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DPE Faculty who are Accepting Students for 2020-2021

 

Faculty Name

Research Interests

Dr. Jeffrey AnsloosDr. Jeffrey Ansloos Indigenous mental health and education, in particular:
  • Structural violence and complex trauma
  • Indigenous death, suicide, and life promotion
  • Indigenous social theories and applied community psychology
  • Decolonization, liberation, emancipation and futurism(s)
  • Sociopolitical dimensions of Indigenous mental health
  • Youth studies (Racialization; Social movements; Identity)
  • Qualitative, arts-based and new media research methodologies
  • Critical media and technology studies

Dr. Michel Ferrari

Dr. Michel Ferrari

Lab website

  • How personal identity develops in typical and atypical populations
     
  • Personal conscious experience, both in contemporary cognitive science and in the history of psychology
  • Personal wisdom in Canada, the USA, Serbia, Ukraine, India, and China
     
  • The importance of wisdom to the successful acculturation of immigrants and refugees to Canada

Dr. Todd Cunningham

Dr. Todd Cunningham

Lab website

  • Developing the Assistive Technology Selection Protocol to guide partners to identify the right technology
     
  • Academic interventions for student-aged child who have learning difficulties, particularly:
    • The selection of assistive technology to address academic skill deficits
    • Increasing the effectiveness of assistive technology
    • Development of learning profiles to better identify academic intervention

Dr. Patricia Ganea

Dr. Patricia Ganea

Lab website

  • Early cognitive development
     
  • Young children's learning about the world through symbolic means, such as language, pictures, videos, and replica objects
     
  • Children's use of language to think and communicate about what is perceptually not present
     
  • The social, linguistic and representational factors that influence children’s learning about the world

Dr. Patricia Ganea

Dr. Esther Geva

Lab website

  • Development of literacy skills in children learning to read in a second language (L2)
     
  • The relations between oral and written language skills in L2 learners
     
  • Transfer issues in L2 literacy development
     
  • Cognitive and linguistic processes and predictors of normal and problematic literacy development in L2 children

Dr. Eunhee Eunice JangDr. Eunhee Eunice Jang

Lab website

  • Language assessment
     
  • Educational measurement
     
  • Program evaluation
     
  • Development of reading skills among K-12 school students from Grades 3 to 10
     
  • The effects of technology-rich learning environments on students' self-regulation, emotion, and cognitive development

Dr. Jennifer Jenkins

Dr. Jennifer Jenkins

Website

  • Emotion processes in children and in family life that help us to understand psychopathology in children
     
  • Child development, family systems and developmental psychopathology
     
  • Risk and resilience in child psychopathology (including within family differences in development)
     
  • Theory of mind and emotion

Dr. Kang LeeDr. Kang Lee

Lab website

  • Development of Moral Conceptions of Lying in Adolescents
     
  • Development of Face Processing Expertise
     
  • Neural Mechanisms of Face Processing in Children and Adults
     
  • Neural Mechanisms of Lying in Children and Adults

Dr. Rhonda MartinussenDr. Michal Perlman

Lab website

  • Assessing the quality of interactions between early childhood educators and children and between family members and children. Examining how these interactions impact children’s wellbeing.
  • Conceptualizing and assessing quality in early childhood education setting for quality improvement and oversight purposes. This involves studies that look at whether quality (e.g., the way that educators interact with children) is a child, educator, classroom or centre level characteristic.
  • Examining how education systems need to change to support children who will enter an evolving work landscape. This work involves integration of existing evidence in terms of what are the key future skills and government programs that can support the Canadian population to accommodate to changing demands. It also means integrating evidence on how to effectively teach key skills to young children as well as generating new evidence in this area.

Dr. Angela PyleDr. Angela Pyle

Lab website

  • Child development and early primary education
     
  • The negotiated balance between academic learning and developmentally appropriate practices in classrooms
     
  • The role of teacher curricular stance in pedagogical decision-making
     
  • Children's development of critical literacy skills through play-based learning 
     
  • How teachers' assessment practices support and extend children's learning in play-based contexts

Dr. Rick VolpeDr. Rick Volpe

Website

  • The finding, casing, and evaluating of exemplary programs in the prevention of traumatic injury
     
  • The role of early intervention in a full local health integration network effort to prevent falls in later in life
     
  • Evaluation of province-wide investigations of a multiple hospital and community programs to prevent inflicted infant head trauma
     
  • The development of a public health initiative to prevent children's injuries
     
  • Design of safe non-risk adverse playgrounds for special needs children

Dr. Mark Wade

Dr. Mark Wade

  • Effects of childhood stress and adversity on cognitive development and mental health
  • Interaction between biological (genetic) and experiential (environmental) factors on development
  • Resiliency in the aftermath of adverse childhood experiences
  • Physiological, neural, cognitive, and socio-emotional pathways linking early adversity to mental health in childhood and adolescence
  • Biomedical and prenatal exposures and child development