Lara Ragpot, DEd

Dean, School of Education; Professor of Education

Dr. Lara Ragpot is Dean of the School of Education at Trinity Western University and a Full Professor specializing in inclusive education, child development, and teacher education. As Dean, she provides strategic, academic, and operational leadership across a complex portfolio of undergraduate and graduate programs, with responsibility for program quality, accreditation, faculty development, and resource planning. Her leadership is grounded in a commitment to academic excellence, fiscal stewardship, and the preparation of educators and leaders equipped to respond to the evolving needs of diverse learners and communities. She is particularly committed to advancing meaningful engagement with Indigenous communities and perspectives in education, supporting reconciliation through curriculum development, partnerships, and contributions to national initiatives.

In her role, Dr. Ragpot works closely with senior university leadership, school districts, and provincial regulatory bodies, including ongoing engagement with the BC Teachers’ Council, the Ministry of Education and Child Care (British Columbia), and the Degree Quality Assessment Board (DQAB). She has led and supported complex program review and accreditation processes, strengthened alignment with provincial and national standards, and advanced curriculum innovation across programs. Her leadership approach emphasizes collaborative governance, evidence-informed decision-making, and the alignment of institutional priorities with broader educational, societal, and workforce needs.

Dr. Ragpot contributes actively to national policy and thought leadership in education through her work with the Association of Canadian Deans of Education (ACDE). She served in a leadership role in advancing national dialogue on Equity, Diversity, Inclusion, and Decolonization (EDID), including co-chairing a national session at the Canadian Society for the Study of Education (CSSE) conference titled “From rhetoric to responsibility: Canadian Deans of Education move forward with EDID.” This work focused on articulating shared responsibilities among Deans across Canada and contributed to broader sector efforts to move EDID from principle to coordinated action within Faculties of Education.

Her scholarly work sits at the intersection of psychology, neuroscience, and pedagogy, with a focus on understanding the developing child and equipping educators to respond effectively to diverse learning needs. Her research spans cognitive development, executive functioning, inclusive education, and teacher development. She is particularly interested in how research-informed practices translate into classroom environments, leadership decision-making, and system-level educational improvement.

She maintains an active international research profile as a Research Associate at the University of Johannesburg and has collaborated with leading institutions including the University of Helsinki and the Universities of Potsdam and Duisburg-Essen. She was part of the founding team of the University of Johannesburg’s Funda UJabule Teaching School and the Centre for Education Practice Research Cognition Lab, contributing to large-scale research on young children’s conceptual development. Her international research collaborations include comparative work on teacher education and practicum learning across Finland, South Africa, and Canada, examining pre-service teachers’ situational engagement during field experiences and its implications for program design and responsiveness to diverse learners. 
An award-winning educator, Dr. Ragpot has received the Vice Chancellor’s Distinguished Award for Teaching Excellence at the University of Johannesburg, as well as a national award for Excellence in Teaching in Higher Education from the Council on Higher Education (CHE) and HELTASA—recognizing exceptional teaching across the higher education sector in South Africa.

Beyond her institutional role, Dr. Ragpot contributes to global conversations on inclusive education, learner well-being, and system transformation. She has served as an invited international panelist for the Division for International Special Education and Services (DISES), contributing to a global dialogue on the implications of the UNESCO 2022 REDS report and strategies for supporting the academic and social-emotional well-being of learners in post-pandemic contexts. This work reflects her commitment to translating global policy insights into practical, community-responsive educational practices.

Her work increasingly engages with the intersection of human development and emerging technologies, including the implications of artificial intelligence for teaching, learning, and leadership in higher education. Her recent international engagements include invited lectures and collaborations with institutions such as Sunchon National University in South Korea, where she has explored how universities can thoughtfully navigate the opportunities and challenges of AI. Her work reflects a commitment to advancing higher education systems that are innovative, ethically grounded, and responsive to the complex social, cognitive, and technological realities shaping contemporary learning environments.

