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2. Commission for International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE). Papers of the 2020 International Pre-Conference (69th, Virtual, October 27-30, 2020)
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American Association for Adult and Continuing Education (AAACE), Commission for International Adult Education (CIAE), Avoseh, Mejai, and Boucouvalas, Marcie
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The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. These papers are from the CIAE 2020 Virtual International Pre-Conference. The global aberration, called COVID-19, defined 2020 beyond national borders. COVID-19 reshaped the format of the 69th annual AAACE conference by replacing the traditional bustling human interaction with virtual meetings and presentations. These "Proceedings" contain 12 papers from 17 authors. The preeminence of COVID-19 in the 2020 International Pre-Conference papers demonstrates CIAE's commitment to being globally responsive and relevant. The word COVID appearing 88 times and COVID-19 appearing 86 times with mentions in two paper titles are an acknowledgement of the common threads of humanity and of hope for a surpassing future. [Individual papers are indexed in ERIC.]
- Published
- 2020
3. Language Ideologies and English for Academic Purposes Writing: A Case in Ontario: Larry Vandergrift Best Graduate Paper Award 2022
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Stephanie Kinzie
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The field of language instruction is crucial in Canada, given the number of newcomers seeking to improve their English (or French) language skills after arrival. For those who plan to enter post-secondary education but do not meet required language proficiency scores, English for Academic Purposes (EAP) programs provide opportunities to strengthen linguistic and academic skills. These inarguably pragmatic goals are often unquestioned, yet EAP instruction is an ideological undertaking with social, economic, and political consequences. This qualitative study investigates language ideologies - rationalizations and justifications for language use and form - through interviews with EAP writing instructors. As participants discussed the material they taught, the language skills students developed, and the consequences of studying EAP writing, ideologies regarding what forms of language should be taught, the purposes of academic writing (instruction), and the social and political dimensions of language were (re)produced and resisted. Formative influences on these ideologies included education, upbringing, and personal language learning experiences. Developing a critical awareness of the understandings of language that inform teaching and learning can make more transparent the linguistic and social discourses that circulate within and beyond EAP writing classrooms and help instructors, students, and other EAP community members (re)produce or resist them strategically.
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- 2023
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4. A Critical Reading of 'The National Youth White Paper on Global Citizenship': What Are Youth Saying and What Is Missing?
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Arshad-Ayaz, Adeela, Andreotti, Vanessa, and Sutherland, Ali
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In the recent "National Youth White Paper on Global Citizenship" (2015), a selection of Canadian youth identified their vision for global citizenship education (GCE). The document articulates the Canadian youths' vision for global citizenship and outlines changes that need to be implemented in order for that vision to be achieved. Drawing on critiques of modernity and of liberal multiculturalism coming from postcolonial, decolonial, and feminist anti-racist scholarship, this article explores how young people imagine their positionalities as Canadian citizens and agents of change in the world. We aim to describe how the White Paper can be used both as a call for deepening critical engagements in education as well as a bridge for discussions of GCE in ways that move conversations into new realms. This paper is divided into four sections. In the first section, we analyse the 2015 White Paper, written collaboratively by Canadian students. It is the first document to focus exclusively on youth perceptions of what action is needed and what problems need to be addressed. We summarize the Canadian youths' articulation and understanding of GCE and identify the major themes addressed. The second section articulates the calls for action that the Canadian youth deem necessary for their vision of global citizenship. As they demand an emphasis on criticality in their formal education, we consider how we can listen to and respond to these calls. The third section presents a critical analysis of the document with a view to paving the way for collaborations to push discussions even further. The fourth section highlights how we can build on the White Paper to move discussions about GCE in new and different directions. We aim to address how the White Paper can be used to further the conversations in ways that explore how the youths' calls for actions can open up the possibilities for critical GCE.
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- 2017
5. Universal Screening of Young Children for Developmental Disorders: Unpacking the Controversies. Occasional Paper. RTI Press Publication OP-0048-1802
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RTI International and Wallace, Ina F.
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In the past decade, American and Canadian pediatric societies have recommended that pediatric care clinicians follow a schedule of routine surveillance and screening for young children to detect conditions such as developmental delay, speech and language delays and disorders, and autism spectrum disorder. The goal of these recommendations is to ensure that children with these developmental issues receive appropriate referrals for evaluation and intervention. However, in 2015 and 2016, the US Preventive Services Task Force (USPSTF) and the Canadian Task Force on Preventive Health Care issued recommendations that did not support universal screening for these conditions. This occasional paper is designed to help make sense of the discrepancy between Task Force recommendations and those of the pediatric community in light of research and practice. To clarify the issues, in this paper I review the distinction between screening and surveillance; the benefits of screening and early identification; how the USPSTF makes its recommendations; and what the implications of not supporting screening are for research, clinical practice, and families.
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- 2018
6. Linking the Past, Present, and Future of Canada's University Continuing Education Units: A Conceptual Paper for Post-Pandemic Times
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Carter, Lorraine and Janes, Diane
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In this conceptual paper based on ideas proposed by Gilson and Goldberg (2015), we consider how themes in the Canadian Journal for the Study of Adult Education from 2010 to 2020 and other themes from the broader post-secondary education literature inform a conceptual framework for university continuing education units in a post-pandemic world. In turn, a descriptive snapshot of the lived experience of one continuing education unit in 2020 to early 2021 will serve as extra value for the reader. This consideration of the unit relative to the emergent conceptual model points to the future of continuing education practice in universities for years to come.
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- 2021
7. Proceedings of International Conference on Humanities, Social and Education Sciences (iHSES) (Denver, Colorado, April 13-16, 2023). Volume 1
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International Society for Technology, Education and Science (ISTES) Organization, Mack Shelley, Mevlut Unal, and Sabri Turgut
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The aim of the International Society for Technology, Education, and Science (iHSES) conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and connect with the leaders in the fields of "humanities," "education" and "social sciences." It is organized for: (1) faculty members in all disciplines of humanities, education and social sciences; (2) graduate students; (3) K-12 administrators; (4) teachers; (5) principals; and (6) all interested in education and social sciences. [Individual papers are indexed in ERIC.]
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- 2023
8. Simultaneous and Comparable Numerical Indicators of International, National and Local Collaboration Practices in English-Medium Astrophysics Research Papers
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Méndez, David I. and Alcaraz, M. Ángeles
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Introduction: We report an investigation on collaboration practices in research papers published in the most prestigious English-medium astrophysics journals. Method: We propose an evaluation method based on three numerical indicators to study and compare, in absolute terms, three different types of collaboration (international, national and local) and authors' mobility on the basis of co-authorship. Analysis: We analysed 300 randomly selected research papers in three different time periods and used the student's t-test to determine whether the paired two-sample differences observed were statistically significant or not. Results: International collaboration is more common than national and local collaboration. International, national and local authors' mobility and intra-national collaboration do not seriously affect the indicators of the principal levels of collaboration. International collaboration and authors' mobility are more relevant for authors publishing in European journals, whereas national and intra-national collaboration and national mobility are more important for authors publishing in US journals. Conclusions: We explain the observed differences and patterns in terms of the specific scope of each journal and the socio-economic and political situation in both geographic contexts (Europe and the USA). Our study provides a global picture of collaboration practices in astrophysics and its possible application to many other sciences and fields would undoubtedly help bring into focus the really big issues for overall research management and policy.
