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2. The Perception of Math and Math Education in the Rural Midwest. Working Paper No. 37
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Ohio Univ., Athens. Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics., Lucas, David M., and Fugitt, Jamie
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Using the qualitative research method known as folknography, the authors led a research team to the heart of Illinois farm country to ask the question "What are the perceptions of the people of the Midwest concerning math and math education?" A review of the literature includes Canadian and Australian references on the topic, as well as information from the United States, and the targeted geography and population is described. Research followed the pattern of a similar study conducted in Appalachia in 2004. A preliminary survey was planned to gather benchmarking statistical data and to open respondents up to the possibilities of a folknographic interview. Folknographers entered the field in May 2006 to perform focused and intensive field research. Findings include: (1) belief that young people can not perform simple math; (2) perception that too much technology has a significant and negative impact on developing minds of students; (3) connection between acquiring math knowledge and achieving a dynamic career; (4) recollections of tyrannical or cruel math teachers; (5) desire for a school or school system that makes learning math an exciting and motivating experience. Folknographic narratives are included to illustrate each finding. Bibliography is included. Four appendixes conclude the document: (1) Perceptions of Math in the Mid-West Interview Questions: Adults (18-55); (2) Perceptions of Math in the Mid-West Interview Questions: Seniors (55-Over); (3) Perceptions of Math in the Mid-West Interview Questions: Youth (Ages 10-17); and (4) Perceptions of Math Survey Mid-West. (Contains 4 charts.)
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- 2007
3. Legitimacy at the 'Margins': Promotional Strategies in the Canadian For-Profit College Sector
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Pizarro Milian, Roger
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Conventional scholarship within the sociology of education and organizations posits that schools achieve legitimacy by virtue of conforming to normative standards, abiding by government regulations and mimicking the forms of successful peers. Through this study, an examination of a sample of 751 Canadian for-profit colleges (FPCs) is performed, revealing the presence of an alternative logic. Rather than conformity, organizations within this sector engage in niche-seeking behaviour, using promotional materials to carve out unconventional identities. They do so by directly drawing on symbolic resources and affiliations from the industrial sectors which they service. These findings are interpreted through the prism of contemporary theorizing within organizational sociology.
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- 2018
4. Ethical Dilemmas in Cross-National Qualitative Research: A Reflection on Personal Experiences of Ethics from a Doctoral Research Project
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Abukari Kwame and Pammla M. Petrucka
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Gaining ethical approval for qualitative health research and implementing all the planned research processes in a proposed study are not straightforward endeavours. The situation becomes more complex when qualitative research is conducted in a cross-national healthcare and academic context. Also, it is even exhausting when the study is student-based, as student researchers may be considered novices and inexperienced researchers, especially for field-based research. Our aim in this reflective paper is to present, reflect, and discuss the experiences of a doctoral researcher in dealing with two independent institutional review boards in Canada and Ghana during an interdisciplinary Ph.D. project and the ethical dilemmas encountered while collecting data in Ghana. Based on the researcher's experiences, it became apparent that consent and its documentation can have cultural implications in different settings; hence, institutional review boards must exercise reflexivity in their protocol review practice. Also, sharing research data with participants and institutional leaders while maintaining participant confidentiality and privacy in institutional ethnographic research requires sensitivity to bi-lateral ethical values. With the experiences shared in this paper, we advocate for a dialogic ethical review process in qualitative research where researchers and research ethics boards engage in ongoing dialogue rather than the usual prescriptive format research ethics reviews often assume.
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- 2024
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5. From Paper to Practice: Barriers to Adopting Nutrition Guidelines in Schools
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Downs, Shauna M., Farmer, Anna, Quintanilha, Maira, Berry, Tanya R., Mager, Diana R., Willows, Noreen D., and McCargar, Linda J.
- Abstract
Objective: To explore the barriers associated with the adoption of the Alberta Nutrition Guidelines for Children and Youth in schools according to characteristics of the innovation (guidelines) and the organization (schools). Design: Cross-sectional telephone survey. Setting and Participants: Schools in Alberta, Canada. Principals from 357 schools. Main Outcome Measure: Barriers to adopting the nutrition guidelines. Analysis: A 19-question telephone survey, including open- and closed-ended questions, was used to obtain information regarding schools' characteristics and barriers to adopting the guidelines. Qualitative data were coded according to common themes a priori, based on constructs from the Diffusion of Innovations framework. Results: Schools reported many barriers related to the relative advantage, compatibility, and complexity of adopting the guidelines. Parents' resistance to change and cost were the key reported barriers. Lack of knowledge, student preferences, the physical location of the school, and barriers related to the provision of healthful food were also reported. Conclusions and Implications: Disseminating guidelines without providing adequate support for their implementation may not promote change within the school setting. School nutrition initiatives need to involve the parents and have access to sufficient financial and human resource support. (Contains 4 tables.)
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- 2012
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6. Proceedings of the 2011 Annual Meeting of the Canadian Mathematics Education Study Group = Actes De La Rencontre Annuelle 2011 Du Groupe Canadien D'étude en Didactique Des Mathématiques (35th, St. John's, Newfoundland, Canada, June 10-14, 2011)
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Canadian Mathematics Education Study Group (CMESG), Liljedahl, Peter, Oesterle, Susan, and Allan, Darien
- Abstract
This submission contains the Proceedings of the 2011 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at Memorial University of Newfoundland in St. John's, Newfoundland. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the Study Group are: to advance education by organizing and coordinating national conferences and seminars to study and improve the theories of the study of mathematics or any other aspects of mathematics education in Canada at all levels; and to undertake research in mathematics education and to disseminate the results of this research. These proceedings include plenary lectures, working group reports, topic session descriptions, new PhD reports, and summaries of ad hoc and poster sessions. Papers include: (1) Pattern Composition: Beyond the Basics (Chris K. Palmer); (2) The Pair-Dialogue Approach in Mathematics Teacher Education (Pessia Tsamir and Dina Tirosh); (3) Mathematics Teaching and Climate Change (Richard Barwell, Stewart Craven, and David Lidstone); (4) Meaningful Procedural Knowledge in Mathematics Learning (Wes Maciejewski, Joyce Mgombelo, and Annie Savard); (5) Emergent Methods for Mathematics Education Research: Using Data to Develop Theory / Méthodes émergentes pour les recherches en didactique des mathématiques : Partir des données pour développer des théories (Olive Chapman, Souleymane Barry, and P. Janelle McFeetors); (6) Using Simulation to Develop Students' Mathematical Competencies--Post Secondary and Teacher Education (Eric Muller, Jean-Philippe Villeneuve, and Philippe Etchecopar); (7) Making Art, Doing Mathematics / Créer de l'art; faire des maths (Eva Knoll and Tara Taylor); (8) Selecting Tasks for Prospective Teachers in Mathematics Education (Marie-Pier Morin, Christian Bernèche, and Ralph Mason); (9) How to Prepare a Public Lecture? First Questions, Then Execution??? (Yvan Saint-Aubin); (10) Warm Hands Taking Cold Mathematics (David Wagner); (11) Opportunities to Learn IN and THROUGH Professional Development: An Analysis of Curriculum Materials (Jenny Sealy Badee); (12) Challenging Our Beliefs and Practices in Secondary Mathematics Education (Lorraine Baron); (13) Pattern Rules, Patterns and Graphs: Analyzing Grade 6 Students' Learning of Linear Functions Through the Processes of Webbing, Situated Abstractions, and Convergent Conceptual Change (Ruth Beatty); (14) Learning Mathematics for the Workplace: An Activity Theory Study of Pipe Trades Training (Lionel Lacroix); (15) Transforming Mathematics Education for Mi'kmaw Students through Mawikinutimatimk (Lisa Lunney Borden); (16) Coming to Know Mathematics: Views of Two Teacher Mathematicians (Veda Abu-Bakare); (17) What Does 'Better' University Mathematics Instruction Look Like? (Mary Beisiegel and Asia Matthews); (18) Exploring Variability in a Dynamic Computer-Based Environment (George Ekol); (19) Virtual Mathematics Marathon: A Mathematical Game For All Children (Margo Kondratieva and Viktor Freiman); (20) Early Childhood Mathematics Education (Donna Kotsopolous and Joanne Lee); (21) The Challenges of Mathematics In-Service (Susan Oesterle); (22) High School Mathematics Students' Trajectories: Tracking or Differentiating for Success? (Ralph T. Mason and P. Janelle McFeetors). Appended are: (1) Working Groups at Each Annual Meeting; (2) Plenary Lectures at Each Annual Meeting; and (3) Proceedings of Annual Meetings. Appendixes contain: (1) Working Groups at Each Annual Meeting; (2) Plenary Lectures at Each Annual Meeting; and (3) Proceedings of Annual Meetings. Individual papers contain references, tables, and figures. [For the 2010 proceedings, see ED529564.]
