Ph.D in Measurement, Assessment, Policy, Leadership, Evaluation (MAPLE)
Relationship between metacognition and teachers’ formative assessment practices
Effective feedback that can promote development of students’ metacognition
Teacher knowledge and practical implementation of metacognition
Teachers’ beliefs surrounding students' abilities to be metacognitive
Integration of metacognition into elementary science classrooms
Heather is currently a full time doctoral student at the Faculty of Education. She graduated in 2014 with her Bachelor of Education from Queen's and is OCT certified to teach Primary and Junior students. She holds an Honours Bachelor of Science Degree from Trent University with joint majors in both Psychology and Biology. She has experience conducting quantitative research in breast cancer and aquatic research laboratories. She gained experience with mixed-methods research through her M.Ed study titled “Supporting Metacognitive Development in Early Science Education: Exploring Elementary Teachers’ Beliefs and Practices in Metacognition.” She is now focused on bridging formative assessment practices and students’ metacognitive development.
SSHRC Doctoral Fellowship (4 years, Awarded in 2016)
Doctoral Tri-Agency Recipient Recognition Award (2016-2017)
SSHRC CGS-M Award (2015/2016)
The Frank Wyatt MacLean Graduate Fellowship in Education (2014/2015)
Queen's Graduate Award (2014/2015)
Foun 100: Psychological Foundations of Education (Fall 2016)
Foun 101: Foundations of Assessment (Fall 2016)
Curr 383: Elementary Mathematics (2016-2017)
Prof 505: Meeting the Needs of All Learners (2016)
Curr 387: Elementary Science and Technology (2015-2016)
Queen’s Concurrent Education: Prof 110: Self As Teacher (2015-2016)
Queen’s/Trent Concurrent Education: Prof 110: Self As Teacher (2014-2015)
Queen’s/Trent Concurrent Education: Prof 210: Self As Learner (2014-2015)
Research assistant for Dr. Rylan Egan, Office of Health Sciences Education (2016-Present)
Research assistant for Dr. Liying Cheng and Dr. Chris DeLuca, SSHRC Insight Project on Validity of Grading in China and Canada (2015-2016)
Dissemination of Research and Related Interests
Braund, H. (Submitted). Supporting metacognitive development in early science education: exploring elementary teachers’ beliefs and practices in metacognition. Presentation proposal submitted to the American Educational Research Association Annual Conference at the 2017 meeting, San Antonio, Texas.
Braund, H. (Submitted). Exploring the connection between classroom assessment and metacognition: A study of Ontario elementary teachers. Presentation proposal submitted to the Canadian Educational Researchers’ Association at the 2017 meeting of the Canadian Society for the Study of Education, Toronto, ON.
Braund, H. (2016, May). Examination of Ontario teachers’ beliefs and understandings of metacognition in elementary science education. Paper presentation on preliminary thesis results submitted to the Canadian Association for Educational Psychology at the 2016 meeting of the Canadian Society for the Study of Education, Calgary, AB.
Braund, H. (2016, May). Exploring the relationship between metacognition and formative assessment. Roundtable session of literature review for doctoral studies submitted to the Canadian Committee for Graduate Students in Education at the meeting of the Canadian Society for the Study of Education, Calgary, AB.
Cheng, L., DeLuca, C., Braund, H., Mei, Y., Valiquette, A., Yan, W., & Xing, D. (2016, May). What are the learning values of grades? Exploring grading policies in Canada and China. Paper presentation for preliminary results in a SSHRC Insight project submitted to the Canadian Educational Researchers’ Association at the 2016 meeting of the Canadian Society for the Study of Education, Calgary, AB.
Braund, H. (2016, February). Linking classroom assessment practices, student metacognition, and achievement: A logical next step in closing the achievement gap. Poster presentation on proposed doctoral thesis submitted to the annual 2016 Rosa Bruno- Jofré Symposium of Education, Kingston, ON.
Braund, H. (2015, June). Examining Ontario teachers’ perspectives on metacognition and the integration of metacognition into elementary science lessons. Roundtable session of thesis proposal presented at the meeting of the Canadian Society for the Study of Education, Ottawa, ON.
Braund, H. (2015, November). Supporting diverse learners in the classroom and enhancing their metacognition. Guest lecture for Queen’s Concurrent Education first year course, 3 sections. Queen’s University, Kingston, ON.
Braund, H. (2013, April). Alarm responses in Orconectes rusticus (Rusty crayfish) are not dependent upon pheromone concentration. Undergraduate thesis defended at the departmental level in front of peers and faculty (unpublished), Trent University, Peterborough, ON.