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- 2016
9. New Directions in Telecollaborative Research and Practice: Selected Papers from the Second Conference on Telecollaboration in Higher Education
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Research-publishing.net (France), Jager, Sake, Kurek, Malgorzata, O'Rourke, Breffni, Jager, Sake, Kurek, Malgorzata, O'Rourke, Breffni, and Research-publishing.net (France)
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Trinity College Dublin was proud to host, in April 2016, the Second International Conference on Telecollaboration in Higher Education, with the theme "New Directions in Telecollaborative Research and Practice." Over two and a half days, 150 participants offered 95 research presentations, posters, and "problem shared" sessions. Following a preface (Breffni O'Rourke) and introduction (Sake Jager, Malgorzata Kurek, and Breffni O'Rourke), selected papers from this conference presented herein include: (1) Telecollaboration and student mobility for language learning (Celeste Kinginger); (2) A task is a task is a task is a task… or is it? Researching telecollaborative teacher competence development--the need for more qualitative research (Andreas Müller-Hartmann); (3) Learner autonomy and telecollaborative language learning (David Little); (4) Developing intercultural communicative competence across the Americas (Diane Ceo-DiFrancesco, Oscar Mora, and Andrea Serna Collazos); (5) CHILCAN: a Chilean-Canadian intercultural telecollaborative language exchange (Constanza Rojas-Primus); (6) Multifaceted dimensions of telecollaboration through English as a Lingua Franca (ELF): Paris-Valladolid intercultural telecollaboration project (Paloma Castro and Martine Derivry-Plard); (7) Student perspectives on intercultural learning from an online teacher education partnership (Shannon Sauro); (8) Blogging as a tool for intercultural learning in a telecollaborative study (Se Jeong Yang); (9) Intergenerational telecollaboration: what risks for what rewards? (Erica Johnson); (10) Telecollaboration, challenges and oppportunities (Emmanuel Abruquah, Ildiko Dosa, and Grazyna Duda); (11) Exploring telecollaboration through the lens of university students: a Spanish-Cypriot telecollaborative exchange (Anna Nicolaou and Ana Sevilla-Pavón); (12) A comparison of telecollaborative classes between Japan and Asian-Pacific countries -- Asian-Pacific Exchange Collaboration (APEC) project (Yoshihiko Shimizu, Dwayne Pack, Mikio Kano, Hiroyuki Okazaki, and Hiroto Yamamura); (13) Incorporating cross-cultural videoconferencing to enhance Content and Language Integrated Learning (CLIL) at the tertiary level (Barbara Loranc-Paszylk); (14) Multimodal strategies allowing corrective feedback to be softened during webconferencing-supported interactions (Ciara R. Wigham and Julie Vidal); (15) Problem-solving interaction in GFL videoconferencing (Makiko Hoshii and Nicole Schumacher); (16) Interactional dimension of online asynchronous exchange in an asymmetric telecollaboration (Dora Loizidou and François Mangenot); (17) Telecollaboration in secondary EFL: a blended teacher education course (Shona Whyte and Linda Gijsen); (18) It takes two to tango: online teacher tandems for teaching in English (Jennifer Valcke and Elena Romero Alfaro); (19) Getting their feet wet: trainee EFL teachers in Germany and Israel collaborate online to promote their telecollaboration competence through experiential learning (Tina Waldman, Efrat Harel, and Götz Schwab); (20) Teacher competences for telecollaboration: the role of coaching (Sabela Melchor-Couto and Kristi Jauregi); (21) Preparing student mobility through telecollaboration (Marta Giralt and Catherine Jeanneau); (22) What are the perceived effects of telecollaboration compared to other communication-scenarios with peers? (Elke Nissen); (23) The "Bologna-München" Tandem -- experiencing interculturality (Sandro De Martino); (24) Comparing the development of transversal skills between virtual and physical exchanges (Bart van der Velden, Sophie Millner, and Casper van der Heijden); (25) Making virtual exchange/telecollaboration mainstream -- large scale exchanges (Eric Hagley); (26) Searching for telecollaboration in secondary geography education in Germany (Jelena Deutscher); (27) Communication strategies in a telecollaboration project with a focus on Latin American history (Susana S. Fernández); (28) Students' perspective on Web 2.0-enhanced telecollaboration as added value in translator education (Mariusz Marczak); (29) Intercultural communication for professional development: creative approaches in higher education (Linda Joy Mesh); (30) Illustrating challenges and practicing competencies for global technology-assisted collaboration: lessons from a real-time north-south teaching collaboration (Stephen Capobianco, Nadia Rubaii, and Sebastian Líppez-De Castro); (31) Telecollaboration as a tool for building intercultural and interreligious understanding: the Sousse-Villanova programme (Jonathan Mason); (32) Vicious cycles of turn negotiation in video-mediated telecollaboration: interactional sociolinguistics perspective (Yuka Akiyama); (33) A corpus-based study of the use of pronouns in the asynchronous discussion forums in the online intercultural exchange MexCo (Marina Orsini-Jones, Zoe Gazeley-Eke, and Hannah Leinster); (34) Cooperative autonomy in online lingua franca exchanges: A case study on foreign language education in secondary schools (Petra Hoffstaedter and Kurt Kohn); (35) Emerging affordances in telecollaborative multimodal interactions (Aparajita Dey-Plissonneau and Françoise Blin); (36) Telecollaboration in online communities for L2 learning (Maria Luisa Malerba and Christine Appel); (37) Fostering students' engagement with topical issues through different modes of online exchange (Marie-Thérèse Batardière and Francesca Helm); (38) A conversation analysis approach to researching eTandems--the challenges of data collection (Julia Renner); and (39) DOTI: Databank of Oral Teletandem Interactions (Solange Aranha and Paola Leone). An author index is included. Individual papers contain references.
- Published
- 2016
10. Are Kinesiology Programs Oppressive? A Content Analysis of Canadian University Kinesiology Curricula and Websites
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Erin K. Sullivan and Adam E. Ali
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Institutionalized oppression experienced by marginalized groups is central to post-secondary education and, if left unchallenged, will remain pervasive within academia (Lincoln, Y. S., & Stanley, C. A. (2021). The faces of institutionalized discrimination and systemic oppression in higher education: Uncovering the lived experience of bias and procedural inequity. "Qualitative Inquiry", 10778004211026892). Emerging literature that examines discrimination and oppression in kinesiology has focused on the consequences of privileging Western, Eurocentric knowledge and scholarship. (Andrews, D. L., Silk, M., Francombe, J., & Bush, A. (2013). McKinesiology. "Review of Education, Pedagogy, and Cultural Studies", 35(5), 335-356; Culp, B. (2016). Social justice and the future of higher education kinesiology. "Quest" ("grand Rapids, Mich"), 68(3), 271-283; Douglas, D. D., & Halas, J. M. (2013). The wages of whiteness: Confronting the nature of ivory tower racism and the implications for physical education. "Sport, Education and Society", 18(4), 453-474; Joseph, J., & Kriger, D. (2021). Towards a decolonizing kinesiology ethics model. Quest (grand Rapids, Mich), 73(2), 192-208; Nachman, J., Joseph, J., & Fusco, C. (2021). 'What if what the professor knows is not diverse enough for US?': whiteness in Canadian kinesiology programs. Sport, Education and Society, 1-14). There is, however, limited research that examines how kinesiology curriculum might enable the reproduction of these processes. Thus, this study explores how knowledge is distributed within Canadian university kinesiology curriculum, and how disciplines, faculty members, and students are represented on program websites. We analyzed eight Canadian university kinesiology websites using summative qualitative content analysis (SQCA) and the Five Faces of Oppression (Young, I. M. (1990). "Five Faces of Oppression," justice and the politics of difference. Princeton University Press) framework. Overall, programs reproduce Western, scientific, and positivist approaches as the dominant knowledge, maintain racially homogenous faculty demographics, make rhetorical commitments to EDI, and communicate neoliberalism in mission statements. In doing so, these programs (1) privilege white, heteronormative, lean, and able bodies(2) marginalize the experiences of those who deviate from these identitarian positions, and (3) limit the possibilities for transformation towards inclusive kinesiology in Canada. Recommendations are suggested for how curricula might engage with social justice objectives and challenge oppressive systems.