  • DEd Psych (Johannesburg, South Africa)
  • MEd Psych (Johannesburg, South Africa)
  • BEd Hons (Johannesburg, South Africa)
  • HOD (Pretoria, South Africa)
  • BA (Pretoria, South Africa)

Expertise

Inclusion; Childhood Development; Mathematical Cognition; Executive Functioning; Indigenous Knowledge Systems; Childhood Perceptual development; Children with Exceptionalities

Books and Chapters in Books

  1. Ragpot, L., & Van der Vyfer, L. (in press). The Lioness Within – support for childhood bullying. Johannesburg, SA: Werkwoord Press.
  2. McCarthy, C. & Ragpot, L. (2025). The Symbiotic Relationship Between Engagement and Empowerment: Lessons Learned from Pre-Service Teachers’ Situational Engagement During Practicum: In Smith, C. and Schnellert, L. (eds.), Canadian Research in Teacher Leadership: Transformative and Contextualized Agency.  Canadian Association for Teacher Education (CATE).
  3. Ragpot, L. (2020). Developing student agency in the production of transformation of science films as teacher education genre: In S. Gravett & E. Henning (eds.), Exploring South African
  4. Primary School Teacher Education Perspectives on Education in Africa. Routledge Publishers.Fitzpatrick, C. & Ragpot, L. (2020). Executive functions in the South African early grade learner: Foundations for student teachers. In Sarah Gravett & Elizabeth Henning (Eds.). Exploring South African Primary School Teacher Education - Perspectives on Education in Africa. Cape Town: Routledge.
  5. Ragpot, L. & Van der Vyfer, L. (2018). My Little Light – support for childhood grief. Johannesburg, SA: Werkwoord Press.
  6. Ragpot, L., Van der Vyfer, L., & Gravett, S. (2017). Funda UJabule (Learn and be Joyful). Johannesburg, SA: Werkwoord Press.
  7. Ragpot, L. (2018). Knowledge of Neuroscience for the Classroom. In, I. Eloff & E Swart (eds.), Understanding Educational Psychology. Cape Town: JUTA.
  8. Ragpot, L. (2018). Cognitive psychology: post-Piagetian notions of childhood conceptual change. In, I. Eloff & E Swart (eds.), Understanding Educational Psychology. Cape Town: JUTA.
  9. Fritz, A., Balzer, L., Herholdt, R., Ragpot, L., & Ehlert, A., Henning, E. Assessment of Mathematics and Numeracy Competence Levels: MARKO-D Test & Test Manual. Cape Town: OASIS.
  10. Ragpot, L. & Robinson, L. (in press). Solution Focused Play Therapy as a Whole-Class Intervention. In Von Ziffrabergs, J. (Eds.). Solution Focused Case Study Handbook. Johannesburg: Solution Focused Society of South Africa.
  11. Ragpot, L. (2012). Handbook to Support Learning in Grade R. Johannesburg: Vivlia Publishers (ISBN: 9781430723622).
     

