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Curriculum, Teaching  & Learning
Lisa Dack


Lisa Dack
Assistant Professor, Teaching Stream

email: lisa.dack@utoronto.ca  

Departments:
Applied Psychology and Human Development
Curriculum, Teaching and Learning

Dr. Eric Jackman Institute of Child Study


Research Overview

My interests lie in bridging Developmental Psychology and Education to better understand the learning process in children and adults. In particular, I am interested in what it takes for children and adults' learning opportunities to have a lasting impact. My research focuses on teacher and leader professional learning and in understanding what professional learning opportunities look like when they truly change thinking and professional practice.

Teaching Overview

APD1226- Foundations in Inquiry and Data-Based Decision Making
APD2222, APD2223- Professional Practice Project
APD1200- Foundations of Human Development and Education
ADD5020- Learning to Learn: Bridging Theory and Practice


Representative Publications

  • Astington, J. W., & Dack, L. A. (2013). Development of the deontic advantage in reasoning: Reply to Cummins. Journal of Experimental Child Psychology116,770-773.
  • Dack, L. A., & Astington, J. W. (2011). Deontic and epistemic reasoning in children. Journal of Experimental Child Psychology, 110, 94-114. 
  • Dack, L.A., & Katz, S. (2016). Learning about leadership one small move at a time. Principal Connections, 20, 32-33.
  • Katz, S. and Dack, L.A. (2016). The learning conversations protocol: An intentional interruption strategy for enhanced collaborative learning. The Capacity Building Series, 46. The Ontario Ministry of Education.
  • Katz, S., & Dack, L. A. (2014). Towards a culture of inquiry for data use in schools: Breaking professional learning barriers through intentional interruption. Studies in Educational Evaluation, 42, 35-40.
  • Katz, S., & Dack, L. A. (2013). Intentional Interruption: Breaking Down Learning Barriers to Transform Professional Practice. Corwin Press.
  • Katz, S., Dack, L. A. and Earl, L. (2009). Networked learning communities to foster learning for teachers and their students. Principal Connections, 12,36-38.
  • Katz, S., Dack, L.A., & Malloy, J. (2018). The Intelligent, Responsive Leader. Corwin Press.
  • Katz, S., Dack, L.A., & Malloy, R. (2018). The Intelligent, Responsive Leader. Principal Connections, 22, 14-17.
  • Milligan, K., Astington, J. W., & Dack, L. A. (2007). Language and Theory of Mind: Meta-Analysis of the Relation Between Language Ability and False-belief Understanding. Child Development, 77, 622–646.