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- 2012
7. The Erosion of University Autonomy in Manitoba
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Smith, Dan
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Examining legislative change between 1997 and 2013, and analyzing the governance of Manitoba's post-secondary system using military concepts of strategy, operations, and tactics, this article argues that there has been a trend since 2006 of a general loss of university autonomy in the province. The article finds that changes in public policy in Manitoba's post-secondary system, and how that policy is implemented, have led to a progressive movement towards greater government intrusion in what heretofore have been internal matters at the province's universities.
- Published
- 2014
8. Barriers to Black Medical Students and Residents Pursuing and Completing Surgical Residency in Canada: A Qualitative Analysis.
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Akuffo-Addo E, Dalson J, Agyei K, Mohsen S, Yusuf S, Juando-Prats C, and Simpson JS
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- Adult, Female, Humans, Male, Canada, Career Choice, General Surgery education, Interviews as Topic, Black People, Internship and Residency, Qualitative Research, Racism, Students, Medical psychology, Students, Medical statistics & numerical data
- Abstract
Background: The limited available data suggest that the Canadian surgical workforce does not reflect the racial diversity of the patient population it serves, despite the well-established benefits of patient-provider race concordance. There have been no studies to date that characterize the systemic and individual challenges faced by Black medical students in matching to and successfully finishing training in a surgical specialty within a Canadian context that can explain this underrepresentation., Study Design: Using critical qualitative inquiry and purposive sampling to ensure sex, geographical, and student or trainee year heterogeneity, we recruited self-identifying Black medical students and surgical residents across Canada. Online in-depth semistructured interviews were conducted and transcribed verbatim. Transcripts were analyzed through an inductive reflexive narrative thematic process by 4 analysts., Results: Twenty-seven participants including 18 medical students and 9 residents, were interviewed. The results showed 3 major themes that characterized their experiences: journey to and through medicine, perceptions of the surgical culture, and recommendations to improve the student experience. Medical students identified lack of mentorship and representation as well as experiences with racism as the main barriers to pursuing surgical training. Surgical trainees cited systemic racism, lack of representation, and insufficient safe spaces as the key deterrents to program completion. The intersection with sex exponentially increased these identified barriers., Conclusions: Except for a few surgical programs, medical schools across Canada do not offer a safe space for Black students and trainees to access and complete surgical training. An urgent change is needed to provide diverse mentorship that is transparent, acknowledges the real challenges related to systemic racism and biases, and is inclusive of different racial and ethnic backgrounds., (Copyright © 2024 by the American College of Surgeons. Published by Wolters Kluwer Health, Inc. All rights reserved.)
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- 2024
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9. "There is nothing to protect us from dying": Black women's perceived sense of safety accessing pregnancy and intrapartum care.
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Boakye PN and Prendergast N
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- Humans, Female, Pregnancy, Adult, Canada, Black People psychology, Health Services Accessibility standards, Perception, Maternal Health Services standards, Qualitative Research
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Pregnancy and childbirth have become a dangerous journey for Black women as harrowing stories of death and near-death experiences resonate within Black communities. While the causes of pregnancy-related morbidity and mortality are well documented, little is known about how Black Canadian women feel protected from undesirable maternal health outcomes when accessing and receiving pregnancy and intrapartum care. This critical qualitative inquiry sheds light on Black women's perceived sense of safety in accessing pregnancy and intrapartum care. Twenty-four in-depth interviews were conducted with Black women who were pregnant or had given birth. Five interconnected themes were generated through thematic analysis: (1) There is a lot of prejudice towards us, (2) We are treated as sick bodies, (3) There is a lot of stereotypes towards us, (4) Our care is lacking in quality, and (5) We feel unsafe in the healthcare system. These themes highlight the perils faced by Black women accessing pregnancy and intrapartum care. The right to safe motherhood and equitable care for Black women should be a national priority in Canada to avert a looming crisis., (© 2024 The Authors. Nursing Inquiry published by John Wiley & Sons Ltd.)
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- 2024
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10. The Acceptability of Behavioural Swallowing Interventions for Head and Neck Cancer Patients During Radiotherapy: A Qualitative Study Exploring Experiences of Clinical Trial Speech-Language Pathologists.
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Manduchi B, Fitch MI, Ringash JG, Howell D, Hutcheson KA, and Martino R
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- Humans, Male, Female, Middle Aged, Adult, Focus Groups, Attitude of Health Personnel, Aged, Patient Acceptance of Health Care psychology, Canada, Exercise Therapy methods, Deglutition Disorders etiology, Deglutition Disorders psychology, Speech-Language Pathology methods, Head and Neck Neoplasms radiotherapy, Head and Neck Neoplasms psychology, Head and Neck Neoplasms complications, Qualitative Research, Deglutition
- Abstract
The PRO-ACTIVE randomized clinical trial offers 3 swallowing therapies to Head and Neck Cancer (HNC) patients during radiotherapy (RT) namely: reactive, proactive low- ("EAT-RT" only) and high-intensity ("EAT-RT + exercises"). Understanding the experiences of the trial Speech-Language Pathologists (SLPs) will be useful to inform clinical implementation. This study assessed SLP opinions of acceptability and clinical feasibility of the 3 trial therapies. 8 SLPs from 3 Canadian PRO-ACTIVE trial sites participated in individual interviews. Using a qualitative approach, data collection and thematic analysis were guided by the Theoretical Framework of Acceptability. Member checking was conducted through a follow-up focus group with willing participants. Seven themes were derived: intervention coherence, burden, barriers/facilitators, self-efficacy, attitude, ethicality, and perceived effectiveness. SLPs felt all 3 therapies had potential benefit yet perceived more advantages of proactive therapies compared to reactive. Compared to exercises, SLPs particularly endorsed the EAT-RT component. A major barrier was keeping patients motivated, which was impacted by acute toxicity and sometimes conflicting instructions from the healthcare team. Strategies utilized by to overcome barriers included: scaling exercises and/or diet up/down according to the changing patient needs and communicating therapy goals with healthcare team. A model was derived describing the perceived acceptability of the swallowing therapies according to SLPs, based on the interconnection of main themes. Proactive therapies were perceived as more acceptable to trial SLPs, for facilitating patient engagement. The perceived acceptability of the swallowing therapies was related to seven interconnected aspects of providers' experience. These findings will inform the implementation and potential uptake of the PRO-ACTIVE swallowing therapies in clinical practice., (© 2023. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.)
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- 2024
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11. Treasure Hunt or Torture: Student's Perspectives on Research Projects.
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Streitenberger, Denise and McGregor, Joy
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Two naturalistic research studies observed 45 eleventh grade students carrying out research paper assignments, and a third such study focused on 26 third grade students. The studies took place in Alberta (Canada) in 1993, Texas in 1996, and Washington state in 1999. From data analyzed in the interviews and written documents, the initial findings indicated that third grade and eleventh grade students feel and think about research writing activities similarly. The younger students seemed more process oriented than the older ones. The third grade students commented on enjoying reading the information on their topic and telling the facts they had learned. The older students used methods of citation and more sophisticated paraphrasing techniques. The younger students did not use any citations. The amount of blatant copying for the Texas study and the Washington study were comparable. The mental models of both age groups were surprisingly similar. (Contains 15 references.) (Author/MES)
- Published
- 1999
12. Is Educational Technology Useful to Mathematics Teachers Activists?
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Stoilescu, Dorian
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This in-progress study presents aspects of using educational technology in teaching mathematics education. More exactly, it explores ways in which educational technology might be used in order to improve teachers' cultural awareness and social activism. A rationale for a qualitative research study is presented by using multiple methods combining action research and multiple case studies. Three high school mathematics teachers from Greater Toronto Area are selected to participate in this research. Actor Network Theory (ANT) was considered as research paradigm for this study.
