Research

Schnellert, L., King, J., Moore, S., & Searcy, N. (forthcoming). Through a different lens: Student funds of knowledge as a pedagogical resource for (re)constructing practice. Quality Education for All. 

Schnellert, L., Christensen, C., Kellaway, A., & Caesar, A. (forthcoming). Reimagining teacher education: Integrating disability justice to promote inclusive education. Cultural and Pedagogical Inquiry 17(2).

Taylor, T., Ragoonaden, K. & Schnellert, L. (forthcoming). Growing well-being in rural teacher education. In Kutsyuruba, B., Walker, K. & Cherkowski, S. (Eds.) Research Handbook on Educator Wellbeing and Resilience. Elgar Publishing.  

Schnellert, L., Sinclair, K., Butler, D. L., & Moore, S. (forthcoming). Collaborative approaches to teacher professional development and educational change. In Townsend, T., Ehren, M. & Florek, A. (Eds). International Handbook of School Effectiveness and Improvement, 2^nd edition. 

Schnellert, L. & Sinclair, K. (in press) Collaborative inquiry within educational change initiatives. In Goodwin, L., Hargreaves, A., Showunmi, V, Stone-Johnstone, C. & Weiner, J. (Eds) Third International Handbook of International Change. 

Schnellert, L., Christensen-Barker, J., Galvan Hernandez, N., Chi, B., & Hole, R. (in press). Audience member perspectives on We Deserve to Work, a disability theatre project. Research and Practice in Intellectual and Developmental Disabilities.

Baroud, J., Schnellert, L., Taylor, T., Ceasar, A, & Pak Lui, N. (in press). Co-creating an equity-oriented, discursive space within a hybrid rural teacher education program. Journal of Digital Life and Learning.

Schnellert, L., Sinclair, K.A., and Butler, D.L. (2025), The role of the researcher-facilitator in professional learning networks. Journal of Professional Capital and Community. https://doi.org/10.1108/JPCC-10-2024-0177

Zeni, M., Schnellert, L., & Brussoni, M. (2025). Pathways for outdoor play and learning: Pedagogical decisions and curricular intent in elementary school outdoor classrooms. Journal of Adventure Education and Outdoor Learning.https://doi.org/10.1080/14729679.2025.2517042

Schnellert, L., Davidson, S.F., & Donovan, B.L. (2025). Educational transformation and relational accountability in educational change. Curriculum Inquiry 54(3), 231-252. https://doi.org/10.1080/03626784.2025.2458071.

Smith, C. & Schnellert, L. (2025). Research in teacher leadership in Canada: Transformative and contextualized agency. In Smith, C. & Schnellert, L. (Eds.) Research in teacher leadership in Canada: Transformative and contextualized agency. (pp. 4-35). Canadian Association for Teacher Education.https://dx.doi.org/10.11575/PRISM/48117

Schnellert, L., Kozak, D., Datoo, M., & Miller, M. (2025). Doing, growing, learning: Teacher leadership in rural professional learning networks. In Smith, C. & Schnellert, L. (Eds.) Research in teacher leadership in Canada: Transformative and contextualized agency. (pp. 298-328). Canadian Association for Teacher Education. https://dx.doi.org/10.11575/PRISM/48117

Zeni, M., Schnellert, L., & Brussoni, M. (2024). Outdoor play and learning in elementary schools: A critical participatory action research project. Canadian Journal of Action Research 24(3), 105-126.  https://journals.nipissingu.ca/index.php/cjar/article/view/675

Schnellert, L., Rajagopal, H., & Miller, M. (2024). “Different spots in their learning journey”: Striving to develop equity-oriented teacher education pedagogy. In Burke, J., Cacciattolo, M., Toe, D. (eds) Inclusion and Social Justice in Teacher Education. (pp. 317-336). Springer.https://doi.org/10.1007/978-3-031-67612-3_17

Hole, R., & Schnellert, L. (2024). Disability theatre as critical participatory action research: Lessons for inclusive research. Social Sciences 13(2):116, 13 pages. https://doi.org/10.3390/socsci13020116

MacNeil, K., Schnellert, L., &Butler, D. (2024). Taking up resources within teachers’ cycles of self-regulated learning and practice. Professional Development Today 23(3).

Schnellert, L. & Kozak, D. (2023). Inservice teachers’ experiences within a university/school district teacher education partnership: Collaborative inquiry, generative tensions, and emergent praxis. Teaching and Teacher Education, 136. Article 104362, https://doi.org/10.1016/j.tate.2023.104362. 

