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Butler, D. & Schnellert, L. (2015). “Success for students with learning disabilities: What does self-regulation have to do with it?” In T. Cleary (Ed.), Self-regulated learning interventions with at-risk populations: Academic, mental health, and contextual considerations. Washington, DC: American Psychological Association Press.
Butler, D. L., Schnellert, L., & MacNeil, K. (2015). Collaborative inquiry and distributed agency in educational change: A case study of a multi-level community of inquiry. Journal of Educational Change. 16(1):1-26.
Schnellert, L., Richardson, P. & Cherkowski, S. (2014). “Teacher educator professional development as reflexive inquiry”. LEARNing Landscapes 8(1): 233-250.
Schnellert, L., & Butler, D.L. (2014, June). Collaborative inquiry: Empowering teachers in their professional development. Education Canada. 54(3): 18-22.
Butler, D. L., Schnellert, L., & Cartier, S. C. (2013). Layers of self- and co-regulation: Teachers working collaboratively to support adolescents’ self-regulated learning through reading. Education Research International, vol. 2013, (19 pages). doi:10.1155/2013/845694.
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Butler, D. L., Cartier, S.C., Schnellert, L., Gagnon, F., & Giammarino, M. (2011). Secondary students’ self-regulated engagement in reading: Researching self-regulation as situated in context. Psychological Test and Assessment Modeling, 53(1), 73-105.
Schnellert, L. & Widdess, N. In Hume, Karen’s Tuned out: Engaging the 21st century learner. Pearson Canada. (2010): 217.
Schnellert, L., Butler. D., & Higginson, S. (2008). Co-constructors of data, co-constructors of meaning: Teacher professional development in an age of accountability. Teaching and Teacher Education, 24 (3), 725-750.
Nicholson, D., Schnellert, L., Rideout, B., Meyer, K., & Cameron, B. (2007). Living and learning in a community of inquiry: Coming to know knowing in a self-directed doctoral seminar. Educational Insights, 11(3).
Schnellert, L. & Butler, D. (2014, June). Collaborative Inquiry: Empowering teacher in their professional development. Education Canada 54(3) 31-35.
Butler, D. L. & Schnellert, L. (2008). Teachers working to achieve valued outcomes for students: Making meaningful links between research and practice. Education Canada, 48(5), 36-40.
Butler, D. L., Schnellert, L., & Cartier, S. C. (2005). Adolescents’ engagement in “reading to learn”: Bridging from assessment to instruction. BC Educational Leadership Research, 2, Retrieved December 2, 2005, from <http://slc.educ.ubc.ca/eJournal/index.htm>http://slc.educ.ubc.ca/eJournal/index.htm.
Schnellert, L. (2007). Pressing forward: New curriculum, new literacies, new possibilities. English Practice: the Journal of BC Teachers of English Language Arts, 49 (2), 1-2.
Schnellert, L. (2006). Teaching Language Arts is border crossing. English Practice: the Journal of BC Teachers of English Language Arts, 48 (2), 1.
Widdess, N. & Schnellert, L. (2007). A second shot of thoughtful literacy instruction: Supporting struggling adolescent readers. English Practice: the Journal of BC Teachers of English Language Arts, 49(1), 7-22.
Schnellert, L. & Widdess, N. (2005). Student-generated criteria, free verse poetry, and residential schools. English Practice: the Journal of BC Teachers of English Language Arts, 47 (2), 19-28.
Schnellert, L. (2005). Engaging middle years writers in improving their writing while becoming self- and other-wise. English Practice: the Journal of BC Teachers of English Language Arts, 47 (1), 20-28.
Schnellert, L. (2004). Strengthening student writing network: Teachers meeting with teachers to share with and support one another. English Practice: the Journal of BC Teachers of English Language Arts, 46 (2).