Dr. Brenda Jacobs
Teaching Faculty Member at Ontario Tech University in the Faculty of Education.
Dr. Brenda Jacobs is a full-time teaching faculty member at Ontario Tech University in the Faculty of Education. She teaches in the Bachelor of Education and Graduate programs as well as the Bachelor of Arts in Educational Studies and Digital Technology program. Brenda is a member of the SSHRC funded research team on Innovation Through Co-Production: Supporting Social Competence in Preschool Children Through Multi-Stakeholder Engagement and the Best Start Network Research and Knowledge Mobilization Sub-Committee. Previously, she taught in the Faculty of Education at York University and the School of Early Childhood Education at Seneca College in Toronto. Brenda completed her B.A. (Psychology) and B.Ed. (Primary/Junior) at the University of Western Ontario and her M.Ed., Graduate Diploma in Early Childhood Education, and PhD at York University. She is a member of the Ontario College of Teachers and the College of Early Childhood Educators. She has taught elementary school-aged children in Oxford, England, Vancouver, British Columbia and Toronto, Ontario.
Learn More About Brenda's Work
- Brenda is the author of the forthcoming book, Self-Regulation and Inquiry-Based Learning in the Primary Classroom
Jacobs, B. (June 2022). Self-Regulation and Inquiry-based Learning in the Primary Classroom. Pp. 300. Toronto, ON: Canadian Scholars Press. Refereed.
Ruttenberg-Rozen, R. & Jacobs, B. (in press). Considerations of equity for learners experiencing mathematics difficulties: At the nexus between mathematics and special education. In Y.P. Xin, R. Tzur & H. Thouless (EDS). Enabling Mathematics Learning of Struggling Students. Springer. Refereed
Wien, C.A., Jacobs, B., & Brown, E. (2015). Emergent curriculum and the tension between relationship and assessment. In O. Saracho (ED), Contemporary Perspectives on Research in Assessment and Evaluation in Early Childhood Education (pp. 93-116). Charlotte NC: Information Age Publishing. Refereed.
Jacobs, B. (2015), Capturing Learning in the Classroom (CLIC Software) in Ontario’s Full-Day Kindergarten (Toronto ON: Pearson Canada/MITACS Research Report).
Jacobs, B., & Jacobs, L. (2011). The Professionalization of Adult Literacy Practitioners: Impacts and Benefits for Learners. Toronto ON: Commissioned Paper for the
Ontario Literacy Coalition.
Jacobs, B., & Jacobs, L. (2010). Multidisciplinary Paths to Family Justice in Ontario: Professional Challenges and Promising Practices, Final Report. Toronto ON: Law Commission of Ontario Family Law Reform Project. Refereed.
Available at http://www.lco-cdo.org/en/content/family-law-reform
Jacobs, B. (2008). Children’s Conversations About the Sun, Moon, and Earth. In C.A. Wien (ED), Emergent Curriculum in the Primary Classroom: Interpreting the Reggio Emilia Approach in Schools (pp. 82-95). New York & Washington: Teachers College Press/National Association for the Education of Young Children. Refereed.
Dr. Angie Rosati
Professor of Early Childhood Education
Angie has a PhD in Education from York University and has been a Professor of Early Childhood Education for 15 years. Angie has been interested in the impact of the schooling experience on the developmental pathways of children for as long as she can remember. Angie writes policy papers and op-ed pieces for an array of educational organizations and regularly delivers keynotes, presentations, and workshops to early childhood educators and the early learning community at large on the topics of Self-Regulation, The Neurophysiological Roots of Behaviour, and Finding Our Calm. Angie is working toward the day when the science of self-regulation becomes an embodied aspect of education and is hopeful that when all children come to be viewed through a Self-Reg lens by the important people in their lives, they will be freed to experience the promise of their potential.
