee |
2003-2006
|
| President Elect, President, Past President (1 yr. terms) |
2001-2004
|
| Publication Committee, Chair |
1996-1999
|
| Early Career and Dissertation Awards Committee |
1995-1998, 1986-1988
|
| Executive Board, Member at Large |
1993-1996
|
| Canadian Association for Educational Psychology |
Dunlop Award Committee |
1996
|
| President, Past-President (2 yr. terms) |
1988-1992
|
| Vice-President and Chair: Conference Program, Dunlop Awards Committee, Nominating Committee |
1986-1988
|
| Canadian Educational Researchers Association |
Nominating Committee, Chair |
1987-1988
|
| R. W. B. Jackson Award Committee, Chair |
1986-1988
|
| President, Past-President (2 yr. terms) |
1984-1988
|
| Vice-President |
1982-1984
|
| Member-at-large |
1979-1982
|
| Canadian Society for the Study of Education |
Standing Committee on Promotion of Research |
1993-1996
|
| Executive Board |
1988-1990, 1984-1986
|
| International Artificial Intelligence and Education Society |
Executive Board |
1988-1999
|
| National Research Council of Canada |
Special Committee on Artificial Intelligence in Education |
1987-1991
|
Journal Editorial Boards
| Editorial Board |
Applied Psychology: An International Review |
2007-present
|
| Editorial Board |
Educational Psychology Review |
2006-present
|
| Editorial Board |
Metacognition and Learning |
2005-present
|
Co-Editor
Editorial Board |
Educational Psychologist |
2001-2005
1995-2000, 2006-present |
| Associate Editor |
British Journal of Educational Psychology |
1998-present
|
| Editorial Board |
Journal of Experimental Education |
1994-present
|
| Editorial Board |
Contemporary Educational Psychology |
1992-present
|
| Editorial Board |
International Journal of Artificial Intelligence in Education |
1991-present
|
| Editorial Board |
Learning and Individual Differences |
1991-present
|
Editorial Board
Book Review Editor
Associate Editor |
Teaching and Teacher Education |
1984-present
1990-1999
1992-1993 |
| Editorial Board |
Interchange |
1983-present
|
| Editorial Board |
Educational Assessment |
1998-2003
|
| Editorial Board |
Social Psychology of Education |
1995-2007
|
| Editorial Board |
Journal of Educational Psychology |
1994-2006
|
| Editorial Board |
American Educational Research Journal |
1990-1992, 1995-1998
|
| Editorial Board |
Review of Educational Research |
1988-1991
|
| Editorial Board |
Canadian Journal of Education |
1979-1983, 1990-1992
|
| Editorial Board |
Journal of Reading Behavior |
1977-1982
|
Ad Hoc Reviewer for Journals (last 5 years)
American Educational Research Journal
Asia Pacific Education Review
Canadian Journal of Education
Canadian Journal of Program Evaluation
Educational and Psychological Measurement
Educational Psychology Review
Educational Researcher
Elementary School Journal
European Review of Applied Psychology
Instructional Science
Journal of Curriculum Studies
Journal of Educational Administration and Foundations
Perceptual and Motor Skills
Psychological Reports
Review of Educational Research
Social Science and Medicine
Teachers College Record
Panel Reviewer for Granting Agencies and Foundations (last 5 years)
Canada Research Chair Program, College of Reviewers
Institute of Education Sciences, Basic Processes Panel (2 3-year terms, USA)
Ad Hoc Reviewer for Granting Agencies and Foundations (last 5 years)
Canadian Council on Learning
Canadian Language and Literacy Research Network
Deutsche Forschungsgemeinschaft (Germany)
Hampton Fund, University of British Columbia
Institute for Social and Economic Research, Memorial University of Newfoundland
Institute of Education Sciences (USA)
National Institutes of Health – National Institute of General Medical Sciences (USA)