Articles

Peer reviewed conference proceedings
  1. McCarthy, C. & Ragpot, L. (2024). Empowering leaders for the classroom: Lessons learned from pre- service student teachers’ situational engagement during field experience. Working Conference Publication, Canadian Research in Teacher Leadership: Transformative and Contextualized Agency. (Add publisher etc)
  2. Bezuidenhout, H. Henning, E., Fitzpatrick, C., & Ragpot, L. (2019). Early mathematics vocabulary and number concept development. In N Govender, R. Mudaly, T. Mthethwa, & A Singh-Pillay. (eds). Conference proceeding of the 27th Annual Conference of the Southern African Association for Research in Mathematics, Science And Technology Education, 15-17 January 2019, Durban South Africa. ISBN 978-0-9922269-8-5
  3. Ragpot, L. & Törmänen, M. (2016). ThinkMath intervention programme for low performing South African first graders: findings from a pilot study. Paper 3 accepted, EARLI Sig 15, Symposium: Early cognitive and mathematical skills development – assessment and (special) educational interventions.  European Learning and Instruction Conference (EARLI), 30-31 August, Leuven, Belgium. Discussant Johan Korhonen.
  4. Ragpot, L., Balzer, L., Herholdt, R., & Henning, E. (2015).  Assessing first grade children’s mathematical competence in South Africa. Paper 3 in EARLI Symposium:  Mathematical skills development and intervention in early school years. European Learning and Instruction Conference (EARLI), 25-29 August, Limassol, Cyprus. Discussant Annemie Desoete.
  5. Ragpot, L. (2013). Playing Out Theories of Cognitive Development: Student Teachers Learning With Theatre and Dance. AERA Symposium: Innovation in Pre-Service Teacher Education in South Africa: Towards Intellectual and Material Poverty Reduction. AERA Annual Meeting, 22-24 April 2013. San Francisco, USA. Discussant Prof Kathryn Snow.
  6. Henning, L. & Ragpot, L. (2013). Getting Close in Translation between German, English, isiZulu and Sesotho in a German Mathematics Test. Symposium: Testing the mathematical Competence of Young Children in Germany and South Africa. European Learning and Instruction Conference (EARLI), 26-30 August 2013. Munich, Germany. Discussant Prof Deutlev Leutner.
 
Articles in Refereed/Peer Reviewed Journals
  1. Uitzinger, C. & Ragpot, L. (Pending). The use of cognitively targeted assessment instruments in the Psycho-educational assessment of low achievers in Mathematics. South African Journal of Psychology (SAJP). Available online at www.sajp.co.za.
  2. Ragpot, L., Coppard, S., Fritz-Stratmann, A. (Pending). Assessing the culture fairness of an intelligence test by adjusting the test times and pictorial examples: a pilot study with grade 2 learners in four Johannesburg schools, South African Journal of Psychology (SAJP). Available online at www.sajp.co.za.
  3. Kollie, J., & Ragpot, L. (Pending). Visual Expressive Arts Techniques to Address Students’ Externalisation of Anxiety in Elementary Classrooms, International Christian Community of Teacher Educators Journal (ICCTE).
  4. Aunio, P., Korhonen, J., Ragpot, L., Törmänen. & Henning, E. (2021). An early numeracy intervention for first graders at risk for mathematical learning difficulties. Early Childhood Research Quarterly, 55, pp.252-262. https://doi.org/10.1016/j.ecresq.2020.12.002
  5. Ragpot, L. (2020). Pre-service teachers’ longitudinal study of children’s development and learning in an initial primary school teacher qualification. South African Journal of Childhood Education, Special Issue Teacher Education.
  6. Aunio, P., Korhonen, J., Ragpot, L., Törmänen, M., Mononen, R., & Henning, E. (2019). Multi-factorial approach to early numeracy - the effects of cognitive skills, language factors and kindergarten attendance on early numeracy performance of South African first graders. Journal of Early Intervention.
  7. Ragpot, L. (2018). The essence of future teaching and learning in the foundation phase: knowing the developing mind of the child in the theory practice interface, South African Journal of Education, SAJE.
  8. Aunio, P., Mononen, R., Ragpot, L., Henning, E.  (2016). Early Numeracy Performance in South African First Graders. South African Journal of Childhood Education, 6(3).
  9. Ogunyemi, F.T., & Ragpot, L. (2015). Work and play in early childhood education:  Views from Nigeria and South Africa. South African Journal of Childhood Education, 5(3).
  10. Fritz, A., Balzer, L., Herholdt, R., Ragpot, L., & Ehlert, A. (2014). A Mathematics competence test for Grade 1 children migrates from Germany to South Africa. South African Journal of Childhood Education, 4(2), pp. 121-135. ISSN code: 2223-7674. Online ISSN code: 2223-7682.
  11. Ragpot, L. (2014). Film as teacher education genre: Developing student agency in the production of #TaxiMaths – how children make their world mathematical. South African Journal of Childhood Education, 4(2), pp. 114-134. ISSN code: 2223-7674. Online ISSN code: 2223-7682.
  12. Henning, E. & Ragpot, L. (2014) Symbolic knowledge of pre-school children: the genesis of a cognition lab at a South African University. South African Journal of Psychology (SAJP). DOI:10.1177/00812463145199. Available online at www.sajp.co.za.
  13. Ragpot, L. (2012). Assessing student learning by way of drama and visual art: A semiotic mix in a course on cognitive development. Education as Change, 15(1): S1, pp. 63-78. ISSN code: 1682-3206. DOI: 10.1080/16823206.2011.643625.
  14. Pillay, J. & Ragpot, L. (2011). Values, Education and Democracy: Manifesto or Myth? Journal of Educational Studies, 11(1), S1, pp. 104-120. ISSN code: 1680-7456.
  15. Pillay, J. & Ragpot, L. (2010). Violent schools in violent Gauteng: Where the right to learn has to be defended. Education as Change, 14 (1) S1, pp.33-44. ISSN code: 1682-3206. DOI: 10.1080/16823206.2010.517912.

