Phone: (519) 253-3000 ext. 3817
Office: Room 3342, Leonard & Dorothy Neal Education Building
Associate Professor, Ph.D. University of Alberta
Dr. Stanley’s research interests are interdisciplinary in nature, touching upon the areas of complexity studies, health and organizational studies, cognition, teaching and learning, curriculum theory and design, ecojustice, transdisciplinarity, and phenomenology. Most recently, his attention has focused on course design, instructional coaching, concept mapping, and the pedagogy of statistics.
- 05-80-524 (Fundamentals of Curriculum Theory and Development)
- 05-80-553 (Teaching and Learning of Mathematics)
- 05-80-315 (Primary/Junior Mathematics Methodology)
- 14-80-410 (Student-Centred Teaching)
- 14-80-420 (Theories of Individual and Collective Learning)
Stanley, D. and Young, K. (Eds.) (2011). Contemporary Studies in Canadian Curriculum: Principles, Portraits, and Practices. Calgary, Canada: Detselig Press.
Stanley, D. (2011). Complexity and transdisciplinarity: Conceptualizing curriculum as learning landscapes. In D. Stanley and K. Young (Eds.), Contemporary Studies in Canadian Curriculum: Principles, Portraits, and Practices (pp. 271-283). Calgary, Canada: Detselig Enterprises.
Stanley, D. (2007). Creating healthy learning organizations: A complex approach to a crisis of perception. In W. Smale and K. Young (Eds.), Approaches to Educational Leadership and Practice (pp. 126-140). Calgary, Canada: Detselig Enterprises.
Stanley, D. (2005). Paradigmatic complexity: Historical and emerging ideas and views of the complexity sciences. In W. Doll, M. J. Fleener, D. truit, and J. St. Julien (Eds.), Chaos, Complexity, Curriculum and Culture: A Conversation (pp. 133-152). New York: Peter Lang Publishers.
Refereed Journal Articles
Stanley, D. and Young, K. (2011). Conceptualizing complexities of curriculum: Developing a lexicon for ecojustice and the transdisciplinarity of bodies. Journal of Curriculum Theorizing, 27(1), 36-47.
Stanley, D. and Tousignant, W. (2010). On the primordiality and poiesis of a complexified performance: De/Constructing a mathematical installation. Educational Insights [Special Issue: Performing the Sign: Mathematics, Democracy and Arts], 13(1), Article 8. Retrieved August 17, 2011, from http://ccfi.educ.ubc.ca/publication/insights/v13n01/articles/stanley_tou...
Stanley, D. (2009). Complex responsive processes: An alternative interpretation of knowledge, knowing, and understanding. Complicity: An International Journal of Complexity and Education, 6(2), 29-39.
Stanley, D. (2009). Complexity and the phenomenological structure of surprise. Emergence: Complexity and Organization, 11(2), 46-53.
Stanley, D. (2009). What complexity science tells us about teaching and learning. What Works? Research into Practice. Retrieved August 17, 2011, from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks...
Ph.D. - University of Alberta
PDP - Simon Fraser University
M.Ed. - Simon Fraser University
B.Sc. - Acadia University
RECENT GRADUATE SUPERVISIONS
David Thompson, (Doctoral Supervisor), Dissertation Title TBA, Jul 2011-December 2016
Deidre Wilson, (Doctoral Supervisor), Dissertation Title TBA, Jul 2009- June 2015