Zeni, M., Schnellert, L., & Brussoni, M. (2023). “We do it anyway”: Professional identities of teachers who enact risky play as a framework for education outdoors. Journal of Outdoor and Environmental Education 26(3), 341-358. https://doi.org/10.1007/s42322-023-00140-6.

Schnellert, L., Tidey, L., RRR Co-creators, & Hole, R. (2023). “You have the right to love and be loved”: Participatory theatre for disability justice with self-advocates. Qualitative Research 23(2), 467-485. https://doi.org/10.1177/14687941211034963.

MacNeil, K., Butler, D. L., & Schnellert, L. (2023). From accountability to shared responsibility: A case study of a multi-layered educational change initiative. Journal of Educational Change 24, 213-241. https://doi.org/10.1007/s10833-021-09440-4.

Schnellert, L., Tidey, L., & Hole. R. (2023). Romance, relationships and rights: Ethical considerations and dilemmas in a research-based theatre project with self-advocate co-creators and actors. Qualitative Inquiry 29(2), 295-304. https://doi.org/10.1177/10778004221101586.

Schnellert, L., Datoo, M., Miller, M., Kozak, D., & Giles, G. (2023). Growing innovation in rural sites of learning. Perspectiva Educacional, 62(1), 63-91. DOI: 10.4151/07189729-Vol.62-Iss.1-Art.1393.

Kozak, D. & Schnellert, L. (2023). Parents with teachers re-authoring the home-school interface: A critical participatory action research study. The Canadian Journal of Action Research, 23(1),68-92. https://journals.nipissingu.ca/index.php/cjar/article/view/616.

Schnellert, L., Davidson, S.F., Yee, N., & Donovan, B.L. (2023) Welcoming Indigenous ways of knowing: Decolonizing and building relationships through education change networks. Education Canada 63(1), 22-25. https://www.edcan.ca/articles/welcoming-indigenous-ways-of-knowing/

Rodway, J., Campbell, C., Davidson, S.F., Lopez, A., Moore, S., Ng-A-Fook, N., & Schnellert, L. (2023). Decolonizing professional learning: Gathering together for educational change. Education Canada 63(1), 6-9. https://www.edcan.ca/articles/decolonizing-professional-learning/.

Schnellert, L., Miller, M., Brant, B., & Macmillan, M. (2022). Developing relational online teacher education pedagogies in a global pandemic. In Jacobsen, M. & Smith, C. (Eds.) Online Learning and Teaching from Kindergarten to Graduate School (pp. 254-281).Canadian Association for Teacher Education. http://dx.doi.org/10.11575/PRISM/40509.

Schnellert, L., Davidson, S. F., & Donovan, B.L. (2022). Working towards relational accountability in education change networks through local Indigenous ways of knowing and being. Cogent Education, 9(1), 1-12. 1080/2331186X.2022.2098614.

Schnellert, L., Miller, M., MacMillan, M., & Brant, B. (2022). Responsive, relational pandemic pedagogies: A collaborative, critical self-study. In Danyluk, P., Burns, A., Hill, S.L., & Crawford, K. (Eds). Crisis and opportunity: How Canadian Bachelor of Education Programs responded to the pandemic.  In Canadian research in teacher education: A polygraph series (Vol. 2), 59-73. http://dx.doi.org/10.11575/PRISM/39534.

Tidey, L., Schnellert, L., & Hole, R. (2022). “Everyone should get the chance to love”: Sexual health research-based theatre with self-advocates. Canadian Journal of Sexual Health. 31(2), 198-206. https://doi.org/10.3138/cjhs.2022-0018.

Hole, R., Schnellert, L., & Cantle, G. (2022). Sex: What’s the big deal? Exploring individuals with intellectual disabilities’ experiences with sexual health education. Qualitative Health Research. 32(3). 453-464. https://doi.org/10.1177/10497323211057090

Schnellert, L., & Butler, D.L. (2021) Exploring the potential of collaborative teaching nested within professional learning networks. Journal of Professional Capital and Community 6(2), 99-116. https://doi.org/10.1108/JPCC-06-2020-0037.

Macintyre Latta, M., Schnellert, L., Ondrik, K., & Sasges, M. (2020). Modes of being: Mobilizing narrative inquiry. Qualitative Inquiry 26(10), 1222- 1232. https://doi.org/10.1177/1077800418786309.

Schnellert, L. (2020). Supporting innovation across the system: Lessons from B.C.’s system change efforts. Education Canada, 60(2).

