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302. Government Letter of Expectations between the Minister of Advanced Education and Labour Market Development (as Representative of the Government of British Columbia) and the Chair of Thompson Rivers University, April 1, 2008-March 31, 2009
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Ministry of Advanced Education and Labour Market Development
- Abstract
Every year, the ministry writes to the public post-secondary institutions outlining operating budget allocations, service delivery targets and priority issues. The letters are a component of ministry planning, as identified in the accountability framework. Goals and objectives are identified in the annual ministry service plan. Each institution helps achieve those goals and objectives through specific accountabilities set out in the government letters of expectation. This letter details the agreement of accountabilities, roles and responsibilities between the Government of British Columbia and Thompson Rivers University for the period April 1, 2008-March 31, 2009. The following are attached: (1) Thompson Rivers University (excluding the Open Learning Division) Accountability Framework 2008/09-2010/11 Performance Targets; (2) Thompson Rivers University 2008/09-2010/11 Operating Transfers and Overall Student FTE Targets; and (3) Thompson Rivers University 2008/09 to 2010/11 Operating Transfers and Student FTE Targets.
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- 2008
303. Government Letter of Expectations between the Minister of Advanced Education (as Representative of the Government of British Columbia) and the Chair of the University College of the Fraser Valley. April 1, 2008-March 31, 2009
- Author
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Ministry of Advanced Education and Labour Market Development
- Abstract
Every year, the ministry writes to the public post-secondary institutions outlining operating budget allocations, service delivery targets and priority issues. The letters are a component of ministry planning, as identified in the accountability framework. Goals and objectives are identified in the annual ministry service plan. Each institution helps achieve those goals and objectives through specific accountabilities set out in the government letters of expectation. This letter details the agreement of accountabilities, roles and responsibilities between the Government of British Columbia and the University College of the Fraser Valley for the period April 1, 2008-March 31, 2009. The following are attached: (1) University College of the Fraser Valley Accountability Framework 2008/09-2010/11 Performance Targets; (2) University College of the Fraser Valley 2008/09-2010/11 Operating Transfers and Overall Student FTE Targets; and (3) University College of the Fraser Valley 2008/09 to 2010/11 Operating Transfers and Student FTE Targets.
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- 2008
304. Campus 2020: Thinking Ahead. The Report. Access and Excellence: The Campus 2020 Plan for British Columbia's Post-Secondary Education System
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Ministry of Advanced Education and Plant, Geoff
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Campus 2020: Thinking Ahead asked British Columbians to imagine the future of higher learning and to create a plan that will help us get there. This report is that plan. This report is the first comprehensive look at higher education in British Columbia in 45 years. It charts a course for the future that builds on the strengths of the past. While there have been many positive developments over the last few decades, there were calls for a renewed vision and unifying policy framework. This report makes 52 recommendations to government on how to build on the strengths of British Columbia's existing system of higher education. The report calls for setting clear, concrete and measurable targets that express, in summary, our goals for higher education. These targets must be public, and they must incorporate achievable yet demanding timelines. A few of the targets set out in this report are: (1) By 2010, BC will consistently be one of the three highest spending provinces in terms of provincial support for basic and applied research; (2) By 2015, BC will achieve the highest level of participation in post-secondary education per capita in Canada, confer more post-secondary credentials per capita than any other province and rank top in the country on quality measures focused on student achievement; (3) By 2020, post-secondary participation and attainment rates will be equalized across the province's regions and income quartiles; and (4) By 2020, the rate of Aboriginal post-secondary participation and attainment will equal general population rates, and we will have reduced by 50 per cent the proportion of BC adults not achieving high school equivalency by age 30. Reaching these targets will require leadership, planning, commitment, focus, resources and innovation. It will require a variety of agencies undertaking a number of defined tasks and activities within a specific timeframe. This report provides a framework for that work--a new "BC Access and Excellence Strategy." Two provincial structures are proposed: a Higher Education Presidents' Council--to facilitate collaborative, coordinated planning among all post-secondary institutions in the province; and a public interest Higher Education Board--to measure the progress of the entire sector in achieving government's goals for post-secondary education from an integrated, life-long learning perspective. In addressing issues of funding for the post-secondary system itself, and for the students in it, this report recommends a modified cap on tuition fee increases, the removal of fees for Adult Basic Education and a comprehensive review of our complex student financial assistance program. It also recommends the provincial government commit the funds necessary to attain the ambitious targets contained within a new, long-term and comprehensive plan to provide access and pursue excellence within BC's higher education system. (Contains a list of 9 sources.)
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- 2007
305. The Canadian Higher Education Research Network. A Proposal to the Secretary of State.
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Canadian Society for the Study of Higher Education.
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A network to facilitate research on postsecondary education in Canada is advocated by the Canadian Society for the Study of Higher Education. The network will link centers of specialization and individual researchers, and will use information technology to produce and disseminate research findings and to enhance communications. The network will contribute to the national objectives of federal programs that support postsecondary education, including accessibility, opportunity, mobility, employability, and official languages. Microcomputer conferencing will link scholars, researchers, and practitioners. Network programs will include monographs and discussion papers series, symposia, an electronic notice board, joint projects with other countries, and occasional feasibility studies. As a research organization, the network will have an independent board of directors and a small administrative staff in Ottawa to coordinate research activities conducted nationwide. Technical aspects of the network, including system and terminal requirements and cost estimates, are summarized. Also included are statements of the objectives of federal programs supporting postsecondary education, a list of possible monographs, and a description of the background of the proposal and recommendations of higher education groups. The April 26, 1985, announcement of the establishment of the Canadian Higher Education Research Network (CHERN) is attached. (SW)
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- 1984
306. Thinking Place: Animating the Indigenous Humanities in Education
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Battiste, Marie, Bell, Lynne, Findlay, Isobel M., Findlay, Len, and Henderson, James Youngblood
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Illustrating contexts for and voices of the Indigenous humanities, this essay aims to clarify what the Indigenous humanities can mean for reclaiming education as Indigenous knowledges and pedagogies. After interrogating the visual representation of education and place in Saskatoon, Saskatchewan, Canada, the essay turns to media constructions of that same place as an exemplary site for understanding Aboriginal relations to the Canadian justice system, before sharing more general reflections on thinking place. The task of animating education is then resituated in the Indigenous humanities developed at the University of Saskatchewan, Canada, as a set of intercultural and interdisciplinary theoretical and practical interventions designed to counter prevailing notions of colonial place. The essay concludes by placing education as promise and practice within the non-coercive normative orders offered by the United Nations. In multiple framings and locations of the Indigenous humanities, the essay aims to help readers to meet the challenges they themselves face as educators, learners, scholars, activists. (Contains 2 figures.)
