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After beginning my career in child and youth care, I earned an MA in Education (Counseling) and a PhD in Educational Psychology from Simon Fraser University. At University of Victoria (1987-1999), my research focused on supporting learners' development of skills for strategic learning and motivation (self-regulated learning). As a policy consultant for the Province of British Columbia (1997-2002) I led a project team in developing new driver training and testing programs.
Prior to joining Laurier's newly-formed Faculty of Education in 2007, I conducted research on emerging learning technologies at the University of Waterloo.
- President of the Canadian Association for Educational Psychology (CAEP), 2014-16
- Board of Directors, Canadian Society for the Study of Education, 2014-16
- Founding Editor, Journal of Distance Education
- Outstanding Doctoral Dissertation Award, 1990, American Educational Research Association (AERA) Div. C
Buzza, D., Fitzgerald, C. & Avitzur, Y. (2022). Supporting Self-Regulated Learning in a Secondary Applied Mathematics Course. McGill Journal of Education, 57(2).
Buzza, D. & Dol, M. (2015). Goal setting support in alternative math classes: Effects on motivation and engagement. Exceptionality Education International, 25 (1).
Buzza, D. & Allinotte, T. (2013). Pre-service teachers' self-regulated learning and their developing concepts of SRL. Brock Education Journal, 23 (1).
Buzza, D., Kotopoulos, D., Mueller, J., & Johnston, M. (2013). Exploring the relationship between self-regulated learning and reflection in teacher education. Journal of Teaching and Learning, 9 (1).
Kotsopoulos, D., Mueller, J., & Buzza, D. (2012). Pre-service teacher research: Early acculturation into a research disposition. Journal of Education for Teaching, 38(1), 21-36.
Buzza, D., Kotsopoulos, D., Mueller, J., &, Johnston, M. (2010). Investigating a professional development school model of teacher education in Canada. McGill Journal of Education, 45(1), 45-61.
Howard-Rose, D. & Winne, P. H. (1993). Measuring components and sets of cognitive processes in self-regulated learning. Journal of Educational Psychology, 85, 591-604.