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.
- EDUC 8100 (Statistics in Education)
- EDUC 4100 (Learning-Centred Teaching: Planning, Delivery, Assessment and Evaluation)
- EDUC 8540 (Fundamentals of Instructional Design)
- EDUC 8240 (Fundamentals of Curriculum Theory and Development)
- EDUC 8530 (Teaching and Learning of Mathematics)
- EDUC 5315 (Primary/Junior Mathematics Methodology)
- EDUC 4100 (Student-Centred Teaching)
- EDUC 4200 (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_tousignant/index.html
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.html
Ph.D. - University of Alberta
PDP - Simon Fraser University
M.Ed. - Simon Fraser University
B.Sc. - Acadia University
RECENT GRADUATE SUPERVISIONS
Daomao Zheng, (Master Major Paper, Supervisor), “Cultural Roots: An EcoJustice Analysis of Scholarly Articles on Ontario’s K–12 Environmental Education, 2009–2018,” Jan 2016–Feb 2020
Chinyere Saka, (Masters Thesis Supervisor), “A Study of Teachers' Perceptions of Principals' Transformational Leadership Practices and Teacher Morale in Elementary Schools in Southern Ontario,” May 2017–Sep 2018
David Thompson, (Doctoral Dissertation Supervisor), “Complexity Theory and Interprofessional Education in Health,” Jul 2011–Dec 2016
Deidre Wilson, (Doctoral Dissertation Supervisor), “On the Relationship Between Complexity Theory, Professional Learning, and Lesson Study in Intermediate Mathematics Classrooms,” Jul 2009–June 2015