After beginning my career as a Child and Youth Worker, I received an MA in Education (counselling) and a PhD. in Educational Psychology from Simon Fraser University, in 1999. Prior to coming to Laurier in 2007, I led research on emerging educational technologies and provided faculty support in teaching and learning at the University of Waterloo. Previously, I was an Associate Professor at the Faculty of Education, University of Victoria. While in Victoria I also worked in public sector policy analysis and led a project team in developing new driver training and testing for British Columbia. I recently served as President of the Canadian Association for Educational Psychology.
My research interests focus on factors that enable students to become adaptive, strategic learners. I investigate the role of self-regulated learning (SRL) in educational contexts, specifically looking at how students can become more goal-directed, strategic, and self-motivated learners. These skills and behaviours are especially important when students face learning challenges, such as transitions from elementary to secondary school, or high school to university.
My recent research involves studying secondary teachers’ support for student development of effective learning strategies, metacognitive skills, and academic motivation, in specific subject area contexts. Some of my current work involves collaborating with teachers to develop and test classroom innovations that incorporate SRL within regular instructional activities.
Blaikie, F., Buzza, D.,Muldoon, J. Richardson, C. (2018). Defining policy and principles: Professional practice and mental health accommodations for teacher candidates. In W.T. Smale (Ed.), Perspectives on Canadian educational law and policy (pp.373-391). Burlington, ON: Word & Deed Publishing. ISBN 978-0-9959782-1-8.
Buzza, D. & Dol, M. (2015).“Goal setting support in alternative math classes: Effects on motivation and engagement.” Exceptionality Education International, 25 (1).
Buzza, D. (2013).“Supporting students in the transition to high school: The role of self-regulated learning.” In S. E. Elliott-Johns & D. H. Jarvis, Perspectives on Transitions in Schooling and Instructional Practice (pp. 215-241). University of Toronto Press.
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