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- 2024
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11. Test-Retest Reliability and Construct Validity of an Online and Paper Administered Physical Activity Neighborhood Environment Scale (PANES)
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Frehlich, Levi, Blackstaffe, Anita, and McCormack, Gavin R.
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The Physical Activity Neighborhood Environment Scale (PANES) has been used internationally; however, PANES properties have not been assessed in all geographical contexts. Our objectives were to assess the reliability and validity of an online and paper version of the PANES in Canadian adults. Reliability was estimated using intraclass correlation coefficients (ICC), percent of overall agreement (p[subscript 0]) and Cohen's Kappa coefficient. Lower 95% confidence interval (CI) ICC ranged from 0.10 to 0.70. Lower 95%CI for kappa statistics ranged from -0.20 to 0.64 and p[subscript 0] ranged from 80.1% to 95.7%. Cronbach's alpha coefficients estimated internal consistency of the PANES (alpha = 0.58 for the paper version and alpha = 0.55 for the online version). Mean scores for the PANES Built Environment Index (BEI) significantly differed by neighborhood street pattern (p < 0.05). The PANES administrated via paper or online provides reliable overall agreement and valid estimates of the self-reported neighborhood built environment supportiveness of physical activity.
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- 2020
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12. 'What Do You Mean I Wrote a C Paper?' Writing, Revision, and Self-Regulation
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Feltham, Mark and Sharen, Colleen
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Students often express surprise at their grades on papers. This gap between expectation and achievement may stem in part from lack of facility with revision strategies. How, then, can teachers work with their students to foster more effective revisions? This question in teaching and learning has inspired an interdisciplinary collaboration: one of us is a management and leadership professor (Sharen), and the other is an English/communication professor (Feltham). In this essay, we describe a research study from winter 2013 in which we explored how a series of interventions improved students' mindsets about the process of drafting and revising reports for a second-year-university course entitled "Women and Leadership." After outlining key aspects of this study that we feel are of general interest, we then present a series of reflective suggestions about how to teach revision derived from both our experiences and a selective survey of the literature on both revision and self-regulation.
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- 2015
13. Complicating Notions of 'Scholar-Activist' in a Global Context: A Discussion Paper
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Tilley, Susan A. and Taylor, Leanne
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The language of "scholar-activist" has made its way into academic discourse over the last few decades. Historically a divide has existed between academics situated in the university and activists working within and across communities. This discussion paper addresses challenges scholars face when doing activist work within their institutional and community settings and on an international level. We explore the ways in which "scholar-activism" has been taken up in the academy and how it is shaped by local and global contexts. Specifically, we discuss the factors that influence the work of those claiming to be scholar-activists who are interested in working for social change. We suggest that if scholar-activists are to maintain respectful relationships across individual and community differences, we must first negotiate how we may be differently positioned in terms of privilege, power, resources, race, identity, history of colonialism, and personal and national identity. We hope that this discussion paper will generate dialogue among our international colleagues about the possibilities of shifting beyond our local contexts to work respectfully, cross-culturally and to create global partnerships. Ultimately, we question how we can work with our global partners to build a basic and productive foundation upon which we might engage scholar-activism and contribute to creating social and institutional change.
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- 2014
14. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (37th, Jacksonville, Florida, 2014). Volume 1
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Association for Educational Communications and Technology and Simonson, Michael
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For the thirty-seventh year, the Research and Theory Division and the Division of Instructional Design of the Association for Educational Communications and Technology (AECT) sponsored the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, Florida. This year's Proceedings is presented in two volumes--Volume 1 includes twenty-seven research and development papers. Volume 2 includes thirty-one papers on the practice of educational communications and technology. The 27 papers with respective authors included in Volume 1 are: (1) Information Visualization in Students Eye: An Eye Tracking Study of Rising Sea Levels (Dalia Alyahya, Suzan Alyahya); (2) Interactive eBooks as a Tool of Mobile Learning for Digital-Natives in Higher Education: Interactivity, Preferences and Ownership (Aadil Askar); (3) Recognition of Prior Learning Occurring in Online Informal and Non-Formal Learning Environments: The Case of Higher Education in Turkey (Mesut Aydemir); (4) Open Dialogue: A Content Analysis of the #OpenEducation Twitter Hashtag (Fredrick W. Baker); (5) Enhancing Online Courses with Digital Storytelling (Sally Baldwin, Yu-Hui Ching); (6) Visualizing Learning for the Next Generation: Visual and Media Literacy Research, 2000-2014 (Danilo M. Baylen, Kendal Lucas); (7) Examining the Role of Emotion in Public Health Education Using Multimedia (Sungwon Chung, Kwangwoo Lee, Jongpil Cheon); (8) Students' Online Learning Experiences in Collectivist Cultures (Ana-Paula Correia); (9) Emphasis on Standards: What Do the Interns Report? (Lana Kaye B. Dotson); (10) A Comparison of Learner Self-Regulation in Online and Face-to-Face Problem-Based Learning Courses (Christopher Andrew Glenn); (11) Exploring the Influence of Academic Technology Professionals in Higher Education (Stephanie Glick); (12) Educational Technologies Working in Today's Classrooms: Tech Tools And Apps for Teaching in the Real World (V. Paige Hale); (13) Modeling the Processes of Diagramming Arguments that Support and Inhibit Students' Understanding of Complex Arguments (Allan Jeong, Haeyoung Kim); (14) A Review of Research on Collaboration via Blogs in Online Learning (Habibah Khan, Trey Martindale); (15) Competency of Teachers in Using Technology Based on ISTE NETS.T In Tatweer Schools-Saudi Arabia (Abdulrahman A Kamal); (16) Middle School Teachers' Perspective: The Benefits, Challenges, and Suggestion When Using the iPad (Jeungah Kim); (17) Concept Centrality: A Useful and Usable Analysis Method to Reveal Mental Representation of Bilingual Readers (Kyung Kim, Roy B. Clariana); (18) Adolescents' Internet Use and Usage in a Family Context: Implications for Family Learning (Wilfred W. F. Lau, Allan H. K. Yuen); (19) Leveraging Technology: Facilitating Preservice Teachers TPACK Through Video Self Analysis (James E. Jang, Jing Lei); (20) Use of the Flipped Instructional Model in Higher Education: Instructors' Perspectives (Taotao Long, John Cummins, Michael Waugh); (21) Evaluation of the "Let's Talk: Finding Reliable Mental Health Information and Resources" Pilot Program for Grades 7 and 8 Students in Three Ontarian School Boards and One Independent School in Quebec (Cameron Montgomery, Natalie Montgomery, Christine Potra); (22) Touching Our Way to Better Conversations: How Tablets Impact Cognitive Load and Collaborative Learning Discourses (Christopher Ostrowski); (23) The Effect of Self-Assessment on Achievement in an Online Course (Yasin Özarslan, Ozlem Ozan); (24) Perceptions of the Role and Value of Interactive Videoconferencing and Chat Rooms in Supporting Goals of Cross-Cultural Understanding among Three Educational Nonprofit Organizations (Shilpa Sahay, Pavlo Antonenko); (25) Pre-Service English Teachers' Achievement Goal Orientations: A Study of a Distance English Language Teacher Education Program (Hasan Uçar, Müjgan Bozkaya); (26) Perceptions of Online Program Graduates: A 3-Year Follow-up Study (Michael L. Waugh, Jian Su Searle); and (27) Course Structure Design Decision to Solve Academic Procrastination in Online Course (Yufei Wu, Tiffany A. Koszalka, Lina Souid, Jacob A. Hall). (Individual papers contain references.) [For Volume 2, see ED562048.]