National Science Foundation (USA)
Social Sciences and Humanities Research Council of Canada
U.S.–Israel Bi-National Science Foundation (Israel)
Conference Program Committees
| Scientific Program Committee, International Conference for the Learning Sciences (Utrecht, The Netherlands) |
2008
|
| Organizing Committee, Workshop on Metacognition and Self-Regulated Learning in Intelligent Tutoring Systems, World Conference of the Artificial Intelligence and Education Society (Los Angeles, USA) |
2007
|
| International Conference on Teaching and Learning in Higher Education (Singapore) |
2004
|
| Organizing Committee, Workshop on Metacognition and Self-Regulation in Learning with Metacognitive Tools, World Conference of the Artificial Intelligence and Education Society (Sydney, Australia) |
2003
|
| World Conference of the Artificial Intelligence and Education Society (Kobe, Japan) |
1997
|
| International Conference on Computers In Education (Taiwan) |
1993
|
| Syntheses of Instructional and Computing Sciences (Director). NATO Advanced Studies Institute (Calgary) |
1991
|
| Cognitive Science: Tools for the Development of Organizations (Washington, DC) |
1990
|
| The Canadian Child in the Eighties (Halifax) |
1981
|
| Studies in Teaching (Assistant to the Chair). National Institute of Education (Washington, DC) |
1974
|
Conference Papers Reviewer (last 5 years)
American Educational Research Association, Division C–Learning and Instruction
American Psychological Association, Division 15–Educational Psychology
International Artificial Intelligence and Education Society
Computer Supported Collaborative Learning
International Congress of Applied Psychology
External Examiner (PhD)
Department of Education and Social Work, University of Sydney, Australia
Department of Educational and Counselling Psychology, McGill University
Department of Psychology, University of Waterloo
Department of Psychology, University of Western Ontario
Department of Studies in Education, Karnatak University, India
Faculty of Education, University of Joensuu, Finland
University Service
| Search: Vice-President, Academic |
2007-2008
|
| Search: Dean of Education |
2007-2008, 1996-1997, 1976-1977
|
| Major Projects |
2004-2007
|
| University Strategic Research Plan Task Force |
2004-2005, 2007
|
| Student Learning Services Task Force (Chair) |
2004
|
| Strategic Research |
2004
|
| Search: Vice-President, Research |
2000-2001, 2003-2004
|
| SFU-Surrey Long Term Academic Planning Committee |
2002-2003
|
| Learning Technologies Steering Committee |
2001-2002
|
| Search: Vice-President, Research & Dean of Graduate Studies |
1995-1996
|
| International Graduate Student Recruitment Task Force |
1999
|
| Senate Graduate Studies Committee |
1998-2001
|
| President’s Task Force on Policy for Ethics in Human Research |
1998-2000
|
| Senate: University Teaching and Learning |
1997-1998
|
| University Publications |
1998-2007
|
| Academic Computing Services |
1994-1995, 1991-1992
|
| Senate: Appeals Board |
1994-1995, 1989-1993
|
| Senate: Academic Planning |
1993-1998
|
| Senate: University Budget |
1993-1998
|
| Research Advisory Council |
1992-2002 (Chair, 2000-2002), 1988-1989
|
| External Review: Department of Psychology |
1992
|
| Research Computing |
1991-1992
|
| Senate: Nominating |
1990-1992
|
| Search: Dean of Graduate Studies |
1990-1991
|
| SFU/SSHRC Institutional Travel Awards (3-yr terms) |
1987-2010
|
| University Senate (3-yr terms) |
1986-1998
|
| University Research Professor Selection |
1986-1988
|
| Instructional Computing |
1985-1995
|
| President’s Research Grants (3-yr terms) |
1985-1986, 1994-2010
|
| Computing Policy |
1979-1986
|