Schnellert, L. (2020). Exploring the potential of professional learning networks. In Schnellert, L. (Ed.) Professional learning networks: Facilitating transformation in diverse contexts with equity-seeking communities. Bingley, UK: Emerald Publishing, 1-15.

Butler, D. L., & Schnellert, L. (2020). Tracing cycles of teachers’ self- and co-regulated practice within a professional learning network. In Professional learning networks: Facilitating transformation in diverse contexts with equity-seeking communities. Bingley, UK: Emerald Publishing, 74-108.

Schnellert, L. (Ed.) (2020). Professional learning networks: Facilitating transformation in diverse contexts with equity-seeking communities. Bingley, UK: Emerald Publishing.

Butler, D. L., Schnellert, L., & Hatala, R. (2020). Accroître la possibilité d’apprendre tout au long de la vie: Développer la capacité à s’autoévaluer en facilitant l’autorégulation de ses apprentissages. (Empowering lifelong learners: Building capacities for self evaluation by nurturing self-regulation of learning). Administration et education: Spécial Canada, 165(1), 205-213. Association Française des Acteurs de l’Education. France.

Schnellert, L. (2020). Place-consciousness and education change networks to empower rural learners. In Corbett, M., & Gereluk, D. (Eds.), Rural teacher education: Connecting land and people. Toronto: Springer, 319-328.

Butler, D. L., & Schnellert, L. (2020). Negotiating meaning and engagement: Socially shared strategic processing. In Dinsmore, D, Fryer, L., & Parkinson, M. (Eds.) Handbook of strategies and strategic processing. New York, NY: Routledge, 63-81.

Schnellert, L., Richardson, P., Roberts, E., MacDonald, S., MacHardy, C., Rosal, A., Smith, J., Rader, M., Frisque, J., & Hole, R. (2019). Enacting equity in higher education through critical disability studies: A critical community self-study. Disability Studies Quarterly, 39(2). 31 pages.

Schnellert, L., & Kozak, D. (2019). In situ hybrid spaces as generative sites for teacher preparation. McGill Journal of Education, 54(1), 1-23.

Schnellert, L., & Kozak, D. (2019). Exploring diversity and nurturing generativity through in situ teacher education. Exceptionality Education International, 29(1), 72-96.

Cherkowski, S., & Schnellert, L. (2018). Teacher, team and school change through reciprocal learning. Teacher Development, 22(2). 229-248.

Schnellert, L., Fisher, P., & Sanford, K. (2018). Developing communities of pedagogical inquiry in British Columbia. In Brown, C., & Poortman, C. (Eds.) Networks for learning effective collaboration for teacher, school and system improvement. Routledge Taylor & Francis Group. 56-74.

Schnellert, L. (2017). Directions for self-regulated learning research: Connecting dots between 21st century learning, pedagogy and valued outcomes for learners. Canadian Association for Educational Psychology Dialogic. 3(1): 19-20.

Cherkowski, S., & Schnellert, L. (2017). Exploring teacher leadership in a rural, secondary school: Reciprocal learning teams as a catalyst for emergent leadership. International Journal of Teacher Leadership, 8(1), 6-25.

Macintyre Latta, M., Schnellert, L., Ondrik, K., & Sasges, M. (2017). Curricular enactment’s community (re)making. Journal of Curriculum Studies. 49(3): 255-272.

Butler, D.L., Schnellert, L., & Perry, N. (2017). Developing self-regulating learners. Pearson: Toronto, Canada. 242 pages.

Schnellert, L., & Butler, D.L. (2016). Teachers as self- and co-regulating Learners. Psychology Today. APA Division 15 blog post. https://www.psychologytoday.com/blog/psyched/201612/teachers-self-and-co-regulating-learners.

Schnellert, L., & Richardson, P. (2016). Living critical mindfulness as professional development: Co-creating authentic spaces for learning and being in the academy. In Ragoonaden, K. and S. Bullock Mindfulness and critical friendship: A new perspective on professional development for educators, 33-44. Lexington Books: Lanhan, United States.

Brownlie, F., Feniak, C., & Schnellert, L. (2016). Student Diversity. 3rd Edition. Pembroke Publishers: Markham, Canada. 160 pages.

Schnellert, L., Kozak, D., & Moore, S. (2015). Professional development that positions teachers as inquirers and possibilizers. LEARNing Landscapes, 9(1), 217-236.

Richardson, P., Cherkowski, S., & Schnellert, L. (2015). Awakeness, complexity and emergence: Learning through curriculum theory in teacher education. Journal of the Canadian Association for Curriculum Studies, 13(1),138-167.