- Published
- 2014
15. Are Homeschoolers Happy with Their Educational Experience?
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Gergana Sakarski
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Homeschooling, as a controversial educational practice, raises many questions about its outcomes, which still remain unanswered. The homeschooling population has been growing over the past years, as has interest in this educational paradigm. The increased accessibility and use of emerging information technologies also hold significance in facilitating access to knowledge and contributing to the expansion of this educational trend. In this context, numerous families contemplate homeschooling for several reasons. Yet, the decision to homeschool or not their children is often difficult, as the outcomes are not predictable. Researchers have explored the academic achievements of homeschooling; however, a more significant question remains unanswered: Are homeschoolers happy? This paper aims to provide insight into homeschoolers' perceptions of this matter. Research findings on the life satisfaction of homeschoolers presented here were based on the anonymous responses of an online survey collected between July 2022 and July 2023 from 33 current or former homeschoolers from five countries. This study used the Satisfaction with Life Scale (SWLS) to evaluate the well-being of homeschooled individuals who self-assessed their educational experience as well. The paper also examines the advantages and disadvantages of the educational practice as perceived by homeschoolers themselves in an attempt to provide a picture of the satisfaction of homeschoolers with their educational journey. [For the complete Volume 22 proceedings, see ED656158.]
- Published
- 2024
16. Degrees of Alienation: This Paper Is Definitely Not a HEQCO Funded Policy Report
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Magnusson, Jamie
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Walter Benn Michaels has argued that higher education policies have been fashioned through a diversity fetish, rather than grappling with class inequities produced through neoliberal restructuring. When the author was asked the question of whether Benn Michael's analysis pertained to Canadian higher education, she found herself writing the present article within which she argues that pitting class against race is a liberalizing strategy that obfuscates how each ruling relation is interlocking and mutually constitutive. She then goes on to show how such interlocking dynamics productive of racialized and gendered class relations currently function within the Ontario postsecondary system through the production of "tieredness", otherwise termed "system differentiation" in policy papers published by the Higher Education Quality Council of Ontario (HEQCO). Because the paper grew out of her response to Benn Michael's analysis, the author will summarize her take on his book, "How to Love Identity and Ignore Inequality," in order to illustrate certain dynamics affecting equity politics within the Canadian, and in particular, the Ontario higher education landscape. These dynamics do not concern the college sector unto itself, nor the university sector unto itself, but rather spans the entirety of the system. (Contains 3 endnotes.)
- Published
- 2011
17. Does Survey Medium Affect Responses? An Exploration of Electronic and Paper Surveying in British Colombia Schools
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Walt, Nancy, Atwood, Kristin, and Mann, Alex
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The purpose of this study was to determine whether or not survey medium (electronic versus paper format) has a significant effect on the results achieved. To compare survey media, responses from elementary students to British Columbia's Satisfaction Survey were analyzed. Although this study was not experimental in design, the data set served as a rich source for which to investigate the research question. The methods included reliability, item mean, factor analysis, response rate and response completeness comparisons across survey media. From the analyses, the differences between electronic and paper media in this study appear to be minor, and do not seem to have a significant effect on overall results. In conclusion, the medium does not seem to overly affect response patterns and does not pose any threats to the validity or reliability of survey results. (Contains 5 endnotes, 16 tables and 2 figures.)
- Published
- 2008
18. Comparing Children's Performance on and Preference for a Number-Line Estimation Task: Tablet versus Paper and Pencil
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Piatt, Carley, Coret, Marian, Choi, Michael, Volden, Joanne, and Bisanz, Jeffrey
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Tablet computers (tablets) are positioned to be powerful, innovative, effective, and motivating research and assessment tools. We addressed two questions critical for evaluating the appropriateness of using tablets to study number-line estimation, a skill associated with math achievement and argued to be central to numerical cognition. First, is performance with paper and pencil comparable with performance on a tablet? Second, is comparability affected by students' preference for one method of presentation? Thirty-two students in Grade 6 estimated targets on a number line; half estimated with paper and pencil and half with a tablet. For both presentation methods, students' performance was comparable. Students liked both presentation conditions equally but, when asked to choose, most students preferred the tablet. Preference did not influence comparability of results across presentation methods. Finally, students' reasons for their preferences were explored, along with implications for using tablet applications in research and educational assessment.
- Published
- 2016
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19. Local Mandate, Global Market: How Canadian Colleges Discuss International Students
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Buckner, Elizabeth, Brown, Taiya, and Morales, Sarah
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Although the number of international students in Canadian colleges has been increasing rapidly, colleges' internationalization activities have received less attention than those of universities. This article examined how Canadian colleges discuss international students in their official internationalization strategy documents. Conducting critical content analysis of the internationalization strategies of 11 colleges from five provinces in Canada, we found that internationalization strategies focus on four major themes: recruitment, student services, intercultural awareness and post-graduation transitions. We drew on concepts from both resource dependency theory and neo-institutional theory to explain the combination of both revenue generation and commitments to diversity as key themes in the documents. Ultimately, we argue that colleges justify their focus on international student recruitment by framing international students as promoting the development of intercultural awareness and global competences of domestic students, which are framed as increasingly necessary for their labor market success. Meanwhile, the aspirations and goals of international students themselves seem to be an after-thought. We conclude with a call to center the goals of international students as a starting point for creating more responsive institutions.
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- 2023
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20. Not 'Just' an Undergrad: Undergraduate Journals as a Portal to Participating in Academic Discourse Communities
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Paige France and Christopher Eaton
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This essay examines a case study that investigated how students learned and how they applied their writing skills as they pursued publication in an undergraduate scientific journal at a Canadian university. As we conducted a genre analysis of student drafts submitted to the journal and interviewed students who published in the journal's inaugural year, we noted the desire and eagerness that students had to publish at the undergraduate level. We also noticed certain barriers to students fully participating in research for their discourse communities, including challenges accessing publication opportunities and revising their work for new audiences and contexts. Undergraduate journals offer a tremendous space for them to hone a variety of skills in a supportive environment while also taking the first steps to fully participating in scholarly practice.
- Published
- 2023
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21. Empowering Rural and Remote Health Professionals Training: A Cost-Effective Skin Suturing Simulator for Mobile Learning in Clinical Skills Acquisition
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Rebecca Mosaad, Julia Micallef, Aliyat Olatinwo, Gordon Brock, and Adam Dubrowski
- Abstract
Introduction: This study aimed to develop a cost-effective suturing and knot typing simulator that aligns with the expectations of experts, addressing the need for affordable yet high-quality medical training tools. The focus was on assessing the efficacy of a silicone skin suture task trainer, created through a 3D printed mold, for use in mobile learning, specifically in rural and remote contexts. Methods: Rural and remote trainees participating in a skills acquisition workshop, engaged in a 90-minute suturing simulation station. They received minimal feedback from physician educators to simulate independent practice. After the practice, they completed a survey assessing the acceptability and feasibility of the simulator for the intended training purpose, as well as providing feedback for future improvements. Results: Results from quantitative data revealed the simulator's potential to develop competence (4.2 out of 5) and confidence (4.1 out of 5). Participants expressed a readiness to practice suturing independently using the simulator (4.3 out of 5). Notably, the realism of the simulator was identified as an area for improvement in terms of anatomical correctness (3.6 out of 5) and accuracy (3.4 out of 5), while durability scored high (4 out of 5). Participants found the simulator easy to use (4.4 out of 5) and well-suited for developing cognitive (4.4 out of 5) and psychomotor skills (4.2 out of 5) related to suturing and knot typing. Several improvements were noted, especially in the areas of anatomical representativeness, material selection, and interactions between the simulator and clinical tools. Conclusions: This paper outlines the acceptability and feasibility of the simulator, designed to complement an online learning management system for hands-on clinical skill learning within the mobile learning paradigm. Despite high self-efficacy and educational value scores, concerns about realism suggest a need for a hybrid design approach that balances costs and anatomical fidelity in simulator development. [For the full proceedings, see ED659933.]