- Published
- 2009
13. Schools' Capacity to Absorb a 'Healthy School' Approach into Their Operations: Insights from a Realist Evaluation
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Deschesnes, Marthe, Drouin, Nathalie, Tessier, Caroline, and Couturier, Yves
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Purpose: The purpose of this paper is to understand how a Canadian intervention based on a professional development (PD) model did or did not influence schools' capacities to absorb a Healthy School (HS) approach into their operations. This study is the second part of a research project: previously published results regarding this research provided a detailed description of the PD model and highlighted the relevance and effectiveness of PD in improving actors' HS-related knowledge and practices. The present paper focuses on the organizational impact of such PD intervention. Design/Methodology/Approach: The design was based on a realist evaluation approach, which helps to elicit a theory explaining how an intervention leads to particular outcomes. A multi-site case study of three schools with pre-(T[subscript 0]) and post-(T[subscript 1]) intervention comparison was adopted. Multiple qualitative methods were used to capture how the changes were achieved by collecting data from various stakeholders involved in the intervention. Findings: The PD model tested reinforced the schools' capacities to absorb this type of initiative. For one of the capacities examined, "exploitation", i.e., the ability to incorporate and maintain the initiative into schools operation, the evidence was less apparent. In congruence with the realist evaluation, the results are rendered in the form of a contextualized intervention theory identifying the links between the PD and the mechanisms that were likely necessary to explain what led to the changes in "absorptive" capacities (which refers to the capabilities of schools to acquire and assimilate HS knowledge, and also to transform and exploit them, in the context). Originality/Value: The refined theory, based on empirical findings, can enable facilitators and practitioners to gain a deeper understanding of the action mechanisms shown to be determining in the success of HS implementation.
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- 2014
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14. Applying Theoretical Components to the Implementation of Health-Promoting Schools
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McIsaac, Jessie-Lee, Storey, Kate, Veugelers, Paul J., and Kirk, Sara F. L.
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Objective: Health-promoting schools (HPS) constitute an internationally recognised approach that connects health and education in a planned, integrated and holistic way. There is considerable variability, however, in how HPS is implemented and recent research has attempted to clarify the key functions of implementation. A provincial HPS strategy in Nova Scotia (NS) (Canada) provided a unique research opportunity to examine implementation related to emerging theory. The purpose of this exploratory study was to describe a provincial case study of HPS implementation using theoretical components identified in the literature. Design: Collective case study approach using qualitative research methods. Setting: The study was situated within a larger province-wide school-based research project examining the relationships between health, nutrition, physical activity, mental health and school performance of children in NS. As a follow-up to the provincial study, nine schools (n = 9) that varied in their HPS implementation strategies and characteristics (i.e. size and region) were invited to take part as case study schools. Method: Data collection included observations, interviews and documents from nine schools (n = 9). Data were analysed for emerging themes and using the a priori theoretical components. Results: The results revealed that schools assembled into three sequential categories based on the functioning of theoretical components. Higher level visioning and school-level leadership were critical in sustaining the adoption and implementation of HPS across schools and appeared to enable and integrate organisational processes, such as distributed leadership and a collaborative school culture, to enhance HPS implementation at school level. Conclusion: This study confirmed other reports that it is imperative to integrate HPS work with educational values so as to enable partnerships in both the health and education sectors, thereby promoting both health and prosperity among students.
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- 2015
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15. Leadership Education for English Language Learners as Transformative Pedagogy
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Gagné, Antoinette and Soto Gordon, Stephanie
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This qualitative case study investigates the transformative power of a leadership course designed for immigrant secondary school students learning English as an additional language with a social justice orientation. Course projects allowed the students to get involved in tutoring, present at a conference on intercultural education, deliver equity presentations and role model presentation skills for their peers by discussing topics such as Canadian culture, showcase their talents from their L1 cultures and give advice on how to integrate into the school and to lead activities to create school spirit by sharing music from their culture, running a "thank your teacher" campaign, or taking the lead with an international humanitarian cause. The teacher's plans and notes, course assignments, video footage of students presenting a conference workshop and monthly feedback forms were the data that allowed us to understand how transformative pedagogy was enacted by the teacher and experienced by the students in one Canadian secondary school with a very diverse student population.
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- 2015
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16. Key Considerations for the Success of Medical Education Research and Innovation Units in Canada: Unit Director Perceptions
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Varpio, Lara, Bidlake, Erin, Humphrey-Murto, Sue, Sutherland, Stephanie, and Hamstra, Stanley J.
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Growth in the field of medical education is evidenced by the proliferation of units dedicated to advancing Medical Education Research and Innovation (MERI). While a review of the literature discovered narrative accounts of MERI unit development, we found no systematic examinations of the dimensions of and structures that facilitate the success of these units. We conducted qualitative interviews with the directors of 12 MERI units across Canada. Data were analyzed using qualitative description (Sandelowski in "Res Nurs Health" 23:334-340, 2000). Final analysis drew on Bourdieu's ("Outline of a theory of practice." Cambridge University Press, Cambridge, 1977; "Media, culture and society: a critical reader." Sage, London, 1986; "Language and symbolic power." Harvard University Press, Cambridge, 1991) concepts of "field," "habitus," and "capital", and more recent research investigating the "field" of MERI (Albert in "Acad Med" 79:948-954, 2004; Albert et al. in "Adv Health Sci Educ" 12:103-115, 2007). When asked about the metrics by which they define their success, directors cited: teaching, faculty mentoring, building collaborations, delivering conference presentations, winning grant funding, and disseminating publications. Analyzed using Bourdieu's concepts, these metrics are discussed as forms of capital that have been legitimized in the MERI field. All directors, with the exception of one, described success as being comprised of elements (capital) at both ends of the service-research spectrum (i.e., Albert's PP-PU structure). Our analysis highlights the forms of "habitus" (i.e., behaviors, attitudes, demeanors) directors use to negotiate, strategize and position the unit within their local context. These findings may assist institutions in developing a new--or reorganizing an existing--MERI unit. We posit that a better understanding of these complex social structures can help units become savvy participants in the MERI "field". With such insight, units can improve their academic output and their status in the MERI context-locally, nationally, and internationally.
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- 2014
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17. Research Connections Canada: Supporting Children and Families, Number 7.
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Canadian Child Care Federation, Ottawa (Ontario). and Lowe, Elaine
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Serving as a vehicle for raising the profile of and thereby gaining recognition for the important research and development work being conducted in Canada in support of children and families, the "Research Connections Canada" series compiles research and/or development papers as well as background papers, analytical literature reviews, and essays. This issue of the series focuses on children's rights. Following the text of the United Nations Convention on the Rights of the Child, the articles are as follows: (1) "The UN Convention on the Rights of the Child: How Does Canada Measure Up? Summary Report" (Canadian Coalition for the Rights of Children), Canada's first five-year non-governmental progress report to the United Nations; (2) "The Child's Right to Play: Position Statement 8, Society for Children and Youth of B.C." (Valerie Fronczek), including misconceptions of the value of play, and recommendations to address barriers to children's right to play; (3) "Gaining Commitment for Child Care through Public Education" (Katherine Covell, Brian Howe, and Kelly Campbell), examining public education as a vehicle to gain public commitment for a strong, nation-wide, publicly funded and universal system of child care in Canada; (4) "The Road Less Travelled: The CRC [Convention on Rights of the Child] and Indigenous Children" (Philip Cook and Natasha Blanchet-Cohen), on the process of charting a road that promotes a better understanding of the rights of indigenous children; (5) "The World Around Us: Qualitative Research on Children's Participation Rights and Responsibilities" (Ellen Murray), describing participatory strategies incorporated into the educational resource "The World Around Us," which can be used as a model when designing resources for children's rights education and can be integrated into subjects such as social studies or language arts; and (6) "'In My World': A Citizenship Initiative and a Progressive Account of Teacher Change" (Rosemary Allan), on a citizenship pilot project using the UN Convention, in which teachers found that children could understand and use the language of responsibilities and rights. All of the papers contain references. (HTH)
- Published
- 2001
18. Pushing Buttons: A Sociomaterial Exploration of the Distributed Lecture
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MacLeod, Anna, Cameron, Paula, Kits, Olga, and Fournier, Cathy
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Current research on telepresence tends to engage a celebratory, taken-for-granted view of technology as a vehicle for improved communication and a mere backdrop against which communication unfolds. However, a growing body of literature interrogates the neutrality of technological environments in education. This paper considers the practice of lectures within distributed (multi-campus) medical education. Applying a sociomaterial theoretical lens, we analyze ethnographic data from a three-year study focused on the use of telepresence technology in the undergraduate medical program at Dalhousie University in Nova Scotia, Canada. Our research question was: How are material telepresence tools, processes and spaces enmeshed with student learning in the distributed lecture? We identified three sociomaterial complexities related to the practice of asking questions in this context: 1. Material presence and process of the button and screen in asking questions; 2. The ways in-class questions disrupt the flow of the distributed lecture; and 3. Tensions between ways in which questions are managed across sites. Attending to the seam between the social and material in the distributed lecture illuminates the challenges, barriers, and opportunities for student participation while unearthing innovative learning strategies. [For the complete proceedings, see ED579395.]
