Human Development, Learning, and Culture

The Human Development, Learning, and Culture (HDLC) program at UBC addresses the interface of research and practice in education, weaving together theoretical models and concepts in their application to real world educational issues. Investigations of learning and development, including the unique contributions of culture to these processes, are applied to a wide range of contexts including classroom, afterschool, work, and technological contexts. This work is interpreted through a variety of theoretical lenses (e.g., cognitive, sociocultural, and social and emotional development).

Coursework emphasizes three primary areas: a) learning and development; b) culture and diversity; and c) research methods, including qualitative and quantitative, experimental and developmental.

 

Faculty Members

Name Research Interests
Butler, Deborah special education, learning disabilities, inclusive educational practices, intervention research for students with learning disabilities, Collaboration and co-regulation in teachers' professional learning, collaborative professional development models, learning disabilities in adolescence and adulhood, mathematics, metagocnition and self-regulated learning, research methods in educaiton, strategic performanc ein reading, writing
Ford, Laurie Early Childhood Assessment, Youth and Families
Hymel, Shelley Social Contexts; Social Determinants of Child and Youth Development; Socialization; Violence; Social Networks; Educational Approaches; Learning and Development Approaches; social development; peer relations in children and youth; school violence; bullying and victimization; Social Emotional Learning; mental health and wellbeing; interpersonal relations among children and youth
Perry, Nancy motivation and self-regulated learning in young children; social perspectives on teaching and learning, reading and writing; accommodating individual difference in general education classrooms; learning disabilities; special education, Metacognition, motivation, and self-regulated learning in elementary school children Social perspectives on teaching and learning, including social cognitive and sociocultural theories, Teacher development, Individual differences, Learning disabilities
Schonert-Reichl, Kimberly Children’s social and emotional development, empathy, moral development, bullying, risk and resiliency, adolescent stress and coping, transition to school, transition to adulthood (emerging adulthood), social and emotional learning in school, Social, emotional, and moral development of children and adolescents with an emphasis on identifying the processes and mechanisms that promote positive development
Shapka, Jennifer Affective and Emotional Development; Cognitive Development; New Technology and Social Impacts; Technology, Media, Social Media, Adolescents, Cyberbullying, Self-regulation, Online Privacy
Vadeboncoeur, Jennifer cultural-historical psychology, child/parent relationships, student/ teacher relationships, play and performance based learning, bridging school and out of school contexts for learning, Alternative schooling and pedagogies, Critical theory, Discourse and critical discourse analysis, ethnography, Qualitative research, Socially constructing knowledge and identity, Sociocultural approaches to learning and teaching, Young people placed
Weber, Barbara Embodiment and Public Space; ethics; Multiculturalism; Multiculturalism and Recognition; Phenomenology and Hermeneutics; Philosophy for Children; Social justice

Stories

Sokyee Angela Low

Student
Doctor of Philosophy in Human Development, Learning, and Culture (PhD)
UBC graduate student Ben Dantzer

Ben Dantzer

Student
Doctor of Philosophy in Human Development, Learning, and Culture (PhD)

Natasha Parent

Student
Doctor of Philosophy in Human Development, Learning, and Culture (PhD)