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- 2024
22. Creating Accessible Spaces for Experiential Learning in an Online Environment
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Peter Gimby, Wesley Ernst, Christopher Cully, and Ania Harlick
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The switch to online learning required a creative solution to allow for the experiential learning outcomes of the program to be satisfied when access to physical spaces and equipment was restricted. This paper describes a collaborative process between technical and support staff as well as research and teaching faculty that led to the creation of meaningful experiential learning opportunities for over one thousand stakeholders. The implemented solutions included the development of hardware and software, the creation of documentation and training procedures for teaching assistants and designing a support system for the students. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]
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- 2024
23. Faculty Engagement in Professional Development
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Thomas Qiao, Brenda McDermott, and Jennifer E. Thannhauser
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Responses to the transition to online learning during the pandemic underscores the importance of faculty engagement in professional development (PD) to enhance their teaching practices. However, the creation and offering of PD opportunities does not always lead to faculty engagement. Using a change management perspective (the ADKAR framework), this paper examines the facilitators and barriers to instructor engagement in a self-paced, online PD program addressing instructional skills for managing students' experiences of test anxiety in the classroom. Seven university faculty members participated in focus groups to share their experiences of a pilot PD program in the program. The focus group data were deductively analyzed using the ADKAR framework. Key themes were identified, corresponding to the outcomes of ADKAR: awareness, desire, knowledge, ability, and reinforcements. Findings emphasized the value of considering PD as a change project, while also recognizing staff well-being as a significant factor that impacts engagement with the change process. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]
- Published
- 2024
24. Resisting the Heartbreak of Neoliberalism in Education Advocacy
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Beyhan Farhadi
- Abstract
This paper explores how advocates in Ontario have resisted neoliberal restructuring in education since the 2018 general election, which marked an intensification of market-oriented reforms. Shaped by the insights of 23 participants, this paper shows how resistance has been accessed through multiple entry points and has been spatially heterogeneous, replete with internal contradiction. It also highlights the cost of resistance for participants whose relationship to systems engender oppression and harm. Broadly, this paper calls for vulnerable reflection on fantasies of a "good life" shaped by a normative neoliberal order that interferes with collective flourishing. Through emergent strategy, which aligns action with a vision for social justice, this paper values the non-linear and manifold ways individuals are embedded in systems; the fractal nature of change, which takes place at all scales; and a love ethic, which sustains relational the spiritual growth necessary for solidarity.
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- 2024
25. Anti-CRT Attacks, School Choice, and the Privatization Endgame
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Sachin Maharaj, Stephanie Tuters, and Vidya Shah
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Across Canada, school districts have been confronting a backlash to their equity and social justice initiatives. Critics of public education have been arguing that the solution to these controversies is to increase school choice. Using several examples from the United States, this paper argues that the endgame of these strategies is to undermine the legitimacy of public education and increase support for private alternatives. To protect its future viability, the paper also calls on public education advocates to grapple with ongoing marginalization within school systems which make private options increasingly attractive.
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- 2024
26. Rock, Paper, Protest: The Fight for the Boreal Forest
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Gunz, Sally and Whittaker, Linda
- Abstract
Canada's boreal forests are second only to the Amazon in producing life-giving oxygen and providing a habitat for thousands of species, from the large woodland caribou to the smallest organisms. The boreal forests are the lifeblood of many Aboriginal communities and the thousands of workers, Aboriginal and non-Aboriginal, who harvest and process pulp, paper, and other lumber products. All depend on the forest for their livelihood, their lifestyle, and the survival of their communities. Many groups, including environmentalists, multinational lumber companies, First Nations, and governments, have competing interests in the boreal forest. In 2010, key players with interests in the boreal forest formed the Boreal Forest Agreement, with the very specific goals of protecting the forest and its ecosystem, and ending conflict between the forestry industry and environmentalists. This case explores what has happened since. It focuses on the conflict between Resolute Forest Products and Greenpeace International, including boycotts, accusations, retractions, alliances, misrepresentations, lawsuits, and countersuits. In this case the reader will learn about the resources that are under dispute, the key players involved, and the agreement that was designed to avoid future conflicts. The article closes with examples of questions that instructors may use for discussion purposes depending on the seniority of students and the focus of the class.
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- 2016
- Full Text
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27. Parental Involvement Policies in Ontario: A Critical Analysis
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Antony-Newman, Max
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In the current climate of ever-increasing pressure on parents to become more responsible for the achievement of their children, which forms an element of neo-liberal governance with its shift from public to private, it is necessary to understand the discourses generated by parental involvement policies. This analysis showed that existing policies in Ontario (Canada) are permeated with discourses of barriers and parental deficiency. They employ a narrow definition of parental involvement, privilege parenting strategies of White middle classes, and represent diverse and immigrant parents as lacking. Although the difference among parents is acknowledged, parents receive no recognition for funds of knowledge they have. Policy documents remain silent on issues of inequality and present parental involvement as a neutral tool rather than a socially constructed and historically specific practice with its set of winners and losers. Implications for policymakers include adding parental involvement content in preservice and in-service teacher education to make parent--school partnerships truly democratic and effective for all.
- Published
- 2019
28. Investigating the Effect of Computer-Administered versus Traditional Paper and Pencil Assessments on Student Writing Achievement
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Laurie, Robert, Bridglall, Beatrice L., and Arseneault, Patrick
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The effect of using a computer or paper and pencil on student writing scores on a provincial standardized writing assessment was studied. A sample of 302 francophone students wrote a short essay using a computer equipped with Microsoft Word with all of its correction functions enabled. One week later, the same students wrote a second short essay using paper and pencil with access to dictionaries. Mean scores were compared for essays on each medium as well as scores on six specific criteria. There was no significant difference between the overall mean scores on the paper and pencil essays and those written using a computer. Significant differences favoring the paper and pencil essays were seen on the ideas, punctuation, and syntax criteria. A significant difference in favor of the computer written essays was seen on the orthography criterion. Possible practical implications and suggestions for future research are discussed.
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- 2015
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29. Education for Sustainable Development: Insights from Canadian and South African Universities
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Saudelli, Mary Gene and Niemczyk, Ewelina K.