- Published
- 2017
19. Impact of Teacher's Income on Student's Educational Achievements
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Lukaš, Mirko and Samardžic, Darko
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The aim of this paper is to provide an objective overview of the impact of teacher salaries on the educational achievements of students. It is often debated about teacher salaries and improvement or jeopardizing their standard, but educational consequences that may ensue as a result of these intentions are rarely addressed. Teacher's role in student's achievement outcomes is unquestionable. There are many factors that have an impact on student achievement, but this paper will analyze only the impact of teacher's income on student's achievement. A hypothesis for further study has been set by collecting and analyzing pedagogical documentation on teacher salaries and student's educational achievements. Qualitative approach to statistical results of PISA study published in 2013 analyzes following categories: reading, mathematics and science, student's sense of belonging to school and student's personal opinion on does school prepare them for adult life. The study of these elements in selected countries gives us a concrete insight into their interrelationship. The comparative analysis compared the educational achievements of students with the level of teacher's salaries in the following countries: Canada, Denmark, France, Germany, Israel, Japan, Norway, South Korea, Spain and Switzerland. The results of the research show that the level of teacher's income has an impact on student's achievements. The paper confirms the facts that the teaching profession is more popular as incomes increase and therefore attracts more motivated and skilled individuals. [This paper was published in the SGEM2014 Proceedings, ISBN-978-619-7105-24-7 / ISSN 2367-5659, September 1-9, 2014, Vol. 3, pp. 383-390.]
- Published
- 2014
20. A Rural Education Teacher Preparation Program: Course Design, Student Support and Engagement
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Eaton, Sarah Elaine, Gereluk, Dianne, Dressler, Roswita, and Becker, Sandra
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Attracting and retaining teachers for rural and remote areas is a pervasive global problem. Currently, teacher education in Canada is primarily delivered in face-to-face formats located in urban centres or satellite campuses. There is a need for relevant and responsive teacher education programs for rural pre-service teachers. Recognizing this need, one university has responded by creating a Community-based Bachelor of Education program targeting rural students who reside beyond the reach of these campuses. This paper explores the inaugural year of this innovative program, the only one of its kind in Canada, through a qualitative case study. The methods used in this study included a demographic survey, focus groups, interviews, and document analysis. Key findings indicated (1) Collaborative course design enhanced the student experience (2) Student support programs were developed to address emerging needs, and (3) Using synchronous learning technologies to increase student engagement. Presentation slides are appended.
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- 2017
21. A Study of a Knowledge Community's Perceptions of the Loss of Place
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Baldasaro, Mary McCullom, Maldonado, Nancy, and Baltes, Beate
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Stories contain the wisdom of the world, teaching cultural values. Story builds community, celebrates cultural diversity, and preserves cultural identity. Where truth has been suppressed, story is an instrument of epiphany. Storytelling builds literacy skills, and develops metaphorical understanding. A storytelling center in Canada had been a cultural institution for 23 years and had cultivated the art and craft of storytelling in the members of its storytelling guild. When the center faced permanent closure, members were devastated. The theoretical underpinnings for this research study were narrative theory, place theory, and knowledge communities. The purpose of this study was to explore member perceptions of story, storytelling, and leadership. A phenomenological study was conducted to investigate the moment of this lived experience. Individual interviews with 9 participants and 2 focus groups of 3 participants each were conducted with members of the storytellers' guild. Audio recorded focus groups and individual interviews provided verbatim transcripts. Data analysis was inductive to discover categories and themes. Key findings indicated three dominant themes emerged: home, vision, and story. Findings also indicated that story strengthens both content retention and language acquisition. For the purposes of this paper, findings about story will be discussed.
- Published
- 2014
22. Undergraduate Students' Experiences of Time in a MOOC: A Term of Dino 101
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Adams, Catherine and Yin, Yin
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This research explored what it is like for university students to participate in a Massive Open Online Course (MOOC) as part of their undergraduate course load. We report on some of the temporal dimensions of students' learning experiences as they undertook the MOOC during a regular, campus-based university term. The research is situated in a "phenomenology of practice", a form of qualitative inquiry that eschews participant opinions and instead gathers and focuses on his or her lived experience descriptions (LEDs), that is, recollected, everyday moments that transpired for a student while learning in the MOOC environment. In the paper we present several of these descriptive snapshots of the lived world of the MOOC for undergraduate students and for each LED, we offer a brief phenomenological reflection on the theme of temporality. [For the complete proceedings, see ED557311.]
- Published
- 2014
23. Lifelong Learning at Universities: Future Perspectives for Teaching and Learning
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Cendon, Eva
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This paper examines practices of teaching and learning in the era of digitalization. More specifically, it addresses practices of teaching and learning for students with professional experience who work alongside their studies. Based on the assumption that digitalization is a means of allowing more open and flexible pathways for teaching and learning in higher education, the paper focuses on the perspectives and perceptions of both students and teachers in digital supported teaching and learning environments as forms of blended learning. It brings together findings from two qualitative empirical studies: one focused on students' perspectives of their development over the course of their studies; the second addressed teachers' perspectives and their teaching strategies and activities. Based on the findings of these two research studies, the paper outlines future perspectives for teaching and learning and the role of digitalization, with a particular emphasis on programs of lifelong learning at universities.
- Published
- 2018
24. Potential of the Cogex Software Platform to Replace Logbooks in Capstone Design Projects
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Foley, David, Charron, François, and Plante, Jean-Sébastien
- Abstract
Recent technologies are offering the power to share and grow knowledge and ideas in unprecedented ways. The CogEx software platform was developed to take advantage of the digital world with innovative ideas to support designers work in both industrial and academic contexts. This paper presents a qualitative study on the usage of CogEx during capstone design projects in mechanical engineering. It explores its potential to eventually supersede a paper logbook. This study combines three pilot projects where 15 undergraduate students used CogEx for one semester and discussed their experience in a final interview. The focus is limited to individual usage in this study. Results support that the platform has a good potential for engineering design education by replacing the paper logbook. The "extended concept mapping" structure was efficient to organize design work, and although the "concept-knowledge" separation needs refinement, it has good potential in building designer knowledge base.
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- 2018
25. Intersecting Interests: Qualitative Research Synthesis on Art in the Social Work Classroom
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Wehbi, Samantha, Cowell, Amanda, Perreault-Laird, Jordyn, El-Lahib, Yahya, and Straka, Silvia
- Abstract
This paper reports on a qualitative research synthesis that explored the intersections between art and social work. The scholarship notes a rise in interest in integrating creative arts practices in social work classrooms from assignment design to classroom activities. Also highlighted are the potential contributions of these artsinformed practices to teaching about topics related to oppression. The synthesis presented in this paper explored this potential through an interpretivist analysis of articles on the intersection of art and social work. Findings highlight the contribution of this approach to enhancing student engagement and critical reflexivity; creating a sense of collectivity and solidarity in the classroom; as well as transforming the role of the educator. Findings suggest the need for further research to explore the potential contributions of arts-informed approaches in social work education beyond a single classroom.
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- 2017
26. Codes of Professional Conduct and Ethics Education for Future Teachers
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Maxwell, Bruce
- Abstract
This paper argues that the way future teachers are being initiated into the ethical dimensions of their future profession is largely out of step with the movement to professionalize teaching. After recalling the role that codes of professional conduct play in the ecology of professional self-regulation, and arguing that familiarizing students with their local code of ethics should be considered as the bare minimum of an adequate ethics education for professionals, the paper presents research findings indicating that education students are not leaving colleges and universities with a clear understanding of what is expected of them by society, their peers and the profession. The paper concludes with three suggestions about how to begin bringing ethics education for teachers more into line with teaching's aspiration to professional status.
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- 2017
27. Undergraduate Peer Mentors as Teacher Leaders: Successful Starts
- Author
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Wallin, Dawn, DeLathouwer, Erin, Adilman, Jordan, Hoffart, Jessie, and Prior-Hildebrandt, Kathy
- Abstract
This paper discusses the results of a qualitative study that examined the professional growth of undergraduate peer mentors as teacher leaders during an innovative Learning Community initiative designed for a teacher education program at the University of Saskatchewan. The paper describes the extent to which peer mentors exhibited characteristics of teacher leadership during the enactment of this role. Focus group and individual interview data were analyzed using a conceptual framework developed by Hunzicker (2012) that considers how teacher leadership is enacted in three areas: (a) participation in a professional community, (b) growing and developing professionally, and (c) demonstrating professionalism. The paper concludes by suggesting that the Learning Community's initiative provides an exciting opportunity to foster the development of teacher leadership for peer mentors during their undergraduate teacher education preparation.