- Published
- 2005
307. Using Google Voice Typing to Automatically Assess Pronunciation
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Johnson, Carol, Cardoso, Walcir, Zuercher, Beau, Brannen, Kathleen, and Springer, Suzanne
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This study examined the use of a popular Automatic Speech Recognition (ASR), Google Voice Typing (GVT), to automatically assess English as second language pronunciation. It aimed to answer the following question: What is the relationship between GVT-rated scores and human-rated scores? To answer this question, we compared audio recordings of 56 oral placement tests, rated by both human raters and GVT. Our results indicate that GVT scores strongly correlated with human-rater scores, indicating that this non-customizable ASR technology could be leveraged to increase the test usefulness of language placement tests. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]
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- 2022
308. Developing a Healthy Masculinities Program on a University Campus
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Scott, David A., Woolnough, Freeman, and Cawthon, Tony W.
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Amid increased concerns about mental health, sexual violence, and substance use among college students, college campuses are looking toward developing targeted programming to help counteract these concerning trends. This practitioner paper highlights the development and impacts of a program at a Canadian institution, which focuses on healthy masculinity and identity development. Although still in the early stages, the feedback and observations are indicative of the powerful potential of this type of programming to improve healthy masculinity on college campuses.
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- 2022
309. Is the Achievement of Moral Character the Ultimate Goal of Higher Education?
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Lee, Jeong-Kyu
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This article is to explore whether the achievement of moral character is the ultimate goal of higher education from a cross cultural approach. To discuss this study logically, three major research questions are addressed. First, what are the concepts of moral, ethics, and character? Second, what is the achievement of moral character from the Eastern and the Western perspectives? Third, what is the role of higher education for the achievement of moral character? To defend these research questions, the author uses a descriptive content analysis method, with a cross cultural approach. In order to explore the questions, the researcher in this study sets several limitations. Moral character is generally limited to the ancient Greek philosophy and Judeo-Christianity as well as to the classical Chinese thought and religion. Specifically, the study is mainly focused on not only Plato's "Republic" and Aristotle's "Nicomachean Ethics," but Confucius' "Analects" and Mencius' "Scripture (The Works of Mengzi)." Additionally, this paper also adjusts the lenses on moral theories, especially moral character, cardinal virtues, social harmony, and the common good. Lastly, higher education is focused on the lenses of Canada and South Korea. The significance of this study is to provide basic theories and valuable resources about moral and character education for educational theorists and practitioners, finding the theories of moral and ethics in the Eastern and the Western thoughts and religions.
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- 2022
310. Upgrading and High School Equivalency among the Indigenous Population Living off Reserve. Insights on Canadian Society
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Statistics Canada, O'Donnell, Vivian, and Arriagada, Paula
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Among people who leave high school prior to completion, many return to schooling as adults. High school equivalency programs (such as a General Educational Development or Adult Basic Education program) gives them the opportunity to go back and complete high school requirements. Using data from the 2017 Aboriginal Peoples Survey--a national survey of First Nations people living off reserve, Métis and Inuit aged 15 and over--this study examines the factors associated with upgrading and high school equivalency among the Indigenous population living off reserve. It also examines whether high school equivalency or upgrading is associated with better educational and labour market outcomes. The first part of the paper presents a brief profile of the high school completion status of the Indigenous population aged 20 and over living off reserve. This is followed by an examination of the characteristics associated with upgrading or high school equivalency among this population. The results are presented for the total Indigenous population living off reserve and for each group separately, whenever possible. The final part of the paper adds to the limited existing research by examining, in both bivariate and multivariate models, the association of high school upgrading or equivalency with selected outcomes for Indigenous adults aged 25 and over.
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- 2019
311. Navigating the Lows to Gain New Heights: Constraints to SoTL Engagement
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Webb, Andrea S.
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Novice Scholarship of Teaching and Learning (SoTL) leaders making the transition from scholarly teaching to SoTL to SoTL Leadership face many challenges within higher education. Not only does traditional academic culture confine most academics to disciplinary silos, but promotion and tenure requirements encourage faculty members to conduct SoTL work "off the side of their desk," if at all (Boyer, 1990; Dobbins, 2008; Webb, Wong, & Hubball, 2013). This paper shares some of the findings from a recent study that investigated what constrained educational leaders' understanding of SoTL while enrolled in a SoTL Leadership program at a Canadian research-intensive university. The paper will also explore implications for the support and enrichment of educational leadership.
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- 2019
312. Incorporating D2L and Google Docs in Language Teaching and Learning
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Li, Miao
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The present paper discusses ways of incorporating two digital tools, Desire2Learn (D2L) and Google Docs, in language teaching and learning. Data were collected from four French language modules offered at the University of Calgary. Through the analysis of the tutor's observations and module evaluations, this paper explores the effectiveness of these tools in helping learners and instructors to move beyond the walls of the classrooms, and to work towards creating an active and learner-oriented environment. Results obtained reveal that both tools contributed to creating an inclusive learning environment and facilitated student participation and instructor's feedback. The author suggests that some pedagogical interventions could be applied to enhance the effectiveness of these tools. [For the complete volume, "Innovative Language Teaching and Learning at University: A Look at New Trends," see ED594807.]
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- 2019
313. Sustainable Leadership Supporting Educational Transformation
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Sanford, Katherine, Hopper, Timothy, Robertson, Kerry, Bell, Dana, Collyer, Vivian, and Lancaster, Laura
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The world, influenced by 21st century technologies and ecological challenges, has rapidly changed with more ability to "connect" locally and globally and more opportunities to learn from a range of sources. As a result, our learners and their needs have changed. With such rapid changes, conceptions of educational leadership need to reflect these changes utilizing the complexities of the role in society. As a group of educators who work in a School District, Ministry of Education and University teacher education programs, we ask how educational leaders in school districts and teacher education programs can design spaces that engage everyone, recognize everyone's expertise and share responsibility for growth and development, and how in teacher education we can begin to move away from the hierarchical, industrialized model of management to one where everyone feels engaged, valued, and heard. In this paper, we draw on sustainable and distributed leadership ideas, termed by Wheatley (2010) as the "new sciences," informed by tenets from complexity theory. Using a case study approach and narrative insights, this paper elucidates how an ongoing Professional Learning Network (PLN) called Link-to-Practice (L2P) offers an alternative conception of educational leadership.