- Abstract
Universities can play a key role in contributing to a sustainable future for our planet and its inhabitants. In times of constant changes, there is a growing urgency to reflect on the vision of universities as well as their respective practices and projects that can promote the creation of sustainable societies. As is evident in scholarly literature, there is a need to empower universities and enhance their ability to prepare individuals who can confront global sustainability challenges and pursue sustainable development. The United Nations' adoption of the 2030 Agenda for Sustainable Development in 2015 recognised that societal problems were territorially blind, meaning that no country has sufficient knowledge or research capacity to solve all challenges on its own. To that end, this qualitative, comparative research study represents the unified effort of two very different countries to explore the topic of education for sustainable development (SD) at universities. The study employed a document analysis of selected publicly funded universities in Canada and South Africa. Gathered documents are from the past seven years and include the universities' mission and vision statements, annual reports, and strategic plans. The three main questions addressed in this work are: (a) What is the status and role of higher education for SD in Canada and South Africa? (b) What areas of SD are on the agenda of universities under investigation in Canada and South Africa? (c) What are the main similarities and differences between the two contexts under investigation? Findings indicate that universities focus on several aspects of SD, namely sustainable education, sustainable relationships, and sustainable initiatives. The paper discusses these areas for each country in connection to their contextual setting. Although the study's findings cannot be generalised, they can be informative for other universities and contexts and thus contribute to the body of knowledge about education for SD in higher education.
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- 2022
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30. The Illinois White Paper: Improving the System for Protecting Human Subjects--Counteracting IRB 'Mission Creep'
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Gunsalus, C. K., Bruner, Edward M., Burbules, Nicholas C., Dash, Leon, Finkin, Matthew, Goldberg, Joseph P., Greenough, William T., Miller, Gregory A., Pratt, Michael G., Iriye, Masumi, and Aronson, Deb
- Abstract
Our system of research self-regulation, designed to provide internal checks and balances for those who participate in research involving human subjects, is under considerable stress. Much of this crisis has been caused by what we call mission creep, in which the workload of IRBs has expanded beyond their ability to handle effectively. Mission creep is caused by rewarding wrong behaviors, such as focusing more on procedures and documentation than difficult ethical questions; unclear definitions, which lead to unclear responsibilities; efforts to comply with unwieldy federal requirements even when research is not federally funded; exaggerated precautions to protect against program shutdowns; and efforts to protect against lawsuits. We recommend collecting data. We also call for refinements to our regulatory system that will provide a set of regulations designed for non-biomedical research. This will enable IRBs to direct attention to the areas of greatest risk while intentionally scaling back oversight in areas of lesser risk. We recommend removing some kinds of activity from IRB review altogether. Our system, if not broken, is seriously straining at the seams. It is imperative that we have a respected and effective system in place to protect human research subjects, so that much-needed research into the causes and prevention of disease and other research expanding the boundaries of knowledge can proceed. We hope that this White Paper will further the discussion about what reasonable procedures can be instituted to help get IRBs back on track and do what they were originally meant to do--protect the rights and welfare of human subjects while allowing the research enterprise to progress and its benefits to society to accrue. (Contains 8 notes.)
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- 2007
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31. Multimodal Adult Learning through Arts-Based Organisations
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Susan M. Holloway and Patricia A. Gouthro
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Funded by the Social Sciences and Research Council of Canada (SSHRC) grant, this national study examines arts-based adult education organizations involved in dance, music, drama, and visual arts with a philosophical perspective aligned with a multiliteracies theoretical framework. Multiliteracies considers how cultural and linguistic diversity must be fostered to encourage adults to thrive in all learning environments and recognizes that multimodality provides an expanded way to engage in literacy practices. Utilizing Carey Jewitt's four theoretical tenets to characterize multimodality serves to structure the analytical framework for the findings and discussion of this paper. Multiple case studies and constructivist grounded theory were used for the methodology. Some of the sites discussed in this paper include an art gallery; an immigration museum; and a chamber music organization that offers interactive performances. Participants included adult educators and learners who had options around face-to-face interviews; observations; document analysis of lesson plans or exemplars; or secondary data analysis of original ¿lm footage shot in these spaces. This research has found that arts-based approaches can infuse the work of adult educators to engage adult learners in inclusive pedagogy and active citizenship.
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- 2024
32. Teaching and Researching Ethically: Guidance for Instructor-Researchers, Educational Developers, and Research Ethics Personnel
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McGinn, Michelle K.
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Despite now long-standing recognition of the value and importance of the scholarship of teaching and learning, questions continue to be raised about how to satisfy the hybrid responsibilities of teaching and research. The key message of this paper is that instructor-researchers, educational developers, and research ethics personnel should consider two key guidance documents in tandem: the Society for Teaching and Learning in Higher Education's statement on Ethical Principles in University Teaching (Murray, Gillese, Lennon, Mercer, & Robinson, 1996) and the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans (Canadian Institutes of Health Research, Natural Sciences and Engineering Research Council of Canada, & Social Sciences and Humanities Research Council of Canada, 2014). Together these documents provide much needed guidance for teaching and researching ethically.
- Published
- 2018
33. Language Instructors on Their Emergency Remote Teaching Pedagogy during the Pandemic
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Hamel, Marie-Josée, Landry, Jill, and Bibeau, Louis-David
- Abstract
In this paper, we report on a study that took place during the COVID-19 pandemic and for which we interviewed ten experienced, university level, language instructors about their digital practices as they found themselves teaching in an Emergency Remote Teaching (ERT) mode. The study sought to describe how, through their professional activities and experiences, they developed new and/ or further online competencies and how the ERT context brought them to rethink their pedagogical practices and namely, their Written Corrective Feedback (WCF). Our results show that language instructors' digital competencies are on a dynamic continuum of changes with some who faced challenges, while others sought opportunities or provided solutions during that unprecedented period. An adapted version of the SAMR (Substitution, Augmentation, Modification, and Redefinition) model (Puentedura, 2010) is suggested, which takes into consideration this ERT context. [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.]
- Published
- 2022
34. Youth Voices on Global Citizenship: Deliberating across Canada in an Online Invited Space
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Shultz, Lynette, Pashby, Karen, and Godwaldt, Terry
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This article examines the processes of youth engagement in an "invited space" for Canadian secondary school students. The organizers created a participatory citizenship education space in which Canadian students discussed their views and visions and developed their policy position on global citizenship and global citizenship education. The content and process of "The National Youth White Paper on Global Citizenship" (2015) demonstrated that youth have important policy knowledge and understand they live in a globalized world that includes unacceptable inequalities and oppressions. They also understand that, through acts of citizenship, these conditions can be changed. The article discusses how students were engaged in developing public opinion and working in the public sphere while developing the policy paper on the topic of global citizenship.
- Published
- 2017
35. 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
36. Why Workers Are Reluctant Learners: The Case of the Canadian Pulp and Paper Industry.
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Bratton, John A.
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In the Canadian pulp/paper industry, management is focused on worker flexibility for productivity. Unions view workplace learning as a threat to job control and security. Although learning new skills enhances individual workers' flexibility and employability, collectively it weakens the union through job losses. (Contains 56 references.) (SK)
- Published
- 2001
37. Individualized Instruction for Undergraduates: Term Paper Clinic Staffed by MLS Students.
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Auster, Ethel
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Describes the goals, planning, implementation, and assessment of a term paper clinic for undergraduates conducted by Master of Library Science students and provides recommendations for similar undertakings. The results of a participant survey, including how students heard of the course and their impressions of it, are presented. A copy of the survey is appended. (12 references) (KRN)
- Published
- 1994
38. Co-operative Education in the Pulp and Paper Sector in Quebec.
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Savoie-Zajc, Lorraine and Dolbec, Andre
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A cooperative education program involved student practica in Quebec pulp and paper mills. Using the concept of community of practice and a typology of work experience, data from 175 students indicated that schools and workplaces placed traditional roles regarding theory and practice. Organizational cultures remained separate and opportunities for situated learning in communities of practice were not realized. (SK)
- Published
- 2003
39. A Reasonable Accommodation? Meaningful Access? For Whom? A Critique of Accommodation Approaches in Canadian Higher Education
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Ghofran Alyass
- Abstract
Institutional practices related to providing academic accommodations and access have long been ableist and bureaucratic and remain that way. This paper will focus on these practices in the post-secondary education context. The central question of this paper is: What do meaningful access and reasonable accommodation mean to post-secondary students with disabilities? Proceeding from the premise that students with disabilities do not currently define meaningful access and reasonable accommodations, this paper will argue that accommodations and access as defined within policy are not adequately serving the needs of post-secondary students with disabilities. This paper then highlights the definitions of meaningful access and reasonable accommodations provided by eight students who participated in a recent study. Finally, this paper will highlight the negative and positive encounters with accommodations experienced by many post-secondary students in the province of Ontario who follow the Policy on Accessible Education for Students with Disabilities (2018) as a policy that guides educational practices.
