publications

Brenner, C. A. (2022). Self-regulated learning, self-determination theory and teacher candidates' development of competency-based teaching practices. Smart Learning Environments, 9(3). https://doi.org/10.1186/s40561-021-00184-5

Brenner, C. A. (2022). Teacher candidates' self-determined motivation to develop and implement self-regulated learning practices. British Journal of Teacher Education and Pedagogy, 1(3), 45-62. https://doi.org/10.32996/bjtep.2022.1.3.5

Brenner, C. A. (2023). The role of beliefs in teacher candidates' development of self-regulated learning promoting practices. Psychology in the Schools, 61(2). https://doi.org/10.1002/pits.23074

Brenner, C. A. (2024). Examining teacher candidates’ self-determined motivation to develop self-regulation-promoting practices. Social Sciences & Humanities Open, 9, 100942. https://doi.org/10.1016/j.ssaho.2024.100942

Brenner, C. A. (2024). The role of beliefs in teacher candidates’ development of self-regulated learning promoting practices. Psychology in the Schools, 61(2), 647–656. https://doi.org/10.1002/pits.23074

Brenner, C. A. (2026). Authenticity as a pathway to teacher candidate wellness. In B. Kutsyurub (Ed.), Research handbook on educators’ wellbeing and resilience. Edward Elgar Publishing.

Brenner, C., & Brown, K. (2025). Creating equitable classroom communities through self-regulated learning: An example from one primary classroom. PRACTICE, 8, 48–64. https://doi.org/10.1080/25783858.2025.2596234

Brenner, C. A., Laitlo, F., & Causey, M. (2026). Teacher candidates’ developing beliefs about diversity and inclusion. International Journal of Inclusive Education. Accepted with revisions.

Gunn, T. M., Brenner, C. A., & Checkley, D. (2026). Developing teacher self-efficacy in pre-service teacher preparation: Results of guided teacher self-efficacy development. Northwest Journal of Teacher Education. Accepted with revisions.

Hofer, G., Perry, N,  Myykanen, A., & Brenner, C. (2020). Using photo-

elicited interviews to study self-determination in youth enrolled in alternative education programs. Journal of Education for Students Placed At Risk.

MacCormack, J. W. H., & Brenner, C. A. (2025). The impact of executive function on stress, difficulties, and teaching behaviours of pre-service teachers on their first practicum placement. International Journal of Educational Research Open, 9, 100487. https://doi.org/10.1016/j.ijedro.2025.100487

Perry, N. E., Brenner, C. A. & Hall, M. (2021) Using Situated and Inquiry-Based Frameworks to 

Contexualize ‘The Year of Iasaiah’. In H. Fives and N. Barnes (Eds), Educational 

Psychology and transformational classrooms: Research and theory meets teaching and 

Learning. Routledge. 

Perry, N. E., Brenner, C. A., Collie, R. J., & Hofer, G. (2015). Thriving on challenge: 

Examining teachers’ views on sources of support for motivation and well-

being. Exceptionality Education International.

Perry, N.E., Brenner, C.A. & Fusaro, N. (2015). Closing the Gap Between Theory and 

Practice in Self-regulated Learning: Teacher Learning Teams as a Framework for 

Enhancing Self-regulated Teaching and Learning. In T. Cleary (Ed.), Self-Regulated 

Learning Interventions with At-Risk Populations: Academic, Mental Health, and 

Contextual Considerations. APA Press.