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- 2019
314. The Role of Self-Reflection in an Indigenous Education Course for Teacher Candidates
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Oskineegish, Melissa
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This paper explores the role of self-reflection in a teacher education program. In a mandatory Aboriginal Education course in northwestern Ontario, teacher candidates participated in a variety of self-reflection activities that included two reflection papers, non-traditional sharing circles, and lectures, and classroom discussions that challenged common myths, stereotypes, and prejudices about Indigenous peoples. In a survey with open-ended questions administered at the end of the course, 36 teacher candidates shared their perspectives about self-reflection at the end of the course. Findings from the survey were correlated with seven teacher candidates' reflection papers and with my personal reflections as a participant-as-observer in two of the mandatory courses. The themes that emerged from analysis were placed into three categories; these categories described the role of self-reflection as a process of (1) self-evaluation, (2) establishing personal connections with course theory, and, (3) developing a culturally inclusive pedagogy. The findings suggest that self-reflection in an Indigenous Education course can provide teacher candidates with an effective approach to uncover, identify, and examine internal biases that impact their understanding of teaching Indigenous students and integrating Indigenous content into the curriculum.
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- 2019
315. Eastern Time: Reflections on the Evolution of a Cross-Institutional Instructional Skills Workshop (ISW) Program in Atlantic Canada
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Kay, D. William, O'Brien, Chad, and Day, Russell
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This short paper outlines the design and development of a multi-phase, cross-institution Instructional Skills Workshop (ISW) program that was conceived by educational developers from five higher educational institutions in Halifax, Nova Scotia. The initiative is grounded in the belief that implementing the ISW program in the Halifax Regional Municipal (HRM) area will foster a local community of practice and further cross-institutional initiatives focused on enhancing teaching and learning approaches. This paper offers a brief historical background and rationale of the ISW program, and details of implementation. In addition, the lead coordinators share their reflections on the challenges and implications resulting from the process of adapting this established program to fit an innovative and mutually supportive cross-institutional design within the HRM.
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- 2019
316. Lived Experiences of Online and Experiential Learning Programs in Four Undergraduate Professional Programs
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This paper presents the observations and reflections of four faculty members who developed experiential online learning pathways for students in diverse professional programs. In relation to programmatic expectations of Nursing, Education and Business, the challenges and opportunities for experiential online learning design are discussed. In addition, the scaffolding and development of online learning within an undergraduate degree, which ladders into professional programming, are presented. Using Kolb's Experiential Model of learning design to structure the discussion, the faculty members reflect on the success of implementation from their various positions as leaders and instructors of programs. They seek to answer questions for themselves and their faculties in relation to the feasibility of designing experiential learning opportunities online and how this can contribute to deepening professional practice. The paper closes with implications for practice for other post-secondary educators who may be considering experiential online learning.
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- 2019
317. Inquire, Imagine, Innovate: A Scholarly Approach to Curriculum Practice
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Yeo, Michelle, Boman, Jennifer, Mooney, Julie A., Phillipson, Andrea, dos Santos, Luciana da Rosa, and Smith, Erika E.
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This paper describes the development of a three-phase approach our team of educational developers finds useful in curriculum projects in our Teaching and Learning Centre. Informed by the literature on the importance of flexibility and iteration (Knight, 2001; Wolf, 2007) and an orientation towards Appreciative Inquiry (Srivastra & Cooperrider, 1990), we contextualize our work in relation to others in the Canadian educational development landscape. Additionally, we highlight the importance of recognizing micro, meso, and macro levels of influence in institutions of higher education (Poole & Simmons, 2013). We describe our Inquire, Imagine, and Innovate, or 3-I, model for curriculum consultation, positioned by fictionalized vignettes demonstrating how each phase is applied. We conclude the paper by indicating where we are continuing to develop this work.
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- 2019
318. The Role of Library Councils in Canadian Higher Education: An Exploratory Study
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Revitt, Eva and Luyk, Sean
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Scholarship exploring the makeup, function, and efficacy of collegial governance structures within the context of Canadian higher education is limited and primarily focused on the board or the senate. This paper expands that scholarship by focusing on the governance structures of the university library. The objective of this study was to determine the extent of library councils in Canadian universities and to examine their composition, role, and function as evidenced in their governing documents. Using Karl Mannheim's document method to analyze the terms of reference of 23 library councils, findings reveal that, overwhelmingly, library councils function as information-sharing and discussion forums rather than decision-making bodies. The paper concludes with a review of progressive language and governance practice as gathered from the document analysis.
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- 2019
319. Voices and Insights: Using Student Voice to Understand and Address Mental Health Issues on Campus
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Squires, Vicki
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Campuses are becoming increasingly aware of the issues with mental health and well-being among students. This paper explores the context of mental health on campuses and examines the urgent issue of how to address this growing phenomenon. Institutions need to use a holistic perspective to view wellness, and the framework of multiple, interrelated dimensions of wellness may provide a structure to examine the strengths of services and programs provided on individual campuses, as well as help in the process of identifying gaps. In designing a holistic strategy, though, it is imperative that student voice is a fundamentally important piece of planning for the necessary supports for student well-being, including academic and non-academic programs and initiatives.
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- 2019
320. Problem-Based Learning, Assessment Literacy, Mathematics Knowledge, and Competencies in Teacher Education
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Koh, Kim and Chapman, Olive
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Problem-based learning could have a great impact in teacher education not only to support prospective teachers' learning, but also to help them to design and implement learner-centered experiences to satisfy requirements of reform-based curriculum. In this paper, we discuss the nature and role of problem-based learning to support authentic learning opportunities in an undergraduate teacher education program. We address its use in an educational assessment course aimed at developing prospective teachers' assessment literacy and competencies. We focus on two sections of the course for elementary school prospective teachers in which students were also engaged in activities involving assessment in teaching mathematics and share examples of the content of the course. A study of the impact of the course on the students' mathematics knowledge is in progress.
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- 2019
321. Simulation Innovation in Cyberspace: A Collaborative Approach to Teaching and Learning in Child and Youth Care Education
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Marshall, Nancy and Martin, Jennifer
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Leveraging digital technology for practice innovation is a compelling challenge. Limited education and training prevent human service practitioners from incorporating technology into practice. Progress in this area will be achieved when significant changes to pedagogy support technology integration with teaching/learning partnerships in higher education. With the recent attention to relational Child and Youth Care (CYC) practice in cyberspace (Martin & Stuart, 2011), this paper aims to highlight student/teacher explorations in this emerging area of clinical practice using student-driven simulated online counselling sessions supervised by the course instructor. Beyond critical learning within the roleplay activities, students engaged in solving disruptions to simulations, which can enhance their future agility in real practice situations (Rooney, Hopwood, Boud, & Kelly, 2015). Foundations in the Scholarship of Teaching and Learning (SoTL), experiential learning theory, and learner-led approaches guided student engagement with technology and reflexive practice in this graduate level classroom.