Awards & Honours

  • 2020: OASIS Laureatus Award for the most highly cited manuscript of 2019 within the AOSIS Humanities and Social Sciences scholarly field.
  • 2015: National Excellence in Teaching Award in Higher Education, across 53 National Higher Education Institutions and Universities in South Africa. Council on Higher Education ((CHE) & Higher Education Learning and Teaching Association of South Africa (HELTASA), National Excellence in Teaching Awards 2015, Teaching Commendation.
  • 2014: Vice Chancellor’s Distinguished Award for Teaching Excellence, 2014/2015. Best Professor University of Johannesburg across all four campuses.
     

Grants

  1. Co-Applicant - Fostering collaborative research networks and knowledge mobilization on inclusive education: Strategic Canadian-global connections. [SSHRC Development Grant (advanced to stage 2 – outcome May 2026)]
  2. Principal Investigator – Group of Kindergartners’ psycho-motor skills in relation to early numeracy development: A cross-sectional study in BC. [SSHRC Explore Grant; 2023-2025].
  3. Principal Investigator – One year project on “The profile of pre-school children in Gauteng-West, South Africa.” [Joint grant awarded by SASOL SA and Rotary Club, South Africa, grant 2019-2020].
  4. Principal investigator: One year project on the South African Adaptation of the Finnish ThinkMath Intervention for low performing Grade 1 learners [National Research Foundation (NRF) University Research Committee (URC) grant 2016/2017]
  5. Principal investigator: One year project on the intersect of Executive functioning and mathematical conceptual development in childhood. [National Research Foundation (NRF, University Research C (URC) grant  2014-2015]
  6. Principal investigator: Three year project on Early mathematical cognition in childhood. [National Research Foundation (NRF) Thuthuka Grant: 2014 – 2016]
  7. Part of South African research team lead by Prof Elizabeth Henning (University of Johannesburg, RSA) and Prof Annemarie Fritz-Strattmann (University of Duisburg-Essen, Germany) on the South African adaptation of the MARKO-D mathematical cognition diagnostic test for 4-8 year olds.
     

