PDF - Psychology, Yale University, 1999 - 2001 (funded by SSHRC)
PhD - Psychology, University of Alberta, 1999 (funded by SSHRC)
MEd - Educational Psychology, University of Alberta, 1995 (funded by NSERC)
BA (Hon) - Psychology, University of Alberta, 1993 (funded by NSERC)
Dr. Leighton’s primary research focuses on human development and cognition, including investigating children's achievement and wellbeing against the backdrop of humanistic psychological principles, children's human rights as informed by the United Nation's Convention on the Rights of the Child (CRC) and her own Learning Errors and Formative Feedback (LEAFF) model. Overall, most of Dr. Leighton's research involves the interplay of affective, cognitive and social variables in the learning environments in which human beings develop and grow. Her secondary research focuses on the methodological and theoretical underpinning of think-aloud/cognitive interview techniques, and assessments designed to gather evidence of thinking and emotional processes in respondents across the age span (i.e., validity arguments – see Standards for Educational and Psychological Testing, 2014).
Dr. Leighton’s research is and has been consistently funded by Tri-Council research grants, including the Canadian Education Statistics Council (CESC), National Science and Engineering Research Council of Canada (NSERC), and Social Science and Humanities Research Council of Canada (SSHRC). She is past winner of the American Educational Research Association, Division D (Educational Measurement & Research Methodology) Significant Contribution to Educational Measurement and Research Methodology for the Cambridge University Press book – Cognitive Diagnostic Assessment: Theory and Applications, and former editor-in-chief of Educational Measurement: Issues and Practice (EMIP), a flagship journal for the National Council on Measurement in Education. Recognized by the Canadian Council of Learning as a Minerva Scholar, Dr. Leighton collaborates with scholars around the globe, including key partnerships with Learning Environments Across Disciplines (LEADS), and the International Collaborative for Performance Assessment of Learning in Higher Education (iPAL). As a testing specialist and registered psychologist, she has served as a member of technical advisory committees to many leading educational measurement organizations, including ACT, College Board, Educational Testing Service, and Pearson.
EDPY 302 (Child Development)
EDPY 304 (Adolescent Development)
EDPY 500 (Introduction to Data Analysis in Educational Research)
EDPY 501 (Research Methods in Education)
EDPY 505 (Advanced Univariate Statistics in Educational Research)
EDPY 510 (Learning, Cognition, and Education)
EDPY 610 (Selected Topics in Learning, Cognition, and Instruction)
EDPY 644 (Consultation in School and Clinical Psychology)
Only accepting graduate students for 2022/2023 that have a focused and genuine research interest in human development and testing/assessment issues; and are applying through the Psychological Studies in Education OR Measurement, Evaluation and Data Science programs. I am not supervising students who are applying or interested in the School and Clinical Child Psychology program.
This course will include theoretical and practical aspects of physical, cognitive, social and emotional development and learning during the period from infancy to middle childhood (0-12 years). Prerequisite EDU 100 or pre/corequisite EDU 300 (After Degree students). Students may not receive credit for both EDPY 302 and EDPY 402. This course may not be taken for credit if credit for PSYCO 323 or PSYCO 223 is already awarded. May contain alternative delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar.Fall Term 2021
This course will include theories of development and learning, sociocultural influences on development and learning, and contexts of identity and health of adolescents. Prerequisite EDU 100 or pre/corequisite EDU 300 (After Degree students). Students may not receive credit for both EDPY 304 and EDPY 404. This course may not be taken for credit if credit for PSYCO 327 or PSYCO 223 is already awarded. May contain alternative delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar.Winter Term 2022
Check out our up-to-date research activities at leighton4learning.com.leighton4learning.com