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- 2019
322. Glocal Education in Practice: Teaching, Researching, and Citizenship. BCES Conference Books, Volume 17
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Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, De Beer, Louw, Hilton, Gillian, Ogunleye, James, Achinewhu-Nworgu, Elizabeth, Niemczyk, Ewelina, Popov, Nikolay, Wolhuter, Charl, De Beer, Louw, Hilton, Gillian, Ogunleye, James, Achinewhu-Nworgu, Elizabeth, Niemczyk, Ewelina, and Bulgarian Comparative Education Society (BCES)
- Abstract
This volume contains selected papers submitted to the 17th Annual International Conference of the Bulgarian Comparative Education Society (BCES) held in June 2019 in Pomorie, Bulgaria. The 17th BCES Conference theme is "Glocal Education in Practice: Teaching, Researching, and Citizenship." Some selected papers submitted to the pre-conference International Symposium on "30 Years since the Fall of the Berlin Wall" are also included in this volume. The book includes 34 papers written by 69 authors from 20 countries. The volume starts with an introductory piece by the keynote speaker Ewelina Niemczyk. The other 34 papers are divided into 7 parts: (1) Comparative and International Education & History of Education; (2) International Organizations and Education; (3) School Education: Policies, Innovations, Practices & Entrepreneurship; (4) Higher Education & Teacher Education and Training; (5) Law and Education; (6) Research Education & Research Practice; and (7) Thirty Years Since the Fall of the Berlin Wall: Educational Reforms Worldwide. Glocal education is the main term in this volume discussed from theoretical, methodological and empirical points of view. Most papers directly or circuitously refer to glocal education in teaching, learning, researching, and citizenship. Different profound and well defended opinions on glocal education can be seen in the volume. After viewing all papers in this volume, readers will likely consider it a valuable source for interesting studies on various educational problems in the light of globalization, localization, internationalization, and glocalization. [For Volume 16 proceedings, see ED586117.]
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- 2019
323. Vlogging in Toronto: Learning Finnish through Collaborative Encounters
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Muhonen, Anu and Kujanen, Riikka
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This case study is excerpted from a larger study where we explore collaborative encounters, i.e. practices and discourses, within a blended learning project where vlogging, i.e. video blogging, is used in Finnish language learning. The data has been collected in 2017-2018 during an intermediate Finnish course at the University of Toronto. In this paper, we investigate one student assignment and analyse what kind of collaborative encounters the use of vlogging creates outside the classroom. We analyse the discourse within the vlog with the support from ethnographically collected data (semi-structured interviews and written reflections). This study shows that vlogging implements the adoption of different collaborative encounters; a free time activity with friends creates a space for authentic and collaborative language learning. [For the complete volume of short papers, see ED590612.]
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- 2018
324. 'Tell Me about Yourself' -- Using ePortfolio as a Tool to Integrate Learning and Position Students for Employment, a Case from the Queen's University Master of Public Health Program
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Melles, Brenda, Leger, Andrew B., and Covell, Leigha
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This paper explores the use of eportfolio to develop, demonstrate and promote core competencies in a Professional Master of Public Health (MPH) program at Queen's University in Kingston, Ontario, Canada. Piloted in 2016, the MPH Competency eportfolio is described as a purposeful collection of electronic evidence that demonstrates learning and achievement in public health over time. The eportfolio was framed both as a reflective learning process and a showcase product to demonstrate skills and competencies to potential employers. The eportfolio was implemented using an available tool on Queen's University's Learning Management System. To understand the impact of the eportfolio, students responded to a questionnaire and participated in a focus group. Themes identified from the student responses were: (1) eportfolio helped students integrate and reflect on their learning and experience; (2) eportfolio helped students to position their professional identity and experience for employers; (3) Students were more convinced of the value of eportfolio as a reflection tool than as a showcase product for a professional setting; (4) Students were not convinced that employers will actually look at an eportfolio; (5) The technology used in this study was limiting for students; and (6) Students were interested in using other established and more user-friendly platforms. The findings of this study will benefit any program or course of study seeking a means to help students integrate their learning and demonstrate their accomplishments, skills, and competencies. This paper addresses how to integrate eportfolio at the program level and also provides insight into the student experience of their use.
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- 2018
325. Employability Skills from Employers' Perspectives in Indigenous Contexts: Empirical Evidence
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Hossain, Amzad, Kong, Ying, Briggs, Harvey, and Laycock, Kim
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Purpose: This paper aims to analyze Northern Manitoba employers' indexes of employability skills that influence the UCN (University College of the North) students' employability in indigenous contexts. Design/methodology/approach: This study constructs the employability skills into six indexes from employers' perspective: reading comprehension, numeracy, technology, soft skills, job searching skills and indigenous cultural awareness. Mixed methods have been applied to this research: survey data are used for empirical analysis of the six indexes of employability skills; secondary sources of similar studies together with functional theory in education as a framework is adopted to explore the breadth and depth of employability skills requested by employers; indexing analysis is adopted to validate the necessity of developing such skills in indigenous contexts in Northern Manitoba. Findings: The correlation analyses and mean values show that employers in Northern Manitoba take the six indexes as influential factors of students' employability. As such, the study indicates that Northern Manitoba employers consider employability in indigenous contexts as a combination of basic skills, professional requirements, soft skills and cultural awareness. The employers' attested employability is in line with the concept of the technical-function theory, which requires education to meet the demand for updated job skills due to a technological change. Moreover, Northern Manitoba employers' emphasis on indigenous cultural awareness as employability skills rationalizes the necessity to integrate indigenous cultural contents into programs and curriculums in UCN and post-secondary institutes with similar attributes. It confirms that indigenous cultural awareness is required by employers in Northern Manitoba populated with indigenous communities. The research findings suggest that the functional theory of education might help UCN and similar institutions globally to offer programs that will reduce employment inequality. Research limitations/implications: This research is conducted among the employers in Northern Manitoba, and the indexes and their factors are designed to evaluate UCN students' employability in general. Practical implications: The outcomes of this paper can be applied as a parameter for upgrading educational strategies to integrate essential and professional employability skills such as reading comprehension, numeracy, technology, soft skills and job searching skills with indigenous cultural components into UCN curriculums and programs. It can be applied to other post-secondary institutes with similar attributes to enhance their students' employability. Furthermore, the research findings can be used as a guideline for UCN to tailor their programs for the job market locally and as references for post-secondary institutions with similar student compositions globally. Originality/value: This paper provides empirical evidence from the employers' viewpoint to support the necessity of integrating essential and professional employability skills with indigenous cultural awareness into the curriculums and programs of UCN, a post-secondary institution in indigenous populated Northern Manitoba. Furthermore, it is also attested that employers consider indigenous cultural awareness as an influential factor of students' employability in indigenous contexts.
