Becoming a Golden Hawk means more than just cheering on our (really good) varsity teams – it means being a student who cares about your community, who works hard in the classroom, and who takes advantage of all the learning opportunities that can happen outside the classroom, too.
I am excited to join the Laurier community this year! I have worked in Education for 20+ years, first as an elementary school teacher before spending two years and The University of New Brunswick and the past thirteen years at Nipissing University. I teach undergraduate and graduate courses focused on Language Arts and Literacies as well as qualitative research methods.
I received my PhD in Educational Studies from Western University in 2008 and my MEd from Western University in 2004. I completed my Education degree at Redeemer College University (1996) and my BA (Child Studies/Psychology) is from Brock University (1995).
I was previously the Elizabeth Thorn Chair in Literacy at Nipissing University, as well as past-president of the Language and Literacy Researchers of Canada (LLRC).
My research is qualitative in nature, drawing on narrative inquiry and case study primarily, to explore student/literacy engagement, community-based literacy initiatives, early literacies and literacy teacher education.
Scheffel, T. (2021). A curriculum journey inspired by picturebooks. In C. Shields, A.G. Podolski, & J.J. Guiney Yallop’s Influences and Inspirations in Curriculum Studies and Teaching: Reflections on the Origins and Legacy of Canadian Scholarship (pp. 116-122). Routledge.
Scheffel, T., Hives, L., Scott, J., & Steele, A. (2021). Learning with wide-open eyes: Nudging at perceived barriers to outdoor learning within a kindergarten. Children, Youth and Environments, 31(2), 83-104. doi: https://doi.org/10.7721/chilyoutenvi.31.2.0083
Scheffel, T., & McKee, L. (2019). Uniting generations: Intergenerational and universal-themed picturebook recommendations. Journal of Childhood Studies, 44(5), 120-128. doi: https://doi.org/10.18357/jcs00019339
McKee, L. & Scheffel, T. (2019). Learning together: Our reflections on connecting people and practices in intergenerational meaning-making experiences. Journal of Childhood Studies, 44(5), 111-119. doi: https://doi.org/10.18357/jcs00019338
Scheffel, T. & Rich, S. (2019). Primary Education: Overview. Bloomsbury Education and Childhood Studies. New York, NY: Bloomsbury Publishing Inc.
Scheffel, T., Cameron, C., Dolmage, L., Johnston, M., Lapensee, J., Solymar, K., Usher-Speedie, E., & Wills, M. (2018). The Journey of a Collaborative Children’s Literature Book Club for Teacher Candidates. Reading Horizons, 57(1), 1-14.
Scheffel, T. (2017). Tell Me With Pictures: Grade Eight Students’ Digital Representations of Engagement in Learning. McGill Journal of Education, 52(3), 719-746.
Scheffel, T. (2016). Individual Paths to Literacy Engagement: Three Portraits Revisited. Brock Journal, 25(2), 53-70. doi: HTTPS://DOI.ORG/10.26522/BROCKED.V25I2.500
Scheffel, T. (2016). Becoming Literacy Leaders: Teacher Candidates Initiate a Community-Based Literacy Program. Language and Literacy, 18(1), 130-147. doi: https://doi.org/10.20360/G2T592
Scheffel, T. (2015). The Heart of the Matter: Exploring Intergenerational Themes in Children’s Literature. Journal of Intergenerational Relationships, 13(2). 167-181.
EU425: Foundations of Language and Literacy Education (Primary/Junior)