Stephen MacGregor

Assistant Professor

University of Calgary

Canada

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Stephen MacGregor is an Assistant Professor at the University of Calgary in Canada. His research interests focus on technology integration in education, knowledge mobilization in academic settings, and the impact of mental health supports in schools. Recent articles have explored themes such as educational leadership during crisis situations, the adaptation of teaching practices during the COVID-19 pandemic, and the integration of mixed methods in complex educational systems.

Articles (17)

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2025

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2020

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2020

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2020

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2020

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2020

Collaborators (6)

Sandra Fischer-Schoeneborn

Professor for Social Work

IU International University of Applied Sciences

GERMANY

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Elizabeth Farley-Ripple

University of Delaware

UNITED STATES

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Sharon Friesen

Professor

University of Calgary

CANADA

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Paul Armstrong

The University of Manchester

UNITED KINGDOM

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Michael Holden

CANADA

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Marcus Pietsch

Leuphana University of Lüneburg

GERMANY

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Stephen MacGregor

Research Interests

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Articles (17)

Reframing failure: lessons from educational leaders facilitating multi-tiered systems of support

ICT knowledge absorptive capacity: A critical factor for technology integration in schools

Networked Learning for Knowledge Mobilization: Universities and the Pursuit of Research Impact

A mixed methods study of education researchers’ knowledge mobilization approaches

The Side Effects of Universal School-Based Mental Health Supports: An Integrative Review

How impact-focused funding influences researchers’ knowledge mobilization activities

Leadership in times of crisis: Ontario teachers’ perspectives of system leaders during the COVID-19 pandemic

Closing Research-Practice Gaps in the Delivery of Online Teaching and Learning

Framework to Combine Mixed Methods Integration and Developmental Evaluation to Study Complex Systems

Exploring How Ontario Teachers Adapted to Learn-at-Home Initiatives During COVID-19

An overview of quantitative instruments and measures for impact in coproduction

Climates of trust, innovation, and research use in fostering evidence-informed practice in French schools

Is distributed leadership an effective approach for mobilising professional capital across professional learning networks? Exploring a case from England

A research model to study research-practice partnerships in education

A scoping review of co-production between researchers and journalists in research communication

Blending Research, Journalism, and Community Expertise: A Case Study of Coproduction in Research Communication

A developmental evaluation of research-practice-partnerships and their impacts

Collaborators (6)

Sandra Fischer-Schoeneborn

Elizabeth Farley-Ripple

Sharon Friesen

Paul Armstrong

Michael Holden

Marcus Pietsch

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