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- 2022
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326. 'Being There': Rhythmic Diversity and Working Students
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Taylor, Alison
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Although universities promote undergraduate degrees as journeys of exploration and reflection, they are also viewed by students as investments in professional careers. This paper draws on a study of 57 second-year students at a research-intensive university in Canada to explore the subjective dimensions of time and school-work rhythms in students' everyday lives. Data suggest that most students expect to work hard, now and in the future, although their backgrounds influence perceptions of the kind of hard work required, and the magnitude and certainty of returns. Students are future-oriented and participation in term-time work is seen as a way of training for future work lives. This training involves adapting bodies to the temporal logics and rhythms of university studies and workplaces. The interplay of rhythms is experienced by some students as harmonious or 'eurhythmic', and by others as discordant or 'arrhythmic'. The extent of discord is related to differences in students' work and studies, differences in their time horizons and value calculations, and differences in family background and resources. This paper contends that understanding students' sense-making in regard to chrono-logics and work-school rhythms is important for building a vision for higher education that better supports human flourishing.
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- 2022
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327. Radical Shifts: Prefiguring Activist Politicization through Legitimate Peripheral Participation
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Curnow, Joe
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In this paper, I unpack how youth organizers became politicized activists through their engagement in the prefigurative practices of the fair trade movement. Prefiguration refers to the practices of a movement that are embedded in and reproduce their shared political visions; prefigurative politics allows social movement groups to embody their politics through their interactional practices, their tactical repertoires, and their outwardly oriented campaigns. As novices within United Students for Fair Trade (USFT), through their immersion in the organization's community of practice and their increasing participation in the prefigurative practices of the community, participants came to identify as and be identified as activists, shift their worldviews, and adopt new political philosophies. This paper examines the activist practices that supported legitimate peripheral participation, including group agreements, keeping stack, and antioppression interventions. The article concludes with a discussion of the ways that prefigurative politics enabled particular activist identities and philosophies and encourages further investigation into political identity development as a learning phenomenon.
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- 2022
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328. An Exploratory Study of How Business Schools Approach AACSB's Societal Impact Standards
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Kabadayi, Sertan and Jason-DiBartolo, Greer
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AACSB adopted new and revised standards in 2020 that require business schools to demonstrate positive societal impact through internal and external activities. While many schools are already engaged in such activities, there seems to be no agreed-upon conceptualization or measurement of societal impact. This paper aims to help business schools organize, measure, and demonstrate their efforts to create positive societal impact and thus meet the updated AACSB standards. By using data from semi-structured interviews, this paper identifies different dimensions of positive societal impact and offers enablers and barriers in business school efforts to create such societal impact.
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- 2022
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329. Overcoming the Challenges of Family Childcare Educators in Canada: A Family Ecological Theory Approach
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Woodman, Laura
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This paper explores a framework of family ecological theory for overcoming the challenges facing family childcare educators (FCC educators), who care for small groups of children in their own home. Pathways to overcoming these barriers through an ecological approach will be outlined by critically examining current research on these challenges. In this way, I justify using ecological theory as an effective tool for conceptualizing the challenges of FCC educators. Ecological theory describes how people's growth and change is influenced by the contexts around them (Bronfenbrenner, 1986). For isolated FCC educators working alone with young children, the limited interactions, supports, and environments they encounter offer incredible meaning and possibility. Examining how the challenges they face can be overcome with a family ecological theory approach illuminates many avenues for success in this unique population. In this paper, the four main challenges of lack of respect, low wages and funding, isolation, and lack of training currently facing FCC educators are examined with an ecological lens to highlight opportunities for positive change. Final thoughts of how this benefits others using an ecological theory framework conclude this paper.
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- 2022
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330. Making Work Private: Autonomy, Intensification and Accountability
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Thompson, Greg, Mockler, Nicole, and Hogan, Anna
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This paper explores perceptions of work intensification around the world. Underpinning this analysis is C. Wright Mills' (1959) argument that many personal troubles are public issues, and the notion that a significant dimension of the privatisation of public education, a concern of public education advocates worldwide, is the ways in which school work has become a private issue. One hundred and thirty interviews were conducted with education stakeholders across Australia, England, New Zealand and Canada exploring the issues of work intensification, school autonomy and accountability policies. The paper argues that the work done in public schools is increasingly becoming a private problem as a result of policy interventions. It suggests that we need to widen the scope of defining publicness in education beyond that of governance and funding to include consideration of how work is organised and experienced.
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- 2022
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331. Resilience of Higher Education Academics in the Time of 21st Century Pandemics: A Narrative Review
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de los Reyes, Elizer Jay, Blannin, Joanne, Cohrssen, Caroline, and Mahat, Marian
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The demands arising from the COVID-19 pandemic have amplified the importance of resilience not only for students, but also for academics. This narrative review examines a phenomenon which has received little research attention, despite its significance during the pandemic, namely the resilience of academics in higher education. We refer to this as 'academic resilience'. The review investigates how academic resilience in higher education has been addressed in scholarship, with particular attention to the five major pandemics from 2001 to 2020. A review of fourteen relevant papers shows a lack of attention to the resilience of university teaching staff. Uncovering how academics overcome and withstand adversity on the one hand, and how higher education institutions have managed and supported the resilience of their staff on the other, this paper offers a conceptualisation of academic resilience that goes beyond the individual/environmental binary in scholarship.
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- 2022
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332. Charting the Terrain of Global Research on Graduate Education: A Bibliometric Approach
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Kuzhabekova, Aliya
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The paper provides an overview of the global research on graduate education. The study applied a combination of a bibliometric and social network analysis methods to bibliographic data from Thompson Reuters' Web of Science. More specifically, a keyword search approach was used to retrieve 2,454 articles on graduate education from 1996 until 2020. The set was processed with the VantagePoint software. The paper reports the findings in the form of lists of top scholars, research centres, and countries contributing to research on graduate education. The findings include similar lists of the key funding agencies, contributing disciplines and publication venues, as well as maps representing collaborative activity in the field between institutions, and countries. Finally, the frequency of utilisation of groups of author-supplied keywords is analysed to determine the basic thematic structure of the research on the topic. The originality of the paper consists in the fact that it represents the first attempt to map the landscape of research on graduate education using bibliographic data. It can be used to supplement the results of literature reviews on the topic, which apply a more in-depth content analysis-based approaches to a limited number of papers to determine the thematic structure of the field.