- Published
- 2024
40. The Impact of Emerging Technology in Physics over the Past Three Decades
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Binar Kurnia Prahani, Hanandita Veda Saphira, Budi Jatmiko, Suryanti, and Tan Amelia
- Abstract
As humanity reaches the 5.0 industrial revolution, education plays a critical role in boosting the quality of human resources. This paper reports bibliometric research on emerging TiP during 1993-2022 in the educational field to analyse its development on any level of education during the last three decades. This study employed a Scopus database. The findings are that the trend of TiP publication in educational fields has tended to increase every year during the past three decades and conference paper became the most published document type, the USA is the country which produces the most publications; "Students" being the most occurrences keyword and total link strength. The publication of the TiP is ranked to the Quartile 1, which implies that a publication with the cited performance is a publication with credibility because the publisher has a good reputation. Researchers can find the topics most relevant to other metadata sources such as Web of Science, Publish, and Perish.
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- 2024
41. Co-Authorship Trends in Philosophy of Education Journals in the US and Canada
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Rebecca M. Taylor, Seunghyun Lee, and Caitlin Murphy Brust
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A variety of epistemic practices and norms influence how knowledge and understanding are advanced in academia. Co-authorship practices and norms, the focus of this paper, have implications for the epistemic resources that are brought into individual scholarly works and how the resources are distributed among networks over time. Although co-authorship is widely accepted in social scientific research in education, single authorship has remained predominant in philosophy of education. This paper is part of a project exploring co-authorship practices and norms in philosophy and, in particular, philosophy of education. We aim to develop an empirical understanding of co-authorship trends in four primary philosophy of education journals in the United States and Canada. We examine the frequency of co-authorship in these outlets over the last two decades, the participants in co-authored projects, and the philosophical topics that are being explored through co-authorship. Our findings indicate that these venues are publishing co-authored works with increasing frequency and that most co-authorship is happening among faculty collaborators and among scholars who share common disciplinary backgrounds. The observed increase in the practice of co-authorship in these philosophy of education journals points to the significance of exploring it in greater depth, including giving attention to questions of ethics and epistemology that co-authorship raises, as well as to comparative analyses of trends around the world.
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- 2024
42. Creating Spaces of Engagement: Exploring High School Youth's Voices in Reshaping the Social Justice Curriculum
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Shuyuan Liu, Kenneth Gyamerah, Claire Ahn, and Thashika Pillay
- Abstract
The current structure of formal education makes it difficult for teachers and students to hold meaningful conversations to support high-school youth's meaning-making of critical social-justice issues. This paper presents data on three high-school youth's knowledge and experiences with social justice issues during the pandemic. Specifically, the paper aims to explore how youth construct knowledge and counter dominant discourses through utilizing informal learning spaces, such as social media platforms, peer and family conversations, as well as personal encounters. In addition, and more importantly, an exploration of how formal education can incorporate social-justice issues into the curriculum is considered. The analysis of these high school youth's interview conversations presents their diverging needs to learn about social-justice topics in both formal and informal learning contexts. The data also illustrates the power of their voices in a way that could inform future curriculum development. Discussions and implications highlight the possibility of creating such ethical spaces in formal education to engage in social-justice topics.
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- 2024
43. Blended Learning and Lab Reform: Self-Paced SoTL and Reflecting on Student Learning
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Cari Din and Martin MacInnis
- Abstract
As part of a large exercise physiology laboratory (lab) reform project, we used blended learning to support graduate teaching assistants and lab technicians in developing their pedagogical knowledge and create an entry point to reflective conversations about teaching and learning. Because self-paced asynchronous online modules can enable reflective and self-determined learning, this asynchronous professional development course is punctuated with reflective questions for the instructional team preparing to teach reformed exercise physiology labs. Asynchronous course content was shared via short videos, podcasts, and readings. We debriefed this self-paced, SoTL-informed course together, in-person. This social debriefing kicked off our weekly synchronous reflective conversations about teaching and learning in a community of practice. Developing a shared language for talking about teaching, enabling student learning, practicing effective teaching, and beginning to contemplate teaching philosophies were described by graduate teaching assistants as notable aspects of this blended learning journey. Lab technicians described discovering SoTL and discussing learning challenges as helpful to their teaching. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]
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- 2024
44. Interdisciplinary Training for Future Leaders through the CREATE-REDEVELOP Graduate Student Program
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Madeline Springle, McKenna Sperry, Samantha Jones, Leah Pezer, Thomas O'Neill, and David W. Eaton
- Abstract
REDEVELOP is a graduate student training program funded by the NSERC-CREATE grant, starting in 2017. Its goal is to support the training of new professionals and researchers (> 100) who will be the next generation of science and engineering leaders and policymakers in Canada. The program has successfully developed a framework for operating almost completely virtually, well ahead of the world's transition to online learning due to the COVID-19 pandemic. Our psychology lab, The Individual and Team Performance (ITP) lab, has dedicated over a decade to researching and designing tools that enhance specific training and skill growth necessary for effective remote teamwork. In partnership with the REDEVELOP program, we support students in navigating the unique interpersonal and collaboration challenges posed by virtual team environments. We will discuss how a complex and multidisciplinary program succeeds in training graduate students to become stronger academics, practitioners, and communicators of knowledge. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]
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- 2024
45. Fostering a Teaching and Learning Opportunity: Toward Equity in Student Feedback of Teaching
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Moira McDonald, Michael-Anne Noble, Brigitte Harris, Valeria Cortés, and Ken Jeffery
- Abstract
Educators within post-secondary institutions receive input in the form of course evaluations from their students. The aim of receiving student input is to improve the teaching and learning experience for all. There are, however, inherent problems with the current methods of obtaining students' views through course evaluations. In this pilot study, the researchers focused on two problems: universally low response rates of 20% or less of student input in formal course evaluations and the problematic bias associated with anonymous course evaluations. Implementing practices that encourage students to provide course feedback, thus moving away from the term course evaluation was a first step to address these problems. A process was piloted in this study with 16 domestic undergraduate Bachelor of Science students whereby the researchers encouraged reflection, dialogue, and accountability in the new model and compared the differences against the problematic original model of receiving course evaluation input from students. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]
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- 2024
46. Transforming Online Teaching through Relational Ways of Being
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Valeria Cortés, Kelly Loffler, Christina Schlattner, and Tim Brigham
- Abstract
We explore the need for educators to design, implement, and assess online education for Indigenous students with intention and in a good way. As more Indigenous learners access online programs, it is essential to amplify the discussion on how post-secondary education institutions can better design educational programs and support learners through intentionally engaging in relational ways of being. Drawing from our experience delivering the Professional Project Administrator Program, we examine the significance of partnership building in enhancing cultural learning within the online space. We highlight the need for intentional faculty development initiatives and discuss the challenges that became an avenue for unlearning and educational innovation. Furthermore, we delve into the design and implementation of a holistic rubric tailored specifically to support the implementation of relational pedagogies. We hope that these learnings offer useful lessons for online teaching, emphasizing the need to foster culturally responsive environments where learners can thrive. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]
- Published
- 2024
47. A Bibliometric Analysis of Publications on Special Education between 2011 and 2020
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Rumiye Arslan, Keziban Orbay, and Metin Orbay
- Abstract
The present study aims to identify the most productive countries, journals, authors, institutions and the most used keywords in the field of special education during 2011-2020, based on the WoS database. The widespread effects of the papers and how they are related were analyzed with the bibliometric analysis method. The findings of the study showed that the USA is inarguably the most productive country, followed by England and Australia. On the other hand, there was a very strong positive correlation (r = 0.929) between the number of papers published by countries and their h-index, a similar finding was also found to be present between the countries' h-index and GDP per capita (r = 0.790). Moreover, it was found that the journals with the highest quartile (Q1 and Q2) in the field of special education published significantly more papers than the journals with the lowest quartile (Q3 and Q4). Matson, JL (USA), Sigafoos, J (New Zealand) and Lancioni, GE (Italy) were determined as the most prolific authors, respectively. Autism, intellectual disability, and Down syndrome were the phrases most frequently used as keywords. Our findings provide key information regarding the developments that the research direction of special education field has recently taken. This study also serves a potential roadmap for future studies.