| SFU/SSHRC Institutional Grant Awards (3-yr terms) |
1978-2010
|
Faculty Service
| Ad Hoc CRC Committee |
2007
|
| Research Opportunities Committee |
2002-present
|
| Appointments Committee |
2003-2004, 2002-2003, 1998-2001 (ex officio), 1997-1998, 1978-1979
|
| Executive Committee |
1998-2001
|
| Graduate Programs Committee |
1998-2001 (ex officio), 1980-1982, 1976-1977
|
| Tenure Committee |
1993-1994, 1989-1990, 1986-1987, 1984-1985
|
| Coordinator, MA & PhD Programs in Educational Psychology |
1990-2004
|
| Research and Development Committee, Chair |
1990-1995
|
| Search Committee: Associate Dean of Education |
1990
|
| Undergraduate Programs Committee |
1977-1979
|
Community Service
| Marshall McLuhan Distinguished Teacher Awards Committee |
1991
|
| British Columbia Ministry of Education Schools Statistics Committee |
1978-1980
|
| Burnaby School Board Research Advisory Committee |
1977-1981
|
Research Grants
| Tactics, Metacognition, and Self-Regulated Learning When Learners Restudy (Co-investigator: T. Leacock) |
Social Sciences & Humanities Research Council of Canada |
$142,064
|
2007-2010
|
| Epistemic Beliefs: Their Development, and Relations to Self-Regulated Learning, Motivation, and Achievement (K Muis, Principal Investigator) |
Social Sciences & Humanities Research Council of Canada |
$150,650
|
2007-2010
|
| Self-Regulation of Revision in Writing (T. Leacock, Principal Investigator) |
Social Sciences & Humanities Research Council of Canada |
$116,935
|
2007-2010
|
| gStudy: Software Tools for Research in the Learning Sciences and eLearning |
Canada Foundation for Innovation |
$250,000
|
2007-2009
|
| gStudy: Software Tools for Research in the Learning Sciences and eLearning |
British Columbia Knowledge Development Foundation |
$250,000
|
2007-2009
|
| Metacognitive Tools for Developing and Evaluating Portfolios (P. H. Winne, Principal Investigator, Co-investigators: J. C. Nesbit and A. F. Hadwin) |
Canadian Council on Learning |
$70,000
|
2006-2007
|
| Supporting Science Students’ Problem Solving in Organic Chemistry (J. Stewart, Principal Investigator, Co-investigators: D. Butler, K. Ercikan, F. Gagnon, E. Grant, P. Lau, A. Prudhomme-Généreux, P. Winne) |
University of British Columbia Teaching and Learning Enhancement Fund |
$50,583
|
2006-2007
|
| The Learning Kit: Theory and Cognitive Tools to Enhance Learning Skills and Support Life-Long Learning (P. H. Winne, Principal Investigator, Co-investigators: R. Azevedo, A. Hadwin, V. Kumar, S. Lajoie, J. Nesbit, N. Perry) |
Social Sciences & Humanities Research Council of Canada |
$2,998,983
|
2003-2008
|
| The Learning Kit: Grant Development |
Social Sciences & Humanities Research Council of Canada |
$12,000
|
2003
|
| Self-Regulating Learning in Study Tasks |
Social Sciences & Humanities Research Council of Canada |
$139,000
|
2002-2006
|
| Self-Regulated Learning and Learning Technologies |
Canada Research Chair, Social Sciences & Humanities Research Council of Canada |
$1,400,000
|
2002-2008
|
| Self-Regulated Learning and Learning Technologies |
Simon Fraser University |
$175,000
|
2002-2008
|
| Experiments Investigating Studying III |
Simon Fraser University/Social Sciences & Humanities Research Council of Canada Block Grant |
$4990
|
2001
|
Mild Head Injury in Youth Hockey
(D. Goodman, Principal Investigator) |
Community Alliance for Health Research Program, Canadian Institutes for Health Research |
$1,352,959
|
2001-2005
|
| Experiments Investigating Studying II |
Simon Fraser University/Social Sciences & Humanities Research Council of Canada Block Grant |
$4990
|
2000
|
| Using Television to Foster Young Children’s Literacy Development (N. E. Perry, Principal Investigator) |