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- 2022
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333. Safe Space(s), Content (Trigger) Warnings, and Being 'Care-ful' with Trauma Literature Pedagogy and Rape Culture in Secondary English Teacher Education
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Moore, Amber
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Drawing on data from a larger feminist study that explored how secondary English teacher candidates responded to a sexual trauma text set and pedagogy for teaching such narratives with Canadian adolescents, this paper examines how caretaker discourses emerged in response to these stories and learning. This especially manifested as emerging teacher participants discussed and troubled the notion of 'safety' in schools altogether, searched for ways to cultivate 'safe-er' classroom spaces, and critically considered triggering and content (trigger) warning practices. With the aim of thinking about how educators might build radical classrooms prepared to address Tarana Burke's Me Too movement, the pervasiveness of sexual assault, and the insidiousness of rape culture through literacy learning, this paper details the sometimes precautionary but overall promising ways in which teacher candidates considered tackling difficult subject matter in English Language Arts.
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- 2022
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334. Dwelling in Liminal Spaces: Twin Moments of the Same Reality
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Friesen, Sharon Linda
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Purpose: This paper is a thinking piece that examines, from the viewpoint of a Canadian pracademic, working through two definitions of pracademic, a collaborative relationship between academics and practitioners and a person engaged as a practitioner and researcher. Two aspects of a pracademics scholarship is discussed, wide awakeness and praxis. The purpose of the paper is to make the case that it is pracademics who are well suited and attuned to questioning, challenging, and disrupting the ordinariness of the everyday, to envision new possibilities, and who take responsibility for mobilizing the educational community to undertake meaningful social change within an education system. A case is provided to illustrate wide-awakeness and praxis in practice. A case is provide to illustrate how wide-awakeness and praxis present themselves in practice. Design/methodology/approach: This paper considers the work of pracademics from Galileo Educational Network, located within a research-intensive university, who research and lead design-based professional learning. Drawing upon a design-based approach to guide design-based professional learning and design-based research, I highlight the ways in which wide-awakeness and praxis work themselves out in practice. Findings: Drawing upon the two aspects of wide-awakeness and praxis, creates a liminal space for pracademics to engage with practitioners to undertake stubborn and persistent problems of practice to create important educational improvements. A key to engaging in transformational change through collaborative professionalism is to engage in sustained design-based professional learning led by pracademics. Originality/value: This thinking piece offers the perspective of one Canadian pracademic who shows how pracademics are uniquely positioned to take on the work of transformation, agency, and social change.
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- 2022
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335. Educational Use of Free and Open Source Software (FOSS): International Development and Its Implications for Higher Education
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Duan, Chenggui and Lee, Tracy K.
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Purpose: Free and open-source software (FOSS) has been used worldwide because of the advantages of user control, cost-saving, flexibility, openness, freedom, more security and better stability. The purpose of this study is to explore the status quo of educational application of FOSS and the trends from international perspectives and its implications for higher education in Hong Kong. Design/methodology/approach: The method of cluster analysis was used in this study. The Web of Science database was used as the data source and all relevant literature for the year 2010-2020 on the theme of "FOSS" was collected for analysis. The information visualization software CiteSpace was used for citation visualization analysis, revealing the research results of FOSS worldwide, including hot spots and development trends. Findings: This paper found that FOSS has become an important research area and is playing an important role in the reform and development of education. Meanwhile, the development and application of FOSS have regional imbalances and strong differentiation, including the educational sector. The paper also found that although FOSS has entered the stage of interdisciplinary development, the research and development of FOSS in the field of education is insufficient, which poses a huge challenge to decision-makers, teachers and students. Originality/value: Implications for higher education in Hong Kong including: attach importance to and vigorously promote FOSS research and practice to benefit more teachers and students; teachers and students need to be trained for acquiring the awareness and skills of FOSS applications and formulate different strategies; the government should provide greater support to formulate and implement a short and middle-term development plan to facilitate the application of FOSS; and Hong Kong higher education institutions may strengthen exchanges and cooperation with counterparts around the world to jointly promote the development of FOSS. It is hoped that the findings will provide a reference for the study and application of FOSS in higher education in Hong Kong.
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- 2022
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336. Knowledge Mapping of Skills Mismatch Phenomenon: A Scientometric Analysis
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Draissi, Zineb, Zhanyong, Qi, and Raguindin, Princess Zarla Jurado
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Purpose: This paper aims to understand the development track of skills mismatch research and discover the hidden internal connections between literature. Design/methodology/approach: The authors gathered data through scientometric quantitative analysis using CiteSpace. Specifically, this article applied basic analysis, journal cocitation analysis (JCA), author cocitation analysis (ACA) and document cocitation analysis (DCA), cluster analysis, citation burstness detection, scientific research cooperation analysis and coconcurrence analysis of keywords of 3,125 documents from Web of Science core collections for the period 2000-2020. Findings: Through the document cocitation analysis and the keywords' co-occurrence, this article identifies influential scholars, documents, research institutions, journals and research hotspots in research on the skills mismatch phenomenon. The results showed that the publications had ballooned, and the phenomenon has become an interdisciplinary research subject. The USA and Finland remain the main contributors, which is attributed to their high-yield institutions such as the University of Helsinki, the University of Witwatersrand, the University of Washington and so on. While the African continent lacks research on skills mismatch even with the continent's effort to overcome such a crucial issue. The paper presents an in-depth analysis of skills and educational mismatch issues to better understand the evolutionary trajectory of the collective knowledge over the past 20 years and highlight the areas of active pursuit. Research limitations/implications: The authors only used Web of Science core collection to collect data; however, they can added Scopus indexed database as well to extend the research trends and explore more new research hot topics to solve the skills mismatch phenomenon. Originality/value: The scientometric analysis is of great significance for identifying the potential relationship between the literature and investigating the knowledge evolution of skills mismatch research. Organisation for Economic Co-operation and Development, the International Labor Organization and the World Health Organization are the giants who are mostly concerned of the mismatch skills phenomenon. Researchers can refer to this study to understand the status quo, gaps and research trends to deal with the skills mismatch issue.
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- 2022
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337. Embedded, Necessary, and Problematic: The Politics of Canadian University Deans' Reappointments
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Lavigne, Eric
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Academic administrators are evaluated periodically. Thus, every decision comes with potential career consequences. This simple observation has important implications for understanding how higher education institutions are managed. This paper takes a step towards understanding how universities evaluate their academic administrators by investigating Canadian university decanal reappointments. The sample included 13 reappointed and one non-reappointed deans and the analysis focused on organizational politics. The paper proposes a framework based on formal, normative, and moral criteria to adjudicate political behaviour and finds reappointment politics to be simultaneously embedded, necessary, and problematic. The implications for research, practice, and policy are discussed.