Registered Psychotherapist & DIR Floortime Practitioner
Casey is a Registered Psychotherapist and DIR Floortime Practitioner in private practice with training in psychodynamic play therapy, neurobiological approaches to psychotherapy, emotion-focused therapy, and cognitive behaviour therapy. Her research interests include self-regulation, early learning and kindergarten, autism, developmental disorders, and physiological measures of the stress response. Currently living in Sault Ste Marie, Ontario, she is an adjunct faculty member at Algoma University (Psychology), Lake Superior State University (Education), and Sault College (Social Sciences), a Self-Reg Facilitator with The MEHRIT Centre, as well as the parent of two beautiful daughters and the partner of a very understanding man. Casey’s favourite self-reg activities include hiking in the forest, yoga (yin and suspension), reading, learning, and mindfulness meditation.
Learn More About Casey's Work
Burgess, C. (2019). From paper to practice: Understanding and embodiment of self-regulation in Ontario’s kindergarten classrooms. International Journal of Holistic Early Learning and Development, (1). https://ijheld.lakeheadu.ca/article/view/1615
Burgess, C. (2018). Reframing Autism Spectrum Disorder: ASD through a neuropsychological lens. Reframed: The Journal of Self-Reg, 2(1), 16-23. https://selfregulationinstitute.org/journal/current_issue/volume-2-issue-1/#article3
Shanker, S. & Burgess, C. (2017). Self-Reg and reframing. Reframed: The Journal of Self-Reg, 1(1), 28-39. https://selfregulationinstitute.org/journal/journal_archives/volume_1_issue_1/#article4
Burgess, C. & Smith-Chant, B. (2017). Measuring the biological foundations of self-reg: Psychophysiological assessments of the stress response. Reframed; The Journal of Self-Reg, 1(1), 91-115. https://selfregulationinstitute.org/journal/journal_archives/volume_1_issue_1/#article9
With more than 30 years of experience as an educator, Marie has worked in Canada and Australia across a diversity of teaching and leadership roles. Her interest in and practice of Self-Reg ignited in 2010 after hearing a keynote address by Dr. Shanker. This sparked a transformational shift in her work as a principal/teacher in British Columbia and personal growth as a parent. It also inspired further research through a Masters of Educational Leadership, investigating the impact of learning environments on students’ self-regulation. Marie continues to learn through the MEHRIT Centre Self-Reg courses having completed Foundations, Facilitators, Leadership, and Reframed courses. Now residing in Nova Scotia, Marie is a full-time Ph.D. candidate through the University of Tasmania, Australia. Her research seeks to understand how teachers in a regional low socioeconomic school context develop and apply self-regulation knowledge and skills to support their management of stress.
Associate Professor at Lakehead University
Sonia is an Associate Professor at Lakehead University Orillia in the Faculty of Education and the Graduate Program Coordinator, chief editor of the International Journal of Holistic Early Learning and Development and former special education teacher. She is also a certified Miller Method therapist– a cognitive developmental approach to working with students on the autism spectrum. Sonia travels nationally and internationally, speaking with parents and teachers about autism spectrum disorders, self-regulation, the importance of play and developmentally appropriate practice and provides direct consultative support to educators and parents. She is currently working on several SSHRC funded research projects with the Kwayaciiwin Education Resource Center and Camphill Communities of Ontario.
Associate Professor at Lakehead University
Meridith is an Associate Professor and Chair of Graduate Programs and Research in Education at Lakehead University. Meridith’s research and teaching interests lie in early literacy acquisition, reading pedagogy and assessment, and educational technology.
She is the Editor in Chief of Language and Literacy Journal. A former K-12 teacher in the Province of Alberta, Meridith came to Lakehead University’s Orillia campus in 2015. She is currently working on a SSHRC funded research project with the Kwayaciiwin Education Research Center and formerly with the Simcoe County District School Board
Learn More About Their Work
About Dr. Mastrangelo’s work: https://www.lakeheadu.ca/programs/departments/education/news/node/52486
Supporting the Development of Young Children’s Self-Regulation Capacities and Literacy Skills in Ontario’s Northern Communities: Engaging Families and Educators https://www.lakeheadu.ca/programs/departments/education/news/node/52486
Co-Regulation as the foundation to helping young children to read. Mastrangelo S., Lovell-Johnston M. (2019) – Self-Reg Institute Blog. https://selfregulationinstitute.org/2019/04/02/co-regulation-as-the-foundation-to-helping-young-children-learn-to-read/