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I am excited to be a part of the Laurier community! 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 then 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., & McKee, L. (2025). Navigating turbulent times in literacies education. In Sage Research Methods: Doing Research Online. SAGE.
- McKee, L., & Scheffel, T. (2024). Supporting preservice teachers to navigate the tensions of teaching English Language Arts: An examination of two teacher educator's literacies pedagogies. Language & Literacy, 26(3), 75-95. https://doi.org/10.20360/langandlit29699
- Manitowabi, M. & Scheffel, T. (2024). Honouring Place: The Resurgence of Indigenous Knowledge, Perspectives and Pedagogies within an Indigenous Early Childhood Context. In Iris Berger's (Ed.), Intimately Situated Stories of Place: Activating Place-Centered Pedagogies in Early Childhood Education. Palgrave-MacMillan.
- Ciampa, K., Gallagher, T., Hong, H., McKee, L., Scheffel, T. (2024). An Examination of Canadian and American Pre-Service Teachers’ Self-Efficacy Beliefs for 21st Century Literacy Instruction. Reading Psychology, 1-26.
- 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. (2021). Shifting mindsets about educating young children. The Learning Professional, 42(2), 26-29.
- 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
- Hives, L., Scheffel, T., Scott, J., (2020). Developing a relationship with the environment – for the health of it. Green Teacher, 125, 16-21.
- Scheffel, T., & McKee, L. (2019). Uniting generations: Intergenerational and universal-themed picturebook recommendations. Journal of Childhood Studies, 44(5), 120-128. 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. https://doi.org/10.18357/jcs00019338
- 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. 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.
- Scheffel, T. (2013). Portraits of Home: Working in Community Day Care Homes in New Brunswick. LEARNing Landscapes, 7(1), 283-299. doi: https://doi.org/10.36510/learnland.v7i1.643
- Scheffel, T. (2012). Individual Paths to Literacy Engagement: Three Portraits. Brock Education, 21(2), pp. 3-21. doi: HTTPS://DOI.ORG/10.26522/BROCKED.V21I2.274
- Scheffel, T. & Booth, D. (2013). Towards Literary Growth and Community Participation: Lessons Learned from a Shared Book Experience in One Northern Ontario Community. Literacy Learning: The Middle Years, 21(2), 35-40.
- Scheffel, T. (2011). Who am I? Who are you? Negotiating a researcher identity. Language and Literacy, 13(2), 54-65. doi: https://doi.org/10.20360/G26K53
- Hibbert, K., Scheffel, T., Rich, S. & Heydon, R. M. (2011). Orchestrating expertise in reading and writing. Education 3-13, 1-13.
- Scheffel, T. (2009). Valuing Children’s Roles in Research on Literacy Engagement. In L. Iannacci and P. Whitty (Eds.), Early Childhood Curricula: Reconceptualist Perspectives (pp.143-166). Detselig Press.
- EU425: Foundations of Language and Literacy Education (Primary/Junior)
- EU426: Extending Language and Literacy Education (Primary/Junior)