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- 2022
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338. Displaced Academics: Intended and Unintended Consequences of the Changing Landscape of Teacher Education
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Kosnik, Clare, Menna, Lydia, and Dharamshi, Pooja
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Given the intense politicisation of education, many teacher educators are caught in the cross-hairs of government's reform agendas, university expectations and student teacher needs. This paper reports on a study of 28 literacy teacher educators in four countries (Canada, US, Australia and England). This paper reports on the broad question: How is politics affecting literacy teacher educators? Three specific aspects are considered: their pedagogies, identity and well-being. It describes how their pedagogy (goals and teaching strategies) has narrowed because of mandated curriculum and exit exams. It shows how their identity as academics is being complicated because they often do not have time for their research. And their well-being is compromised because of excessive external inspections and as their community in the university splinters.
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- 2022
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339. Uncharted Territory: Curriculum Mapping Multiple Majors Simultaneously
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Reniers, Jennifer, Mathany, Clarke, Farkas, Megan, Pollock, Heather, and Husband, Brian C.
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Curriculum mapping is the process of creating a visual representation of the teaching and assessment of learning outcomes in a degree, program or major. Best practice recommendations about curriculum mapping typically focus on mapping individual programs. Therefore, many recommendations, such as meeting individually with faculty as they map their course, may not be feasible for large-scale mapping projects. This paper describes the process of a large-scale curriculum mapping project designed to map the Bachelor of Science degree and 24 of its associated majors. The project involved the participation of faculty from three colleges within a research-intensive University to map over 400 courses. We describe the key questions and decisions involved in carrying out the mapping project, our data collection and analysis process, and our dissemination efforts to ensure that the mapping results were used to inform curricular change.
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- 2022
340. Learning with Digital Portfolios: Teacher Candidates Forming an Assessment Identity
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Fu, Hong, Hopper, Tim, Sanford, Kathy, and Monk, David
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This study focuses on how the use of digital portfolios in teacher education can support teacher candidates to shift their understanding of assessment as they form their assessment identity. The study was in the context of changing curriculum and assessment practices promoted in British Columbia. We draw on data from a cohort of teacher candidates in the first term of a 16-month post-degree teacher education program, where they created a digital portfolio across multiple courses as part of their final assessment to be used in an exit interview with instructors and teaching professionals from the field. Narratives of teacher candidates' experiences were collected to shed light on their changing understanding of assessment for learning practices and their emerging teacher identity as assessors promoted by the digital portfolio process. Significance of using digital portfolios to support their process of becoming teachers is focused in the conclusion of the paper.
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- 2022
341. Developing an Undergraduate Business Course Using Open Educational Resources
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Kotsopoulos, Donna
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There are growing concerns about the affordability and accessibility of post-secondary education. This has resulted in increased attention to the inclusion of open educational resources (OERs) as course materials rather than commercial course resources. OERs are mostly cost-neutral for students. In this research, an elective course for business students was developed using only OERs. To assist with the selection of OERs to be included in this course, an OER evaluation tool available online was used. Resources that were considered and were evaluated using the tool included traditional OERs (fully open), those in the public domain (unrestricted by licensing), and resources that are publicly available for educational purposes. An important contribution of this research is the extension of the definition of OERs to include publicly available resources. This paper reports on the results of this process and students' perceptions about the inclusion of OERs in their course. Recommendations for further research and for practice are shared.
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- 2022
342. When Do Learners Study? An Analysis of the Time-of-Day and Weekday-Weekend Usage Patterns of Learning Management Systems from Mobile and Computers in Blended Learning
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Sher, Varshita, Hatala, Marek, and Gaševic, Dragan
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Recent advances in smart devices and online technologies have facilitated the emergence of ubiquitous learning environments for participating in different learning activities. This poses an interesting question about modality access, i.e., what students are using each platform for and at what time of day. In this paper, we present a log-based exploratory study on learning management system (LMS) use comparing three different modalities--computer, mobile, and tablet--based on the aspect of time. Our objective is to better understand how and to what extent learning sessions via mobiles and tablets occur at different times throughout the day compared to computer sessions. The complexity of the question is further intensified because learners rarely use a single modality for their learning activities but rather prefer a combination of two or more. Thus, we check the associations between "patterns" of modality usage and time of day as opposed to the "counts" of modality usage and time of day. The results indicate that computer-dominant learners are similar to limited-computer learners in terms of their session-time distribution, while intensive learners show completely different patterns. For all students, sessions on mobile devices are more frequent in the afternoon, while the proportion of computer sessions was higher at night. On comparison of these time-of-day preferences with respect to modalities on weekdays and weekends, they were found consistent for computer-dominant and limited-computer learners only. We demonstrate the implication of this research for enhancing contextual profiling and subsequently improving the personalization of learning systems such that personalized notification systems can be integrated with LMSs to deliver notifications to students at appropriate times.
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- 2022
343. University Admissions, Justice, and Virtue
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Burns, David P.
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This analysis will argue that university educators have an ethical obligation to advocate for admission policies that are not exclusively competitive in nature -- what will be referred to later as levelling and remedy approaches. This argument will be detailed in four stages. First, it will use an anecdote and an appeal to virtue to argue that educators in universities should feel an ethical obligation to level the playing field of competitive admissions. Second, it will draw on the work of a Chris Martin and Ben Kotzee to provide a philosophical framework for my argument. Third, it will discuss examples from Scotland, Ontario, and British Columbia to consider the ways in which the status quo fails to meet our ethical commitments as educators. Fourth, and finally, it will posit the virtue-ethical argument that university educators should live out their commitment to being virtuous and philosophy of education by supporting admission policies that are not exclusively competitive. [This paper was presented as the 2019 Early Career Invited Lecture for the Canadian Philosophy of Education Society.]
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- 2022
344. Revisiting the Research-Teaching Nexus Framework: Two Case Studies Introducing Research into Program Level, Undergraduate Teaching
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Gretton, Sarah, Raine, Derek, Hurkett, Cheryl, Williams, Dylan, Harvey, Chad, and Symons, Sarah
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Internal and external drivers have seen institutions of higher education place increasing emphasis on the links between teaching and research in their curricula. Despite the apparent positive trend towards research-oriented undergraduate programs, there are a number of documented challenges or "risks" to incorporating research into teaching and learning. This paper presents an adapted four-quadrant framework that maps student progression throughout a program of study from research-briefed learning to carrying out independent research themselves. The model is illustrated by two case studies of its implementation throughout entire degree programs (Natural Sciences at the University of Leicester and Integrated Science at McMaster University).