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- 2017
28. How Experienced SoTL Researchers Develop the Credibility of Their Work
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Billot, Jennie, Rowland, Susan, Carnell, Brent, Amundsen, Cheryl, and Evans, Tamela
- Abstract
Teaching and learning research in higher education, often referred to as the Scholarship of Teaching and Learning (SoTL), is still relatively novel in many academic contexts compared to the mainstay of disciplinary research. One indication of this is the challenges those who engage in SoTL report in terms of how this work is valued or considered credible amongst disciplinary colleagues and in the face of institutional policies and practices. This paper moves beyond the literature that describes these specific challenges to investigate how 23 experienced SoTL researchers from five different countries understood the notion of credibility in relationship to their SoTL research and how they went about developing credibility for their work. Semistructured interviews were facilitated and analyzed using inductive analysis. Findings indicate that notions of credibility encompassed putting SoTL research into action and building capacity and community around research findings, as well as gaining external validation through traditional indicators such as publishing. SoTL researchers reported a variety of strategies and approaches they were using, both formal and informal, to develop credibility for their work. The direct focus of this paper on "credibility" of SoTL work as perceived by experienced SoTL researchers, and how they go about developing credibility, is a distinct contribution to the discussions about the valuing of SoTL work.
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- 2017
29. Variables Affecting Student Motivation Based on Academic Publications
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Yilmaz, Ercan, Sahin, Mehmet, and Turgut, Mehmet
- Abstract
In this study, the variables having impact on the student motivation have been analyzed based on the articles, conference papers, master's theses and doctoral dissertations published in the years 2000-2017. A total of 165 research papers were selected for the research material and the data were collected through qualitative research techniques through document review and content analysis. According to the research results, the most important factors affecting student motivation are the fields of teacher, teachers' classroom management skills and their teaching methods. In this research, factors having less influence on the student motivation are parental communication, student characteristics and study fields. In addition, relational search type was used more than others, mostly students were selected as the study group and most researches were conducted in USA and Turkey.
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- 2017
30. TESOL, a Profession That Eats Its Young! the Importance of Reflective Practice in Language Teacher Education
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Farrell, Thomas S. C.
- Abstract
The field of teaching English to speakers of other languages (TESOL) is similar to other fields in that we must not take it for granted that novice teachers will survive their first year without some kind of support. This paper outlines how three novice ESL teachers in Canada survived their first year without any support from the school they were placed. Specifically, the paper outlines how they, with the aid of a facilitator, engaged in reflective practice by using a framework for reflecting on practice to help them navigate complex issues and challenges they faced during their first year of teaching. Had they not engaged in such structured reflection during their first year, they would have probably become another statistic of those who quit the profession and contribute to the growing perception that TESOL is a profession that eats its young. The paper suggests that language teacher educators and novice teachers should not just wait until their first year to learn the skills of reflective practice but should do so much earlier in their teacher education programs so that they can be better prepared for the transition from their teacher education programs to the first year of teaching.
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- 2016
31. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (13th, Mannheim, Germany, October 28-30, 2016)
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International Association for Development of the Information Society (IADIS), Sampson, Demetrios G., Spector, J. Michael, Ifenthaler, Dirk, and Isaias, Pedro
- Abstract
These proceedings contain the papers of the 13th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2016), October 28-30, 2016, which has been organized by the International Association for Development of the Information Society (IADIS), co-organized by the University of Mannheim, Germany, and endorsed by the Japanese Society for Information and Systems in Education (JSISE). The CELDA conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. These proceedings contain the following keynote lectures: (1) From Digital to Double Blended Learning (Jeroen J. G. van Merrienboer); and (2) Open Educational Resources: Educational Technology as a Driver for Educational Reform? (Michael Kerres). Full papers in these proceedings include: (1) A Service-Learning Project Using Crowdfunding Strategy: Students' Experience and Reflection (Jessnor Elmy Mat-jizat and Khalizul Khalid); (2) Towards a Theory-Based Design Framework for an Effective E-Learning Computer Programming Course (Ian S. McGowan); (3) An Ontology for Learning Services on the Shop Floor (Carsten Ullrich); (4) The Impact of Technology Integration upon Collegiate Pedagogy from the Lens of Multiple Disciplines (Joan Ann Swanson); (5) A Learning Support System Regarding Motion Trigger for Repetitive Motion Having an Operating Instrument (Hiroshi Toyooka, Kenji Matsuura, and Naka Gotoda); (6) Task-Based Assessment of Students' Computational Thinking Skills Developed through Visual Programming or Tangible Coding Environments (Takam Djambong and Viktor Freiman); (7) Framework for Intelligent Teaching and Training Systems--A Study of the Systems (Nikolaj Troels Graf von Malotky and Alke Martens); (8) Mobile Device Usage in Higher Education (Jan Delcker, Andrea Honal, and Dirk Ifenthaler); (9) Features Students Really Expect from Learning Analytics (Clara Schumacher and Dirk Ifenthaler); (10) Music Technology Competencies for Education: A Proposal for a Pedagogical Architecture for Distance Learning (Fátima Weber Rosas, Leticia Rocha Machado, and Patricia Alejandra Behar); (11) Increasing Students' Science Writing Skills through a PBL Simulation (Scott W. Brown, Kimberly A. Lawless, Christopher Rhoads, Sarah D. Newton, and Lisa Lynn); (12) The Effect of Choosing versus Receiving Feedback on College Students' Performance (Maria Cutumisu and Daniel L. Schwartz); (13) The Impact of Middle-School Students' Feedback Choices and Performance on Their Feedback Memory (Maria Cutumisu and Daniel L. Schwartz); (14) Numerical Acuity Enhancement in Kindergarten: How Much Does Material Presentation Form Mean? (Maria Lidia Mascia, Maria Chiara Fastame, Mirian Agus, Daniela Lucangeli, and Maria Pietronilla Penna); (15) A Video Game for Learning Brain Evolution: A Resource or a Strategy? (Luisa Fernanda Barbosa Gomez, Maria Cristina Bohorquez Sotelo, Naydu Shirley Roja Higuera, and Brigitte Julieth Rodriguez Mendoza); (16) Communication Vulnerability in the Digital Age: A Missed Concern in Constructivism (Fusa Katada); (17) Online Learners' Navigational Patterns Based on Data Mining in Terms of Learning Achievement (Sinan Keskin, Muhittin Sahin, Adem Ozgur, and Halil Yurdugul); (18) Amazed by Making: How Do Teachers Describe Their PBL Experience (Dalit Levy and Olga Dor); (19) Group Work and the Impact, If Any, of the Use of Google Applications for Education (Jannat Maqbool); (20) Fractangi: A Tangible Learning Environment for Learning about Fractions with an Interactive Number Line (Magda Mpiladeri, George Palaigeorgiou, and Charalampos Lemonidis); (21) Evaluation of Learning Unit Design with Use of Page Flip Information Analysis (Izumi Horikoshi, Masato Noguchi, and Yasuhisa Tamura); (22) Einstein's Riddle as a Tool for Profiling Students (Vildan Özeke and Gökhan Akçapinar); (23) Exploring Students' E-Learning Effectiveness through the Use of Line Chat Application (Tassaneenart Limsuthiwanpoom, Penjira Kanthawongs, Penjuree Kanthawongs, and Sasithorn Suwandee); (24) Factors Affecting Perceived Satisfaction with Facebook in Education (Penjuree Kanthawongs, Penjira Kanthawongs, and Chaisak Chitcharoen); (25) Interactive Video, Tablets and Self-Paced Learning in the Classroom: Preservice Teachers' Perceptions (Anthia Papadopoulou and George Palaigeorgiou); (26) Cognitive Design for Learning: Cognition and Emotion in the Design Process (Joachim Hasebrook); (27) Investigating the Potential of the Flipped Classroom Model