Butler, D., & Schnellert, L. (2015). “Success for students with learning disabilities: What does self-regulation have to do with it?” In T. Cleary (Ed.), Self-regulated learning interventions with at-risk populations: Academic, mental health, and contextual considerations.Washington, DC: American Psychological Association Press, 89-111.

Schnellert, L., Watson, L., & Widdess, N. (2015). It’s all about thinking: Creating pathways for all learners in the middle years.Winnipeg: Portage & Main. 312 pages.

Butler, D. L., Schnellert, L., & MacNeil, K. (2015). Collaborative inquiry and distributed agency in educational change: A case study of a multi-level community of inquiry. Journal of Educational Change. 16(1):1-26

Schnellert, L., Richardson, P., & Cherkowski, S. (2014). “Teacher educator professional development as reflexive inquiry”. LEARNing Landscapes 8(1): 233-250.

Schnellert, L., & Butler, D.L. (2014, June). Collaborative inquiry: Empowering teachers in their professional development. Education Canada. 54(3): 18-22.

Butler, D. L., Schnellert, L., & Cartier, S.C. (2013). Layers of self- and co-regulation: Teachers working collaboratively to support adolescents’ self-regulated learning through reading. Education Research International, vol. 2013, (19 pages). doi:10.1155/2013/845694.

Butler, D. L., & Schnellert, L. (2012). Collaborative inquiry in teacher professional development. Teaching and Teacher Education, 28, 1206-1220. http://dx.doi.org/10.1016/j.tate.2012.07.009.

Brownlie, F., Fullerton, C., & Schnellert, L. (2011). It’s all about thinking: Collaborating to support all learners in Mathematics and Science. Winnipeg, MB: Portage & Main Press. 332 pages.

Schnellert, L. (2011). Collaborative inquiry: Teacher professional development as situated, responsive co-construction of practice and learning. (Doctoral dissertation). Retrieved from https://circle.ubc.ca/handle/2429/38245.

Butler, D. L., Cartier, S.C., Schnellert, L., Gagnon, F., & Giammarino, M. (2011). Secondary students’ self-regulated engagement in reading: Researching self-regulation as situated in context. Psychological Test and Assessment Modelling, 53 (1), 73-105.

Schnellert, L., Datoo, M., Ediger, K., & Schnellert, L. (2009). Pulling together: Integrating inquiry, assessment and instruction in today’s English classroom. Portland, ME: Stenhouse. 160 pages.

Brownlie, F.. & Schnellert, L. (2009). It’s all about thinking: Collaborating to support all learners in English, Social Studies and Humanities. Winnipeg, MB: Portage & Main Press. 272 pages.

Schnellert, L., Butler. D., & Higginson, D. (2008). Co-constructors of data, co-constructors of meaning: Teacher professional development in an age of accountability. Teaching and Teacher Education, 24 (3), 725-750.

Butler, D. L., & Schnellert, L. (2008). Teachers working to achieve valued outcomes for students: Making meaningful links between research and practice. Education Canada, 48 (5), 36-40.

Nicholson, D., Schnellert, L., Rideout, B., Meyer, K., & Cameron, B. (2007). Living and learning in a community of inquiry: Coming to know knowing in a self-directed doctoral seminar. Educational Insights, 11 (3).

Brownlie, F., Feniak, C. & Schnellert, L. (2006). Student diversity. Portland, ME: Stenhouse. 144 pages.

Butler, D. L., Schnellert, L., & Cartier, S. C. (2005). Adolescents’ engagement in “reading to learn”: Bridging from assessment to instruction. BC Educational Leadership Research, 2, Retrieved December 2, 2005, from http://slc.educ.ubc.ca/eJournal/index.htm.

Leyton Schnellert, Lead of the Pedagogy and Participation Cluster, Institute for Community Engaged Research (ICER) at UBC, seeks to address calls in Education and elsewhere for communities’ knowledge, practices and voices to be recognized and included in pedagogy and related research – a long identified gap. The community-based collaborative work of this cluster contributes a counterargument to top-down positivist approaches that operate from a deficit model often grounded in elitism, streaming, and tokenism and instead recognizes the need to draw from communities’ funds of knowledge to build participatory, collaborative, place-conscious, and culturally responsive practices in formal and informal settings. University and community-based researchers in this research hub are well suited to take up such pedagogy and related research working from epistemological orientations to living and learning that are community honouring.

Fore more information about the research cluster, please visit the ICER UBC website.