Our Educational Psychology Master's program leads to the Master of Arts (MA) or a Master of Education (MEd) degree. It blends studies of theories, empirical research, and research methodologies that lead to broad knowledge of the field of educational psychology and its relevance to education. See Educational Psychology Master's program for more information.
Students admitted to our small and dynamic Educational Psychology (PhD) program work collegially with professors to advance disciplinary knowledge and educational practices. The program accommodates working teachers and offers ample opportunity for independent study as well as for tailoring programmatic requirements to individual interests. The value of our graduate program is demonstrated by the fact that two-thirds of our doctoral graduates take up academic posts at universities or colleges. Our program does not prepare students for registration with the BC College of Psychologists unless students meet additional requirements outside the scope of this program.
Educational Psychology Community
Students and Alumni Experience
Educational Psychology, PhD
Danielle Kavin "I have always wanted to pursue a doctoral degree and I find the Educational Psychology...
Dominic Trevisan "And with such a large and diverse faculty, you’ll have opportunities to network and form...
Dr. Paul Yeung Director, BC Chapter: Canadian Counselling and Psychotherapy Assoc.
Elisa Vandenborn PhD student and MA alumna in Educational Psychology
Robyn Long Educational Psychology PhD student interested in Montessori classrooms
Self-Regulated Learning and Learning Technologies (Winne, Nesbit)
Executive Functions in Multilingual Children (Hoskyn, Moore)
Development of neurophysiological processes involved in reading among children at-risk for language related reading disabilities: A magnetic source imaging study (Hoskyn)
Intergenerational teaching and learning: Implications for a heritage language immersion program for young children of First Nations origin (Hoskyn & MacDonald)
Literacy of multilingual children in French Immersion programs (Hoskyn)
Working memory development for children at-risk for writing disabilities (Hoskyn)
Children’s Concept Development During Problem-Oriented Learning in Health Science (Kanevsky)
The impact of an aerobic exercise intervention on children’s executive functioning and school performance (Le Mare & Neufeld)
The use of documentation to inform instructional practice (MacDonald)
Sociocultural investigation of literacy instruction and children’s learning of English as a second language (Neufeld)
Development of a Critical Psychology of Education (Sugarman)
Applications of Historical Ontology and Hermeneutics to Psychological Description (Sugarman)