in K-12 Mathematics Teaching and Learning (Maria Katsa, Stylianos Sergis, and Demetrios G. Sampson; (28) Learning Analytics to Understand Cultural Impacts on Technology Enhanced Learning (Jenna Mittelmeier, Dirk Tempelaar, Bart Rienties, and Quan Nguyen); (29) Widening and Deepening Questions in Web-Based Investigative Learning (Akihiro Kashihara and Naoto Akiyama); (30) Year 9 Student Voices Negotiating Digital Tools and Self-Regulated Learning Strategies in a Bilingual Managed Learning Environment (Ulla Freihofner, Simone Smala, and Chris Campbell); (31) Purposeful Exploratory Learning with Video Using Analysis Categories (Meg Colasante); (32) Building a Learning Experience: What Do Learners' Online Interaction Data Imply (Mehmet Kokoç and Arif Altun); (33) Rules for Adaptive Learning and Assistance on the Shop Floor (Carsten Ullrich); and (34) Participation and Achievement in Enterprise MOOCs for Professional Learning (Florian Schwerer and Marc Egloffstein). Short papers included in these proceedings include: (1) Connectivist Communication Networks (Ingolf Waßmann, Robin Nicolay, and Alke Martens); (2) Learning and Skills Development in a Virtual Class of Educommunications Based on Educational Proposals and Interactions (Maria Cristina Bohorquez Sotelo, Brigitte Julieth Rodriguez Mendoza, Sandra Milena Vega, Naydu Shirley Roja Higuera, and Luisa Fernanda Barbosa Gomez); (3) The Relationship among ICT Skills, Traditional Reading Skills and Online Reading Ability (I-Fang Liu and Hwa-Wei Ko); (4) Towards Concept Understanding Relying on Conceptualisation in Constructivist Learning (Farshad Badie); (5) E-Learning in Chemistry Education: Self-Regulated Learning in a Virtual Classroom (Rachel Rosanne Eidelman and Yael Shwartz); (6) Relationship of Mobile Learning Readiness to Teacher Proficiency in Classroom Technology Integration (Rhonda Christensen and Gerald Knezek); (7) Human Computer Interaction (HCI) and Internet Residency: Implications for Both Personal Life and Teaching/Learning (Linda Crearie); (8) A Portfolio for Optimal Collaboration of Human and Cyber Physical Production Systems in Problem-Solving (Fazel Ansari and Ulrich Seidenberg); (9) Innovative Collaborative Learning Strategies for Integrated Interactive E-Learning in the 21st Century (Barbara Son); (10) Educational Criteria for Evaluating Simple Class Diagrams Made by Novices for Conceptual Modeling (Mizue Kayama, Shinpei Ogata, David K. Asano, and Masami Hashimoto); (11) Digital Natives and Digital Divide: Analysing Perspective for Emerging Pedagogy (Uriel U. Onye and Yunfei Du); (12) E-Learning System Using Segmentation-Based MR Technique for Learning Circuit Construction (Atsushi Takemura); (13) Students' Google Drive Intended Usage: A Case Study of Mathematics Courses in Bangkok University (Krisawan Prasertsith, Penjira Kanthawongs, and Tan Limpachote); (14) An Empirical Study on the Impact of Self-Regulation and Compulsivity towards Smartphone Addition of University Students (Penjira Kanthawongs, Felicito Angeles Jabutay, Ruangrit Upalanala, and Penjuree Kanthawongs); (15) Adaptive Game Based Learning Using Brain Measures for Attention--Some Explorations (Jelke van der Pal, Christopher Roos, Ghanshaam Sewnath, and Christian Rosheuvel); (16) Evaluation of the Course of the Flight Simulators from the Perspective of Students and University Teachers (Feyzi Kaysi, Bünyamin Bavli and Aysun Gürol); (17) Development of Critical Thinking with Metacognitive Regulation (Yasushi Gotoh); (18) Enacting STEM Education for Digital Age Learners: The "Maker" Movement Goes to School (Dale S. Niederhauser and Lynne Schrum); (19) New Scenarios for Audience Response Systems in University Lectures (Daniel Schön, Stephan Kopf, Melanie Klinger, and Benjamin Guthier); (20) Academic Retention: Results from a Study in an Italian University College (Maria Lidia Mascia, Mirian Agus, Maria Assunta Zanetti, Eliano Pessa, and Maria Pietronilla Penna); and (21) Learning How to Write an Academic Text: The Effect of Instructional Method and Reflection on Text Quality. Reflection papers in these proceedings include: (1) Teachers' Attitude towards ICT Use in Secondary Schools: A Scale Development Study (Mehmet Kemal Aydin, Ali Semerci, and Mehmet Gürol); and (2) Inventing the Invented for STEM Understanding (Alicia Stansell, Tandra Tyler-Wood, and Christina Stansell). An author index is included. Individual papers contain references.
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- 2016
32. Implementation and Evaluation of the Skills Training in Affective and Interpersonal Regulation (Stair) in a Community Setting in the Context of Childhood Sexual Abuse
- Author
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MacIntosh, Heather B., Cloitre, Marylene, Kortis, Kerrie, Peck, Alison, and Weiss, Brandon J.
- Abstract
Purpose: The objective of this article is to describe the implementation of the Skills Training in Affective and Interpersonal Regulation (STAIR), a manualized, evidence-based cognitive behavioral group treatment for childhood trauma at Cedar Centre, a community-based trauma treatment center, and describe the preliminary evaluation of the effectiveness of the treatment. Method: Pre- and postmeasurements of emotion regulation, interpersonal problems, and traumatic stress symptoms using psychometrically validated instruments were collected. Outcomes were assessed for 85 individuals who experienced childhood sexual abuse and participated in the first cycles of intervention at the center. Results: Results indicated significant reductions in difficulties in emotion regulation, interpersonal problems, and trauma symptoms among participants from pretreatment to posttreatment. Discussion: Overall, there was a positive response to the adoption and integration of the STAIR intervention into the program. Qualitative assessment identified the benefits perceived by both facilitators and group participants. [Paper presented at the Stockholm Conference on Behavioral and Social Intervention Research, 11-12 May, 2017.]
- Published
- 2018
- Full Text
- View/download PDF
33. Information Literacy on the Go! Adding Mobile to an Age Old Challenge
- Author
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Schmidt Hanbidge, Alice, Sanderson, Nicole, and Tin, Tony
- Abstract
Integrating information literacy skills is fundamental to learning in all contexts. The nexus of mobile devices and information literacy lessons to learn these skills is an innovative pedagogy in higher education explored in this Mobile Information Literacy Tool (MIL) project. Currently, the project's second stage of data collection and analysis is underway with Canadian undergraduate students in seven different classes majoring in psychology, social work, English or social development studies. The purpose of this stage is to test the MIL tool and determine the effectiveness of using mobile technology to enhance students' information literacy skills and learning experiences. Pre and post-test measures will generate quantitative and qualitative data where data analysis will indicate a degree of change in frequency of mobile device information literacy access and fluency in digital literacy skills. Our hypothesis was that digital literacy skills increase with the use of the mobile technology information literacy tool. The research project's preliminary successes and experiences with overcoming the barriers to support anytime, anywhere student mobile information literacy training to engage and enhance mobile learner's experiences are discussed. Based on our stage one research findings (Hanbidge Sanderson & Tin 2015), gaps in participants' information literacy knowledge lead us to advocate that information literacy be an explicit part of the core content in classroom curriculum. [For the full proceedings, see ED571335.]
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- 2016
34. Off the Wall: A Case Study of Changing Teacher Perceptions of Arts-Integrated Pedagogy and Student Population
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Windsor-Liscombe, Suzanne Gloria
- Abstract
This paper, derived from a larger case study, presents new perspectives on arts-integrated elementary schools. It focusses on several issues including teacher understandings of arts-integrated pedagogy, willingness to collaborate, arts credentials, and teacher perceptions of those students enrolling from outside catchment area. Hence it raises the question as to whether school districts should consider new policies specific to arts-integrated schools for both students enrolling, and teaching staff. As a teacher-administrator at Mosaic for several years, the researcher became interested in the motivations for student enrollments from outside of Mosaic's catchment area. Through interviews with educators and parents, the case study investigates perceptions and motivations for student enrollments. This paper's focus is the analysis of interviews with Mosaic educators: their understandings and perspectives on arts-integrated pedagogy, student profiles, and their own valuing of the arts.