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- 2022
345. Assessment for Learning: The University of Toronto Temerty Faculty of Medicine M.D. Program Experience
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Tait, Glendon R. and Kulasegaram, Kulamakan Mahan
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(1) Background: Programmatic assessment optimizes the coaching, learning, and decision-making functions of assessment. It utilizes multiple data points, fit for purpose, which on their own guide learning, but taken together form the basis of holistic decision making. While they are agreed on principles, implementation varies according to context. (2) Context: The University of Toronto MD program implemented programmatic assessment as part of a major curriculum renewal. (3) Design and implementation: This paper, structured around best practices in programmatic assessment, describes the implementation of the University of Toronto MD program, one of Canada's largest. The case study illustrates the components of the programmatic assessment framework, tracking and making sense of data, how academic decisions are made, and how data guide coaching and tailored support and learning plans for learners. (4) Lessons learned: Key implementation lessons are discussed, including the role of context, resources, alignment with curriculum renewal, and the role of faculty development and program evaluation. (5) Conclusions: Large-scale programmatic assessment implementation is resource intensive and requires commitment both initially and on a sustained basis, requiring ongoing improvement and steadfast championing of the cause of optimally leveraging the learning function of assessment.
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- 2022
346. Three Decades of Literacy Preservice Teachers' Engagement in Research: Operationalizing Critical Reflexivity to Explore Possibilities for Increasing Racial Literacy
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Lammert, Catherine
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In this paper, the author analyzes 89 studies published from 1990 through 2020 that focused on literacy preservice teachers' involvement in action research as part of learning to teach. In doing so, the author provides an example of why critical reflexivity is necessary in qualitative literature review methods. The author relies on a social practice view of race and uses activity theory to answer the questions: How have researchers considered race as a factor in research on literacy preservice teacher education? How can preservice teachers' experience with research be (re)designed to help develop their racial literacy? Findings demonstrate that in the reviewed studies, 51% of researchers addressed preservice teachers' race, and 34% addressed K-12 students' race. Far fewer studies, however, acknowledged their own race or that of field supervisors and mentor teachers, which ultimately minimized their roles. Findings also emphasize four design principles for literacy teacher education programs that aim to include research: collaboration between K-12 partners and universities; selective teacher educator scaffolding; engagement with diverse communities; and extensive time spent as part of the pathway toward racial literacy. The implications and uses of an existing literature base that reflects shifting reporting standards related to race are also examined.
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- 2022
347. Metacognition in Teaching: Using a 'Rapid Responses to Learning' Process to Reflect on and Improve Pedagogy
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Cox, Susan M., Jongbloed, Kate, and Black, Charlyn
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In this paper, we critically evaluate the use of a weekly "rapid responses (RR) to learning" process in the context of teaching a graduate course on research methods over a three-year period. The RR process involved use of a short set of open-ended questions about key moments in learning that students complete, in writing, during the last five minutes of each class. The questions asked students to identify salient take-away messages, note when they felt the most and least engaged, name actions taken by anyone that were affirming or confusing, and consider specific "aha" moments. Our specific aim was to assess the following questions: What was the pedagogic value of the RR process? How did it inform our teaching and to what extent were there direct benefits of the process for students as well as for us as teachers? We found that the systematic feedback we obtained in this way supported weekly monitoring of student learning, facilitated response to trouble spots, and assisted in assessment of student engagement and classroom climate. It also provided insight into the efficacy of pedagogic strategies, such as student engagement in metacognitive learning, and models a process of instructors receiving feedback and being flexible to change. For instructors, the process enhanced motivation and professional development; plus, we found benefits in documenting instructor leadership and development. Finally, it facilitated deeper appreciation of the need to better integrate student self-assessment and the development of metacognitive skills as core components of the course.
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- 2022
348. The Indigenous Work-Integrated Learning Resource Hub: A Needs-Based Approach to Addressing Barriers and Opportunities for Indigenous Students
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Nielsen, Julianna, Livernoche, Renée, and Ramji, Karima
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Despite increases in Indigenous enrolment in post-secondary institutions (PSIs) in British Columbia, Canada, there are significant disparities in Indigenous student access, retention, and success in work-integrated learning (WIL) programs. By analyzing Indigenous-specific WIL literature, this article identifies existing barriers to Indigenous WIL as well as unrealized opportunities to expand and transform WIL approaches and practices. Based on these findings, the paper offers 10 recommendations for the development of resources and strategic Indigenous WIL initiatives, recommendations that also served to guide the creation of a publicly-accessible Indigenous WIL Resource Hub (IRH). However, the literature review also revealed limitations to academic publishing and challenges in institutional reporting. Accounting for these scholarly limitations and recognizing the value of on-the-ground and community-held knowledge, the directives guiding the IRH and shared in this article's conclusions are based on the understanding that initiatives to act on opportunities and address barriers must be needs-based and community-specific.
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- 2022
349. Examining Teacher Candidates' Pedagogical Practices and Stances towards Translanguaging and Multimodality in Writing
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Rajendram, Shakina, Burton, Jennifer, Wong, Wales, and Bale, Jeff
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This study examines pre-service teacher candidates' (TCs) stances and use of translanguaging and multimodality to support K-12 multilingual learners' writing. Data were drawn from a course on supporting multilingual learners in a teacher education program in Ontario. Data sources were responses to the Pedagogical Content Knowledge for Language-Inclusive Teaching (PeCK-LIT) Test, and TCs' unit plans and lesson plans. Analytical codes were derived from the literature on translanguaging: monolingual and translanguaging stance, translanguaging as a scaffold and resource, teacher-directed and student-directed, intentional and spontaneous translanguaging, and supporting monomodality and multimodality. Findings demonstrate the use of translanguaging strategies such as multilingual word walls and online translation tools. However, there were constraints to TCs' stances, such as allowing translanguaging as a temporary scaffold towards English-only instruction and approaching writing as a discrete rather than multimodal skill. The paper recommends ways TCs can be supported in developing a holistic understanding of translanguaging and multimodality.
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- 2022
350. Confronting and Reimagining the Orientation of International Graduate Students: A Collaborative Autoethnography Approach
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Shokirova, Takhmina, Brunner, Lisa Ruth, Karki, Karun Kishor, Coustere, Capucine, and Valizadeh, Negar
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This paper uses lived experiences to critically examine the orientation of international graduate students at research-intensive Canadian universities. We, five co-authors, embody diverse ethnic, racial, sexual, religious, national, and gender identities, yet are all (or have been) international graduate students in Canada. Through collaborative autoethnography, we destabilize the notion of "orientation." We argue that international student orientation should be understood as a fluid, ongoing process rather than one with rigid boundaries and timelines. Furthermore, orientation programming should more deeply consider the intersecting identities and positionalities of international students as multifaced individuals, as well as the implicit expectations of one-way "integration" into settler-colonial Canadian society. We suggest a different approach to orientation and offer a conceptual framework to guide future practice, highlighting the role universities play in not only supporting students academically but also in (im)migrant settlement.
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- 2022
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