Invited Keynote / Plenary Address

  1. Ragpot, L. (2026). Mental Health Challenges in the Contemporary Classroom. International Special Education Conference for Inclusive Education, January, 22nd, 2026 at the Jeollanam-do Office of Education; Suncheon, South Korea.
  2. Ragpot, L. & Kristjansson, CR. (2025). Language Learning, Vision, & Imagination. Presented at the International School of Language Learning, April 11th, 2025, Naju, South Korea.
  3. Ragpot, L. & Vanderlee, M.L. (2024). Invited speaker at the Women’s Breakfast. Association of Canadian Deans of Education (ACDE) Annual conference, October, 23-25, 2024, Hotel Andaz, Ottawa.
  4. Ragpot, L. (2024). The Transformational Teacher – How to maintain balance in the teaching and learning environment. ACSI, Winnipeg Manitoba, Annual Teacher Convention, February 15th, 2024.
  5. Ragpot, L. & Jule, Allyson. (2023). From rhetoric to responsibility: Canadian Deans of Education move forward with EDID. Presented at (CSSE) Annual conference May 27th – June 1st, 2023. Conference Host: York University, Toronto, Canada.
  6. Ragpot, L. (2023). The complex nature of mental health challenges in the classroom. AB, Annual Teacher Convention, October 20th, 2023. Conference host: Glenmore Christian School, Calgary, Alberta.
  7. Ragpot, L. (2023). How do I know that they know - Contemporary views of childhood cognition and learning,  Regina (Sask) Annual Teacher Convention. 10 February, 2023. Conference host for ACSI: Regina Christian School.
  8. Ragpot, L. (2022). Anxious children as extension of an anxious society – how to grow resilience. CBC, Teacher Convention, planned for November 5th, 2022.
  9. Ragpot, L. (2021). Pedagogical insights into optimal learning encounters in the classroom. Alberta (AB) Annual Teacher Convention. Online conference, 22 October 2021. 2021 Conference host for ACSI.
  10. Ragpot, L. 2019. Invited featured speaker. InspirED Convention. Trinity Western University, Langley, British Columbia, Canada, November 7-8, 2019.
  11. Ragpot, L. (2018). Mind, brain and education – are we educating children for the 4th industrial revolution? Conference keynote delivered at the SAHISA (South African Heads of Independent Schools Association) Annual Conference, Sandton Convention Centre, Johannesburg, 23 October, 2018.
  12. Ragpot, L. (2017). Early Identification and Screening of Children with Learning Difficulties. SAHETI Schools Annual Professional Multi-Disciplinary Event, Senderwood, Johannesburg, South Africa, 18 October, 2017.
  13. Ragpot, L. (2017). How do I nurture my professional self when working with trauma in South African Contexts? Society of Radiographers South Africa (SORSA) Annual Meeting, Sandton, South Africa, 7 October, 2017.
  14. Ragpot, L. (2016). Math Interventions for low performing first graders. Plenary research paper presentation at RESEP Quantitative Research Conference, Stellenbosch, 19-20 September,
  15. Ragpot, L. (2016). Relationship between Policy, Theory and Practice in Early Childhood (ECD). Presented at the Early Years Education – Synchronising Theory and Practice, seminar. University of Pretoria, 22 November 2016.
  16. Ragpot, L. (2016). Executive Functioning in Childhood: Building Learning Bridges for the Future. Presented at the CEPD, Umalusi & Wits Seminar: Emerging Research in Childhood Education: Challenges and Insights. University of Witwatersrand, 9 March, 2016. Wits Education Campus, Johannesburg, South Africa.
  17. Rusznyak, L., Petersen, N., & Ragpot, L. (2014). Using organising concepts to coherence between coursework and the practicum: Examples from the Wits & UJ B Ed programmes. WITS Symposium on Academic Depth and Rigour in Initial Teacher Education Programmes, 31 October, 2014. Wits Education Campus, Johannesburg, South Africa.
  18. Ragpot, L. (2014). Getting to know the child’s mathematical world: a bridge between social science and social responsibility? University of Namibia International Education Conference, 11 September 201, Rundu, Namibia.
  19. Ragpot, L. & Fritz, E. (2010). Nurturing the Professional Self – exploring the world of spices and medicinal plants. National SAPSAC Conference, 19 March 2011. Pretoria: South Africa.
  20. Fritz, E. & Ragpot, L. (2010). Nurturing the Professional Self – who plays in your team? Presented at the National SAPSAC Conference, 19 May 2010. Pretoria: South Africa.
     