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- 2016
35. Teacher-Student Perspectives of Invisible Pedagogy: New Directions in Online Problem-Based Learning Environments
- Author
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Barber, Wendy and King, Sherry
- Abstract
Universities and institutions of higher education are facing economic pressures to sustain large classes, while simultaneously maintaining the quality of the online learning environment (Deming et al., 2015). Digital learning environments require significant pedagogical shifts on the part of the teacher. This paper is a qualitative examination of the nature of teaching in the digital age, and the significant changes facing teachers in the 21st century. The authors describe key features of quality distance pedagogy that were exhibited during 12 weeks of a synchronous undergraduate course held in Adobe Connect. The central research questions are: (1) How can problem-based learning pedagogy enable instructors to form smaller cohesive groups of students that take greater responsibility for their own learning?; (2) What strategies can be used by teachers to develop communities of practice and inquiry?; (3) How can an instructor in a large virtual class co-create the level of social capital that is required to build and maintain the relationships that are a necessary condition for a high quality learning experience?; and (4) What are the perceptions of teachers about the challenges and benefits of facilitating a high quality problem based learning environment through invisible pedagogy? The research is grounded in literature through the work of Cousins and Bissar (2012), Kaufman (2013), Badge, Saunders and Cann (2012), Flavin (2012) and McNeill, Gosper and Xu (2012). These authors examine how teachers and learners adapt to the digital age. In addition, more recent work by Bowers and Kumar (2015), Hoadley (2016), Deming et al. (2015) and Gunduz et al. (2016) are examined. In these digital spaces, teachers become facilitators, guides, collaborators and learners themselves, thus making traditional pedagogy virtually invisible. Further, the paper uses qualitative semi-structured interviews of two assistant professors who instructed the two groups of undergraduate students. The teachers identify challenges and successes to using problem based learning as a tool for attaining 21st century learning outcomes in digital learning spaces.
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- 2016
36. Going Blended with a Triple-Entry Activity: Students' Online Discussions of Assigned Readings Using 'Marginalia'
- Author
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Kanevsky, Lannie, Xin, Cindy, and Ram, Ilana
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In this paper, we describe and investigate small group discussions of assigned readings in an online version of a "triple-entry activity" in a blended course used an annotation tool, "Marginalia". We wondered if students would interact in this structured, critical, reflective reading activity as effectively online as they had when the activity was undertaken on paper in face-to-face classes. We investigated what happened, why, and if successful, and how these findings might inform the use of annotated discussions in the future. We found 30% of comments acknowledged the value of ideas expressed in a group member's response to a reading, 30% extended those ideas, 11% connected the reading to personal experience, 9% were questions, and 6% answers. Approximately 60% of the interactions were between one group member and the author of the response; 40% involved comments that were connected to each other as well as the author's response to the reading. Students felt using "Marginalia" to comment on classmates' responses and having classmates comment on their responses facilitated their learning from assigned readings. The instructor agreed and felt the online discussions also contributed to the development of a community of learners between face-to-face classes. In addition, reading students' responses and discussions before each class informed the instructor's preparation for in-class activities.
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- 2016
37. Digital Storytelling for Historical Understanding: Treaty Education for Reconciliation
- Author
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Hildebrandt, Katia, Lewis, Patrick, Kreuger, Claire, Naytowhow, Joseph, Tupper, Jennifer, Couros, Alec, and Montgomery, Ken
- Abstract
This paper presents the findings of a research project that sought to interrogate the possibilities of digital storytelling as a pathway towards a more complete understanding of treaties and the treaty relationship in western Canada. This research is situated in the province of Saskatchewan, where treaty education (that is, education about the history of the numbered treaties signed between First Nations people and the British Crown, as well as the subsequent history of the treaty relationship) has been mandatory for almost a decade. The paper details a two-year journey alongside elementary educators as they used digital storytelling to take up treaty education in their classrooms. We present an overview of the research project as well as the narratives of a teacher, a researcher, and a Cree knowledge keeper, all of whom were involved in and reflected on the research journey. We consider the research findings alongside these narratives in order to explore the possibilities that digital storytelling might offer as we, as a Canadian nation, move towards reconciliation with Aboriginal people within a Canadian context of ongoing colonialism.
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- 2016
38. Inuit Voices on Quality Education in Nunavut: Policy Implications
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Fredua-Kwarteng, Eric
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This paper is based on a research that explored how Inuit community members in Nunavut Territory, Canada, conceptualized quality education in the socio-cultural context of the territory. Data were collected through telephone interviews of 13 Inuit community members in Nunavut and document reviews both of which were conducted in 2010. The data analysis showed that Inuit community members are gravely concerned with:(1) the low grade twelve graduation rates and high dropout rates in the territory schools;(2) School improvement planning that engages Inuit communities; (3) Integration of school with the larger community; (4) Communicative engagement with parents and other community stakeholders; (5) Culturally relevant school programming and pedagogy; and (6) Culturally appropriate disciplinary methods. In the conclusion, the paper spells out the policy implications of the findings.
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- 2016
39. Internal Participatory Evaluation as an Organizational Learning System: A Longitudinal Case Study.
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Robinson, Tim T. and Cousins, J. Bradley
- Abstract
Few studies exist on the impact of practical participatory evaluation when the evaluator is not only a member of the organization, but also has program knowledge and expertise. This paper addresses this gap in the literature by reporting on a 2.5-year longitudinal single case study of practical participatory evaluation of a national, publicly funded training organization. Drawing on multiple sources of qualitative data, the study investigates the effects of an internal evaluator who was both employed by the organization and internal to the program being evaluated. Results show that the added dimensions of evaluator knowledge of both program and organizational content can have a powerful impact on developing the organization's capacity to inquire systematically and to learn. The study also demonstrates the differential effects on various sub-processes and strategies associated with the organizational learning construct. (Contains 37 references.) (Author/SLD)
- Published
- 1999
40. Co-Operative Education: Challenges of Qualitative Research on Learning in the Workplace.
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Chin, Peter, Munby, Hugh, and Hutchinson, Nancy L.
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This paper is concerned with the challenges of qualitative research on workplace learning that occurs within co-operative (co-op) education. Co-op education is extensive in Canada, with an estimated 10% of the student population enrolled in co-op secondary education each year. The context for this study was a veterinary clinic in which four co-op students participated. The theoretical framework for the study considered the workplace experiences as curriculum, the special character of experiential learning, and a cognitive perspective on learning from experience. Methodological challenges were evident in four related areas: (1) observation in an unfamiliar setting; (2) goals of the workplace setting; (3) conceptions of knowledge and curriculum; and (4) varieties of learning. The methodological challenges recognized in this study highlight the interplay among the theoretical framework, data collection methods, and data analysis procedures. (Contains 16 references.) (SLD)
- Published
- 1999
41. I've Got You Covered: Adventures in Social Justice-Informed Co-Teaching
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Cobb, Cam and Sharma, Manu
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What is social justice-informed co-teaching? Why is it important? How can social justice pedagogy deepen co-teaching practices? What are the key challenges and possibilities open to teachers and learners involved in a social-justice informed co-teaching experience? These questions are useful to ask as they begin to address new pedagogical approaches in teacher education, which engage with the current diverse student population. Each of these questions is discussed in this qualitative research paper. This narrative inquiry adds to the literature on social justice-informed co-teaching in an innovative way. It also critically examines the purposeful endeavor of two professors who used a social justice framework to guide their co-teaching practice and pedagogy. At once, this paper is a lived experience, a story, and a research study. In deconstructing two narratives, the authors articulate outcomes and implications of social justice informed co-teaching practice and pedagogy. Further implications for research and practice in teacher education programs, teaching practices and field experiences, and co-teachers themselves are shared in the closing segment of the paper.
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- 2015
42. Tailoring University Counselling Services to Aboriginal and International Students: Lessons from Native and International Student Centres at a Canadian University
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Robertson, Lloyd Hawkeye, Holleran, Kathryn, and Samuels, Marilyn
- Abstract
Critics have suggested that the practice of psychology is based on ethnocentric assumptions that do not necessarily apply to non-European cultures, resulting in the underutilization of counselling centres by minority populations. Few practical, culturally appropriate alternatives have flowed from these concerns. This paper reviews experiences from a doctoral-level practicum in counselling psychology that targeted aboriginal and international university students outside of the mainstream counselling services at a western Canadian university over a two-year period. It recommends an integrated approach, combining assessment, learning strategy skills, and counselling skills while incorporating community development methodology. The paper concludes with recommendations for counsellor training that will enhance services to both international and aboriginal students.
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- 2015
43. Accessibility in Teaching Assistant Training: A Critical Review of Programming from Ontario's Teaching and Learning Centres
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Vander Kloet, Marie
- Abstract
It is increasingly understood that university education must be accessible to persons with disabilities. The responsibility to make the university accessible is arguably shared by all of us and yet, the extent to which it has become fully accessible is certainly suspect. By undertaking qualitative, discursive analysis of websites, online texts and other materials provided by Ontario's teaching and learning centres, this paper seeks to do two things. First, it provides a critical overview of the types of training currently available at Ontario universities for teaching assistants on accessibility and teaching. This review will outline initiatives directed towards compliance with Accessibility for Ontarians with Disabilities Act (AODA) requirements, those focused on education and advocacy (as well as areas of overlap) and broader equity training which encompasses accessibility. Second, this paper, considering the content of the reviewed material and informed by critical disability studies, offers up an articulation of future directions for research, writing, advocacy, and training on teaching assistant development on accessible teaching.
