Master's Programs

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. 

Doctoral Program

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

Academic Coordinators

Teaching Faculty

Students and Alumni Experience

Educational Psychology, MA, MEd

  • Angus Chan MEd alumnus and Coordinator, Academic Resource Centre at Corpus Christi College/St. Mark's College.

  • Anne Bonnycastle Head of music at Crofton House School

  • Lorraine Wood-Gaines Educational Psychology MEd alumna and university instructor

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

Research Projects

Self-regulated Learning in an Online Environment for Argumentative Writing (Nesbit)

Argue to Learn: Representing and Supporting Argumentation with Cognitive Tools (Nesbit, Winne)

Researching Self-Regulation, Co-Regulation and Socially Shared Regulation of Learning (Winne)

Educational Psychology: Learning and Performance in Educational Settings (Winne)

Tactics, Metacognition and Self-Regulated Learning When Learners Restudy (Winne)

Epistemic Beliefs: Development and Relations to Self-Regulated Learning, Motivation and Achievement (Winne)

gStudy: Software Tools for Research in the Learning Sciences and eLearning (Winne)

Process Feedback, Self-Regulated Learning and the Evolution of Learning Skills (Winne, Nesbit)

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)