International & National Public Lectures

  1. Ragpot, L. (2026). Learning at the Human-AI Interface Pt 2 - AI Augmented Learning: Strategic implications for Universities and Student Formation. Sunchon International University, Jan 22nd, 2026. Jeallanam-do, South Korea.
  2. Ragpot, L. (2025). Mental Health in the 21st Century: New Pressures, New Perspectives: Exploring the silent struggles behind screens, social shifts, and societal expectations. Presented at Trinity Western University, Richmond Campus, Evergreen Event, May 10th, 2025. Richmond, BC, Canada.
  3. Ragpot, L. (2025). Rising Tide: The Surge of Childhood Anxiety. Presented at the Jeollanam-do Province International Education Department, April 9, 2025. Yeosu, South Korea.
  4. Ragpot, L. (2023). Deliberations on Equity, Diversity, Inclusion, and Decolonization (EDID) in Teacher Education in BC, Canada. Presented at the Faculty of Education,  University of Johannesburg. March 1st, 2023. Johannesburg, South Africa.
  5. Ragpot, L. (2023). Deliberations on Equity, Diversity, Inclusion, and Decolonization (EDID) in Teacher Education in BC, Canada. Presented at the Faculty of Education,  University of Johannesburg. March 1st, 2023. Johannesburg, South Africa.
  6. Ragpot, L. (2018). Students’ development of concepts and their language of learning and instruction: lessons learnt from selected South African research. Presented at the School of Human Development and Learning, University of British Columbia (UBC), on 4 April, 2018. UBC, Vancouver, Canada.
  7. Ragpot, L. (2015). United we stand: how school communities deal with bullying. Presented at the Teacher’s upfront Conversation Series on Bullying in Schools, University of Witwatersrand, on 18 March, 2015. Wits Education Campus, Johannesburg, South Africa. (Video link available at:http://bit.ly/1Fyz3Kq)
  8. Balzer, L., Ragpot, L., Herholdt, R. & Henning, E. (2014). How can valid tests contribute to children's learning of mathematics in the foundation phase? Presented at the University of Johannesburg: Bunting Road Campus, 26 June, 2014. Johannesburg, South Africa.
  9. Ragpot. L. (2013). Young children’s learning: then and now. Presented at the READ Foundation, 24 April, 2013. Johannesburg, South Africa.
  10. Ragpot, L. (2012). Beyond words using language versus communication. Presented at the Teacher’s upfront Conversation Series on Language in Education, University of Johannesburg, 26 September 2012. Johannesburg, South Africa.
  11. Ragpot, L.(2012) Multi-modal assessment in a pre-service teacher education course. Harvard Graduate School for Education, 8 December 2011. Boston (MA), USA.

 

Academic Knowledge Translation / Artefacts

MARKO-D Test for Mathematical Cognition

I was part of a team of South African, German and Swiss researchers who have translated a German Mathematical cognition test - MARKO-D (Mathematical and Arithmetical Competence Diagnostic) into English and three other South African Languages. This test was developed by a group of researchers in Germany in 2009, (Fritz, Ricken & Balzer, 2009). This test, in collaboration with a research team from a university in Johannesburg in South Africa, was adapted to investigate the early numerical competence of children in South Africa. The test measures mathematical and arithmetical cognitive development and is designed for use in early childhood (ages 4-8). The test was originally designed to assist teachers and psychologists to diagnose mathematical cognitive competence so that early remediation can take place if necessary – but is available to all teachers in South Africa. The test has been standardized and normed for the South African population. The test is published by Hogrefe Publishing House in Europe and by Oasis publishing in South Africa. For further information, on availability, cost and training, contact lragpot@uj.ac.za.

Academic Films:

•    EDUC 211/PSY 214 Psychological Foundations of Teaching and Learning
•    PSYC 226 Cognitive Psychology
•    EDUC 310 The Exceptional Child in the Regular Classroom
•    EDUC 412 Strategies for the Exceptional Child
•    EDUC 513 Current Issues and Research in Students with Diverse Learning Needs
•    EDUC 516 Students with Diverse Cognitive Needs
•    EDUC 517 Supporting Students with Emotional and Behavioural Difficulties
•    EDUC 518 Students with Diverse Sensory Needs
•    EDUC 519 Special Topics in Diversity
•    EDUC 599 Ethical Issues in Diversity - Capstone Course
•    EDUC 697 Capstone Course
•    EDUC 698 Thesis 1
•    LDRS 620 Worldview Foundations of Educational Leadership