The Hampton Fund |
$79,743
|
1999-2001
|
| Experiments Investigating Studying I |
Simon Fraser University/Social Sciences & Humanities Research Council of Canada Block Grant |
$4985
|
1999
|
| Uses of Computing Technologies in a Post-Secondary Settings |
Simon Fraser University/Social Sciences & Humanities Research Council of Canada Block Grant |
$5000
|
1999
|
| Studying: Theory, Research, Methodology and Educational Technology |
Social Sciences & Humanities Research Council of Canada |
$125,000
|
1998-2001
|
| Exploratory Studies of Indexing and Studying |
Simon Fraser University/Social Sciences & Humanities Research Council of Canada Block Grant |
$5000
|
1997-1998
|
| Enhanced Instructional and Authoring Tools in Study |
Simon Fraser University Innovation Fund |
$28,000
|
1996-1997
|
| Adapting Graph Theoretic Statistics to Quantify Concept Maps |
Simon Fraser University/Social Sciences & Humanities Research Council of Canada Block Grant |
$4980
|
1995-1996
|
| Studytools for Solo and Collaborative Learning |
National Centres of Excellence TeleLearning Research Network |
$40,000
|
1995-1996
|
| Dynamic Models of Self-Regulated Learning in Adaptive Learning Environments |
Social Sciences & Humanities Research Council of Canada |
$200,000
|
1995-1998
|
| Dynamic Models of Learning in Instruction |
Social Sciences & Humanities Research Council of Canada |
$155,000
|
1992-1995
|
| Models and Tools for Adaptive Learning Environments |
Natural Sciences & Engineering Research Council of Canada |
$9000
|
1992-1993
|
| Models for Intelligent Tutoring Systems |
Natural Sciences & Engineering Research Council of Canada |
$35,792
|
1990-1992
|
| Feedback, Learning, Motivation, and Instruction (P. H. Winne, Principal Investigator, and J. Walsh) |
Social Sciences & Humanities Research Council of Canada |
$103,630
|
1990-1992
|
| Syntheses of Instructional Science and Computing Science for Effective Instructional Computing Systems |
NATO Advanced Study Institute Program |
$85,250
|
1990
|
| Project Tutor: Computer-Based Instruction in Cognitive Skills and Learning Strategies |
Simon Fraser University Special Projects Fund |
$10,000
|
1988-1990
|
| Project Docent: Courseware for Teachers |
Sun Microsystems of Canada |
$18,000
|
1987
|
| Project Docent: Courseware for Teachers |
Dean’s Research Fund |
$42,000
|
1987
|
| Project Docent: Courseware for Teachers |
Social Sciences & Humanities Research Council of Canada |
$479,586
|
1987-1989
|
| Designing Artificially Intelligent Tools for Teachers |
Simon Fraser University Research Professor’s Grant |
$12,600
|
1986
|
Expert Teacher and Tutor Systems
(Co-investigator: A. J. Dawson) |
Simon Fraser University President’s Research Fund |
$7000
|
1985
|
| Retrieval Tasks in Instructional Research, School Curricula, and Teaching |
Social Sciences & Humanities Research Council of Canada |
$37,930
|
1984-1985
|
| Macrotreatment Design and Development |
Simon Fraser University Programs of Distinction |
$22,200
|
1984-1985
|
| Leave Fellowship Grant |
Social Sciences & Humanities Research Council of Canada |
$2500
|
1983
|
Research on Teaching Conference
(L. McLean, Principal Applicant) |
Social Sciences & Humanities Research Council of Canada |
$2000
|
1982
|
Cognitive Style and Students’ Perceptions of Instruction
(Co-investigator: R. W. Marx) |
Social Sciences & Humanities Research Council of Canada |
$9547
|
1981-1982
|
Matching Students’ Cognition and Teaching Skills to Enhance Learning
(Co-investigator: R. W. Marx) |
U.S. National Institute of Education |
$101,348
|
1979-1982
|
Improving Learning Disabled Students’ Comprehension
(Co-investigator: B. Y. L. Wong) |