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- 2015
44. International Peer Collaboration to Learn about Global Climate Changes
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Korsager, Majken and Slotta, James D.
- Abstract
Climate change is not local; it is global. This means that many environmental issues related to climate change are not geographically limited and hence concern humans in more than one location. There is a growing body of research indicating that today's increased climate change is caused by human activities and our modern lifestyle. Consequently, climate change awareness and attention from the entire world's population needs to be a global priority and we need to work collaboratively to attain a sustainable future. A powerful tool in this process is to develop an understanding of climate change through education. Recognizing this, climate change has been included in many science curricula as a part of science education in schools. However, teaching such a complex and global topic as climate change is not easy. The research in this paper has been driven by this challenge. In this paper, we will present our online science module called Global Climate Exchange, designed with inquiry activities for international peer collaboration to teach climate change. In this study, we engaged 157 students from four countries (Canada, China, Sweden, and Norway) to collaborate in Global Climate Exchange. To explore the opportunities that international peer collaboration in Global Climate Exchange gives, we have analyzed how students develop their explanations about climate change issues over time. Our analysis showed that the students increased the proportion of relevant scientific concepts in relation to the total number of words in their explanations and that they improved the quality of links between concepts over a six-week period. The analysis also revealed that the students explained more perspectives relating to climate change issues over time. The outcomes indicate that international peer collaboration, if successfully supported, can be an effective approach to climate change education.
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- 2015
45. Investigating a Peer-to-Peer Community Service Learning Model for LIS Education
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O'Brien, Heather L., Freund, Luanne, Jantzi, Leanna, and Sinanan, Samantha
- Abstract
This research explores the professionalization of Library and Information Science (LIS) students who participated in a peer-tutoring service, "Research Rescue." Research Rescue was a collaboration of the Chapman Learning Commons and the School of Library, Archival and Information Studies (SLAIS) at the University of British Columbia. The purpose of the service was to provide an experiential learning opportunity for LIS students, benefit undergraduate students in need of assistance with term papers, and increase undergraduates' awareness and use of the campus libraries through targeted referrals. Research Rescue interactions were documented as "shift notes" in a wiki, which was moderated by a learning services librarian and SLAIS faculty. The wiki acted as a shared learning resource and a means of observing and exploring LIS students' learning and professional development as an outcome of participating in the service. In this paper, we report on our qualitative analysis of the shift notes, which provide evidence that peer tutors took steps towards the formation of their professional identities. We explore the learning and socialization that occurred as part of tutors' involvement in Research Rescue, while also advocating that peer tutoring is a viable model for LIS education.
- Published
- 2014
46. Qualitative Insights from a Canadian Multi-Institutional Research Study: In Search of Meaningful E-Learning
- Author
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Carter, Lorraine M., Salyers, Vince, Myers, Sue, Hipfner, Carol, Hoffart, Caroline, MacLean, Christa, White, Kathy, Matus, Theresa, Forssman, Vivian, and Barrett, Penelope
- Abstract
This paper reports the qualitative findings of a mixed methods research study conducted at three Canadian post-secondary institutions. Called the Meaningful E-learning or MEL project, the study was an exploration of the teaching and learning experiences of faculty and students as well as their perceptions of the benefits and challenges of e-learning. Importantly, e-learning was conceptualized as the integration of pedagogy, instructional technology, and the Internet into teaching and learning environments. Based on this definition, participants reflected on e-learning in relation to one or more of the following contexts: face-to-face (f2f) classrooms in which instructional technologies (e.g. learning management systems, video and web-conferencing, mobile devices, etc.) are used; blended or web-enhanced learning environments; and fully online learning environments. Data collected for the study included survey data (n = 1377 for students, n = 187 for faculty); narrative comments (n = 269 for students, n = 74 for faculty); and focus groups (n = 16 for students, n = 33 for faculty). The latter two sets of data comprise the basis of this paper. Four major themes emerged based on the responses of students and faculty. Represented by the acronym HIDI, the themes include human connection (H), IT support (I), design (D), and institutional infrastructure (I). These themes and sub-themes are presented in the paper as well as recommendations for educators and administrators who aspire to make e-learning a pedagogically meaningful experience for both learners and their teachers.
- Published
- 2014
47. Chance, Choice, and Opportunity in the Careers of Four Women Educators.
- Author
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Young, Beth
- Abstract
Life history interviews with four women holding doctorates in educational administration are presented in this paper, which examines how chances and choice affect women administrators' career decisions. A second focus is on how organizational structure in educational organizations can enhance career opportunities for women educators. Three anecdotes are presented to illustrate the relationships among chance, choice, and opportunities in the careers of particular women in particular organizational contexts. The narratives are categorized according to three themes--unexpected openings, widening horizons, and chance remarks. The stories suggest that women's opportunities can be expanded through the modification of existing structures. A review of current policy initiatives in Canada found that opportunity for females could be engendered through: special assignments; rewarding mentoring functions; redefinition of the concepts of career and success; and affirmative action programs. A recommendation is made to foster environments where chance occurrences can be transformed into opportunities. (29 references) (LMI)
- Published
- 1990
48. Discovering the Stories of Introverted Adolescent Females: Innovative Approaches to Qualitative Methodology
- Author
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Plett, Barrette
- Abstract
This study was conducted for the researcher's Master's thesis on the lived experience of introverted adolescent female students in rural Nova Scotia, Canada. The aim of the research was to better understand these students' lived experiences in public school. Due to their introverted natures, these students' stories are not typically reported. The researcher, a school counsellor, was interested in understanding these students' experiences, and helping schools foster optimal learning environments for students like them. The researcher undertook a qualitative, narrative inquiry approach, and used photo-elicitation with social media (Pinterest), as well as applying counselling skills and the researcher's own introversion as research methodology. Methods and methodology are examined and future directions are proposed.
- Published
- 2016
49. ‘This is real now because it’s a piece of paper’: texts, disability, and LGBTQ parents.
- Author
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Gibson, Margaret F.
- Subjects
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PARENTS of children with disabilities , *GAY parents , *SERVICES for people with disabilities , *MEDICAL care , *DOCUMENTATION , *PARENTS , *HUMAN services , *ADOPTION , *BIRTH certificates , *DISCRIMINATION (Sociology) , *HEALTH services accessibility , *INTERVIEWING , *MEDICAL records , *RESEARCH funding , *QUALITATIVE research , *LGBTQ+ people , *SOCIAL attitudes , *PARENT attitudes , *ATTITUDES toward sex , *PSYCHOLOGY ,MEDICAL care for people with disabilities - Abstract
What role do texts play in LGBTQ (lesbian, gay, bisexual, transgender, and queer) parents’ experiences of disability service systems? In interviews with 15 LGBTQ parents of disabled children in Toronto, Canada, participants selected documents to be used as a focus for discussion. Parents considered how LGBTQ identity and other intersectional identities influenced their experiences of institutional texts including adoption certificates, intake forms, and assessments. Findings suggest that documentation practices can operate as forms of systemic gatekeeping. LGBTQ identity was sometimes very significant in parents’ accounts, and sometimes less central than other aspects of their families' identities and experiences. [ABSTRACT FROM PUBLISHER]
- Published
- 2016
- Full Text
- View/download PDF
50. If Intercultural Competence Is the Goal, What Are the Materials?
- Author
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Center for Educational Resources in Culture, Language and Literacy (CERCLL) and Chapelle, Carol A.
- Abstract
Language educators argue that foreign language learning in the United States should increase students' intercultural competence (IC), which will allow them to see relationships among different cultures, mediate across cultures, and critically analyze cultures including their own. Qualitative research investigating students experiences with such cross-cultural conversations in study abroad and Internet collaborations raises questions about how well prepared students are to converse in a manner that is likely to increase their intercultural competence. To begin to explore the quality of cultural content language learners are exposed to, I examined Canadian cultural content of beginning-level French books used in the United States in view of its potential for developing intercultural competence. Findings reveal some examples of potential intercultural competence-building content, particularly pertaining to Quebecois identity and French maintenance in Canada, but also point to missed opportunities. Beginning-level French books used in the study are appended. (Contains 2 tables.) [This paper was published in: Proceedings of Intercultural Competence Conference August, 2010, Vol. 1, pp. 27-50. Funding for this paper was provided by the Faculty Research Grant Program of the Canadian Embassy and the College of Liberal Arts and Sciences at Iowa State University.]
- Published
- 2010
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