Educational Psychology, Canadian Edition

Educational Psychology is written to show how information and ideas drawn from research in educational psychology can be applied to solve the everyday problems of teaching. 

Anita Woolfolk Hoy was born in Fort Worth, Texas, where her mother taught child development at TCU and her father was an early worker in the computer industry. She is a Texas Longhorn -- all her degrees are from the University of Texas, Austin, the last one a PhD. After graduating, she was a psychologist working with students in elementary and secondary schools in 15 counties of central Texas. She began her career in higher education as a professor of educational psychology at Rutgers University, and then moved to The Ohio State University in 1994. Today she is Professor Emerita at Ohio State. Anita's research focuses on motivation and cognition, specifically, students' and teachers' sense of efficacy and teachers' beliefs about education. For many years she was the editor of Theory Into Practice, a journal that brings the best ideas from research to practicing educators. She is a Fellow of both the American Psychological Association and the American Educational Research Association, and has served as President of Division 15 (Educational Psychology) of APA and Vice-President for Division K (Teaching & Teacher Education) of AERA. Anita also has collaborated with Nancy Perry, University of British Columbia, to write the 2nd edition of Child Development (Pearson, 2015) and with her husband, Wayne Hoy, to complete the 5th edition of Instructional Leadership: A Research-Based Guide to Learning in Schools (Pearson, 2020).

Ellen L. Usher spent her early childhood in Roswell, Georgia, where she had diverse educational experiences that included attending a private nature-based school and public elementary and middle schools. She went to high school in rural South Carolina and urban Atlanta. A lifelong Francophile, she earned her Bachelor's in foreign language education and began her professional career teaching French to elementary school students in Atlanta Public Schools. Inspired by her own favorite former teachers, Ellen transitioned to teaching fifth and sixth grades while pursuing a master's degree in middle grades education from Oglethorpe University. After earning her PhD in Educational Studies from Emory University, Ellen began her career in higher education at the University of Kentucky in 2007, where she is director of the P20 Motivation and Learning Lab, an intergenerational, interdisciplinary team of researchers engaged in projects that explore human motivation in a variety of teaching and learning contexts. Ellen is a Fellow of the American Psychological Association and past Chair of the Motivation in Education Special Interest Group of the American Educational Research Association.

Philip H. Winne received his Ph.D. from Stanford University, accepted a position at Simon Fraser University in 1975, and has happily worked there his entire career. At SFU, he is Professor and, previously, Associate Dean for Graduate Studies and Research in the Faculty of Education. His research accomplishments earned him two terms as a Tier I Canada Research Chair in Self-Regulated Learning & Learning Technologies and election as a Fellow of the American Educational Research Association, the American Psychological Association, the Association for Psychological Science, and the Canadian Psychological Association. His research interests include self-regulated learning, metacognition, motivation, study tactics and learning strategies, adaptive software for research, and promoting self-regulated learning. To pursue these topics, he leads a team developing state-of-the-art software called nStudy. As students use nStudy to study online, the software collects extensive and detailed data about how they study. He has published more than 170 scholarly works and served as President of the Canadian Educational Researchers' Association, the Canadian Association for Educational Psychology, and Division 15–Educational Psychology of the American Psychological Association. With Patricia Alexander, he co-edited the Handbook of Educational Psychology (second edition) as well as the field-leading journal Educational Psychologist (2001–2005), co-edited with Lyn Corno. He has served as Associate Editor of the British Journal of Educational Psychology for nearly 20 years, and currently is a member of the editorial board of seven other leading journals in the field.

Nancy Perry worked as a classroom and resource teacher in school districts in British Columbia, Canada, before obtaining her Ph.D. from the University of Michigan in 1996. Today, she is Professor of Educational and Counselling Psychology, and Special Education at the University of British Columbia (UBC). There, she teaches courses in two program areas–Human Development, Learning, and Culture; and Special Education; and supports students in a B.Ed. cohort that focuses on promoting self-regulated learning (SRL) in the middle years. She is a recipient of UBC's Killam Teaching Prize and holds the Dorothy Lam Chair in Special Education. Her research examines the role of task structures, instructional practices, and interpersonal relationships in promoting motivation and self-regulation in school. Related projects are profiled at her website: “Seeding Success through Motivation and Self-Regulation in Schools,” http://self-regulationinschool.research.educ.ubc.ca. In addition to these teaching and research activities, Nancy has served an anAssociate Editor for the Journal of Learning and Instruction,President of Division 15, Educational Psychology, of the American Psychological Association,. President of the Canadian Association for Educational Psychology, Member of the Executive Boards of the Canadian Association for Studies in Education and Division 15, Educational Psychology, of APA as Member at Large.