Educational Research Institute of British Columbia |
$7500
|
1978-1979
|
| Equating Nominal and Effective Stimuli in Instructional Research |
Simon Fraser University President’s Research Fund |
$1200
|
1978-1979
|
| Validating Self Concept Instruments (Co-investigator: R. W. Marx) |
Educational Research Institute of British Columbia |
$500
|
1975-1976
|
Awards and Honors
| Robbie Case Memorial Award |
Canadian Association for Educational Psychology
“For outstanding contributions to educational psychology in Canada.” |
2007
|
| Jack Paterson Award |
Faculty of Education, Simon Fraser University
“For outstanding contributions of a voluntary nature to the well being of the University.” |
2006
|
| Mentorship Award |
Canadian Committee of Students in Education/Canadian Society for the Study of Education
“For a member of CSSE who supports and encourages graduate students in education and for valuable contributions as a mentor in educational research.” |
1998
|
| Fellow |
Association for Psychological Science |
1990
|
| Research Professor |
Simon Fraser University |
1986
|
| Fellow |
Canadian Psychological Association |
1985
|
| Fellow |
American Psychological Association |
1984
|
| Leave Fellow |
Social Sciences and Humanities Research Council |
1983
|
| Kappa Phi Kappa Prize (Education) |
Bucknell University |
1971
|
| Member |
Phi Beta Kappa |
1970
|
| Lewis Prize (Chemistry) |
Dutchess Community College |
1969
|
Teaching and Professional Positions
| Canada Research Chair in Self-Regulated Learning and Learning Technologies |
Faculty of Education, Simon Fraser University |
2002-present
|
| Professor |
Faculty of Education, Simon Fraser University |
1984-present
|
| Research Coordinator |
Faculty of Education, Simon Fraser University |
1990-present
|
| Director, Graduate Programs |
Faculty of Education, Simon Fraser University |
1998-2001
|
| Visiting Professor |
School of Education, University of Michigan |
1994
|
| Associate Member |
Department of Psychology, Simon Fraser University |
1988-1996
|
| Distinguished Visiting Professor |
Max Planck Institute for Psychological Research |
1985-1986
|
| Visiting Scholar |
Centre for Applied Cognitive Science,
Ontario Institute for Studies in Education |
1982-1983
|
| Director |
Instructional Psychology Research Group,
Faculty of Education, Simon Fraser University |
1980-1988
|
| Associate Professor (tenured) |
Faculty of Education, Simon Fraser University |
1979-1984
|
| Visiting Faculty |
Department of Educational Psychology,
University of British Columbia |
1980, 1979
|
| Assistant Professor |
Faculty of Education, Simon Fraser University |
1975-1979
|
Assistant Professor
(Acting) |
Department of Education, University of Santa Clara |
1975
|
| Research Associate |
Program in Teaching, Far West Laboratory for Educational R & D |
1974-1975
|
| Research Associate |
Teaching and Curriculum Division,
U. S. National Institute of Education |
1974
|
| Research Assistant |
Program on Teaching Effectiveness,
Stanford Center for R & D in Teaching |
1972-1975
|
| Graduate Instructor |
Bucknell University |
1972
|
| Teacher (mathematics) |
Upward Bound Summer Program (Lewisburg, PA) |
1972
|
Graduate Student Supervision (last 10 years)
I supervised 2 post-doctoral research associates. I graduated 11 PhD students and 5 MA students, all in the Educational Psychology program. I presently supervise or serve as pro-tem advisor to 8 PhD students, 2 MA students and 1 MEd student. Nine of these current students are enrolled in the Educational Psychology program and the other two are enrolled in the Educational Technology and Instructional Design program.
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