Introduction

Investigations of development, learning and culture occur within wide range of contexts, including classroom, school, work, and technological environments. They are interpreted through a variety of theoretical lenses-cognitive, social, and sociocultural-using quantitative, qualitative and mixed methods approaches. Some of the questions HDLC faculty and graduate students are currently pursuing include:

• How do gifted learners' epistemological beliefs develop across childhood and youth?
• How do new technologies shape instruction and the ways in which people communicate and learn?
• How might our knowledge of interpersonal (peer) and intrapersonal (self) intelligence affect educational practice?
• What characteristics of early intervention models support children "at risk" of under-achievement in school?
• How does a "problem-based" model of collaborative learning transform teacher education?
• How is gender identity development implicated in girls' interest in new technologies?
• How does a sociocultural approach to self / other relationships reshape traditional notions of identity construction?
• What role does age identity play in predicting problem behaviors in adolescence?

All HDLC students will acquire a broad background in all fields of study included within Educational Psychology and Special Education. In principle, the following areas are considered to be essential to such a background:

• a basic knowledge of theories, principles and models of learning, instruction and culture,
• knowledge of developmental theories and processes in the cognitive, linguistics, social-emotional and cultural domains,
• an understanding of diversity and individual differences in development, learning and motivation,
• knowledge of atypical development and understanding of individuals with exceptionalities, and
• familiarity with current approaches to psycho-educational assessment and evaluation, research design, and both quantitative and qualitative research methods.

The Graduate Program in HDLC weaves together theoretical concepts and models as the basis for studying authentic educational and psychological issues. Graduates have found careers in a wide variety of settings including university teaching and research, social policy analysis, curriculum and program evaluation, community and business consultation.

The HDLC area is supported by a variety of academic publications such as the Journal of Educational Psychology, Child Development, Mind, Culture and Activity, the Journal of Applied Developmental Psychology, the Canadian Journal of Education, the Canadian Journal of Behavioral Science, Interchange, International Journal of Aging and Human Development, Psychology and Aging, and the Canadian Journal of Research in Early Childhood Education.