Graduate Program Director
Associate Professor, PhD, RPsyc
PhD - School & Child Applied Psychology
MSc - School Psychology
BA - Psychology
Research and Scholarly Activity
- Teaching and learning methods
- Academic integrity
- Mental health and well-being
- Post-secondary student learning and development
The main theme of my research is the teaching, learning, and mental well-being of post-secondary students. I have a number of interests that fall under this theme. First, the education of school psychology trainees in clinical reasoning and assessment. Specifically, the development of case conceptualization and report writing skills. Second, the transition of students in post-secondary and factors that contribute to success. Related to transition to post-secondary is the preparation for post-secondary for high school students with a disability, e.g., learning disabilities, ADHD, and mental health concerns.
- 2021 Alberta Education: The effect of a self-regulated learning intervention on the mathematical functioning of students with learning disabilities. Principal Investigator.
- 2021 Learning Disabilities & ADHD Network, Calgary Region: Post-Secondary Success: Navigating the Transition for Students with Attention-Deficit/Hyperactivity Disorder and Learning Disabilities Online Tutorial. Co-investigator.
- 2021 Alberta Ministries of Justice and Education: Student-on-student Violence in Alberta’s Public and Separate Schools: The Perspectives of School Teachers and School Administrators. Co-investigator
- 2021 Mitacs Accelerate: The experiences of Indigenous school psychology trainees working with Indigenous communities. Principal supervisor
- 2019 University students' time management, coping, self-efficacy, and self-compassion: Correlations with well-being. Principal investigator
- 2019 Parent and child perspectives on the individual education plan process and outcomes. Principal investigator
I am an Associate Professor in School and Applied Child Psychology (SACP) and the Graduate Program Director for Educational Psychology. I have experience coordinating blended (online and on-campus) programs in school and counselling psychology and currently teach in online and face-to-face formats. In my clinical work, I am interested in the assessment of adults and ADHD. My research interests fall within two areas. First, preparing students for the transition to postsecondary learning. This includes the fostering of self-regulated learning (e.g., coping, motivation, self-efficacy, metacognition) and identifying the needs of students with disabilities (e.g., learning disabilities, ADHD, autism spectrum disorder). Second, issues with formal cognitive and academic assessment such as effective teaching practices for graduate students and assessment with diverse populations (i.e., Indigenous students).
Schroeder, M., Tourigny, E., Bird, S., Ottmann, J., Jeary, J., Mark, D., Kootenay, C., Graham, S., & McKeough, A. (2021). Supporting Indigenous children’s storytelling using a culturally-relevant, developmentally-based program. Manuscript under review.
Schroeder, M., Bird, S., Drefs, M. A., & Zwiers, M. (2021). Tapwewin: Speaking to truth about assessment with Indigenous children. In S. Bisson, C. Sinclair, & I. Djuraskovic (Eds.), Counselling ethics from the margins: The lived experiences of practitioners. Accepted for publication.
Schroeder, M., Matyjanka, O., Albrecht, K., & Hindes, Y. (2021, May). The effect of self-compassion, self-efficacy, and coping style on first-year postsecondary students’ wellbeing. Presentation at CSSE [online]. https://csse-scee.ca/conference-2021/
Schroeder, M., Tourigny, E., Bird, S., Ottmann, J., Jeary, J., Mark, D., Kootenay, C., Graham, S., & McKeough, A. (2021, May). Supporting Indigenous Children’s Early Literacy Development: The Design and Impact of a Culturally-Referenced Program. Presentation at CSSE [online]. https://csse-scee.ca/conference-2021/
Schroeder, M.,Drefs, M. A., & Zwiers, M. (2020). Comparing math LD diagnostic rates obtained using LDAC and DSM-5 criteria: Implications for the field. Canadian Journal of School Psychology, 35(3), 175-196. doi:10.1177/0829573520915366
Schroeder, M., Matyjanka, O., Albrecht, K., & Hindes, Y. (2020, October). Time management, coping, and stress in the first year of post-secondary. The Virtual 25th Annual Conference on Advancing School Mental Health, National Center for School Mental Health. http://www.schoolmentalhealth.org/Conferences/Annual-Conference-on-Advancing-School-Mental-Health/
Schroeder, M. (2019). Preparation for a pre-master’s internship in a blended school psychology program: A survey of clinical supervisors. Training and Education in Professional Psychology, 15(1), 54–61. https://doi.org/10.1037/tep0000296
Schroeder, M., & West, A. (2019). Student mental health and well-being: Supportive teaching and learning practices. Annotated Bibliography. Retrieved from https://taylorinstitute.ucalgary.ca/sites/default/files/resources/FInal_Annotated%20Bib%20May%2021-MS3-edBD2%5B1%5D.pdf
Schroeder, M., Makarenko, E., & Warren, K., (2019). Introducing a late bank in online graduate courses: The response of students. Canadian Journal for the Scholarship of Teaching and Learning, 10(2). https://doi.org/10.5206/cjsotl-rcacea.2019.2.8200
Drefs, M. A., Schroeder, M., Andrews, J., & Cormier, D. (2019, February). The role of clinical judgment in LD identification practices. Paper presentation at National Association of School Psychology, Altanta, GA.
- 2014 University of Calgary Teaching Award for Teaching in Online Environments
- 2019 University of Calgary Teaching Award for Educational Leadership (group)