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- 2024
48. Education Provision to Every One: Comparing Perspectives from around the World. BCES Conference Books, Volume 14, Number 1
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Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, Kalin, Jana, Hilton, Gillian, Ogunleye, James, and Niemczyk, Ewelina
- Abstract
Papers from the proceedings of the 14th Annual Conference of the Bulgarian Comparative Education Society was submitted in two volumes. Volume 1 contains papers submitted at the conference held in Sofia, Bulgaria, June 14-17, 2016. Volume 2 contains papers submitted at the 4th International Partner Conference of the International Research Centre (IRC) "Scientific Cooperation," Rostov-on-Don, Russia. The overall conference theme was "Education Provision to Every One: Comparing Perspectives from Around the World" and included six thematic sections: (1) Comparative Education & History of Education; (2) Pre-service and In-service Teacher Training & Learning and Teaching Styles; (3) Education Policy, Reforms and School Leadership; (4) Higher Education, Lifelong Learning and Social Inclusion; (5) Law and Education: Legislation and Inclusive Education, Child Protection & Human Rights Education; and (6) Research Education: Developing Globally Competent Researchers for International and Interdisciplinary Research. The book contains a Preface: "Bulgarian Comparative Education Society: 25 Years of Being International" (Nikolay Popov); an Introduction: "Education Provision to Everyone: Comparing Perspectives from Around the World" (Lynette Jacobs) and papers divided into the respective thematic sections. Part 1: "Comparative Education & History of Education": (1) Jullien: Founding Father of Comparative and International Education Still Pointing the Way (Charl Wolhuter); (2) Presentation of Marc-Antoine Jullien's Work in Bulgarian Comparative Education Textbooks (Teodora Genova & Nikolay Popov); (3) "Teach Your Children Well": Arguing in Favor of Pedagogically Justifiable Hospitality Education (Ferdinand J. Potgieter); (4) Theory for Explaining and Comparing the Dynamics of Education in Transitional Processes (Johannes L. van der Walt); (5) Nordic Internationalists' Contribution to the Field of Comparative and International Education (Teodora Genova); (6) International Research Partners: The Challenges of Developing an Equitable Partnership between Universities in the Global North and South (Karen L. Biraimah); (7) Providing Books to Rural Schools through Mobile Libraries (Lynette Jacobs, Ernst Stals & Lieve Leroy); (8) South African Curriculum Reform: Education for Active Citizenship (Juliana Smith & Agnetha Arendse); (9) Universities Response to Oil and Gas Industry Demands in South Texas (USA) and Tamaulipas (Mexico) (Marco Aurelio Navarro); (10) Goals That Melt Away. Higher Education Provision in Mexico (Marco Aurelio Navarro & Ruth Roux); (11) How the Issue of Unemployment and the Unemployed Is Treated in Adult Education Literature within Polish and U.S. Contexts (Marzanna Pogorzelska & Susan Yelich Biniecki); (12) Contribuciones de un Modelo Multiniveles para el Análisis Comparado de Impactos de Políticas Educativas en la Educación Superior (Mirian Inés Capelari) [title and paper are provided in Spanish, abstract in English]; and (13) Internationalization, Globalization and Relationship Networks as an Epistemological Framework Based on Comparative Studies in Education (Amelia Molina García & José Luis Horacio Andrade Lara). Part 2: "Pre-service and In-service Teacher Training & Learning and Teaching Styles": (14) The Goals and Conditions of Qualitative Collaboration between Elementary Schools and Community -- A Challenge for the Professional Development (Jana Kalin & Barbara Šteh); (15) South African Heads of Department on Their Role in Teacher Development: Unexpected Patterns in an Unequal System (André du Plessis); (16) Do Teachers, Students and Parents Agree about the Top Five Good Teacher's Characteristics? (Marlena Plavšic & Marina Dikovic); and (17) Personality Traits and Learning Styles of Secondary School Students in Serbia (Gordana Djigic, Snežana Stojiljkovic & Andrijana Markovic). Part 3: "Education Policy, Reforms & School Leadership": (18) Routes into Teaching: Does Variety Aid Recruitment or Merely Cause Confusion? A Study of Three Different Programmes for Teacher Training in England (Gillian Hilton); (19) The Status of Teaching as a Profession in South Africa (Corene de Wet); (20) Initial and Continuing Professional Development of Adult Educators from an Educational - Policy Perspective: Rethinking from Croatia (Renata Cepic & Marijeta Mašic); (21) Educational Reform from the Perspective of the Student (Claudio-Rafael Vasquez-Martinez, Felipe Gonzalez-Gonzalez, Jose-Gerardo Cardona-Toro, MaríaGuadalupe Díaz-Renteria, Maria-Ines Alvarez, Hector Rendon, Isabel Valero, Maria Morfin, Miguel Alvarez); (22) Leadership and Context Connectivity: Merging Two Forces for Sustainable School Improvement (Nylon Ramodikoe Marishane); (23) Approaches to In-servicing Training of Teachers in Primary Schools in South Africa (Vimbi P. Mahlangu); (24) Social Justice and Capacity for Self-development in Educational Systems in European Union (Bo-Ruey Huang); (25) Social Justice and Capacity for Self-Development in Educational System in Japan (Yu-Fei Liu); and (26) Emotions in Education Generated by Migration (Graciela Amira Medecigo Shej). Part 4: "Higher Education, Lifelong Learning & Social Inclusion": (27) Ambivalent Community: International African Students in Residence at a South African University (Everard Weber An); (28) Internationalization of Higher Education Institutions in Latvia and Turkey: Its Management and Development during the Last Decade (Sibel Burçer & Ilze Kangro); (29) Lifelong Learning: Capabilities and Aspirations (Petya Ilieva-Trichkova); (30) Where Have All the Teachers Gone: A Case Study in Transitioning (Amanda S. Potgieter); (31) An Overview of Engineering Courses in Brazil: Actual Challenges (Alberto G. Canen, Iara Tammela & Diogo Cevolani Camatta); (32) Multiculturalism and Peace Studies for Education Provision in Time of Diverse Democracies (Rejane P. Costa & Ana Ivenicki); (33) Social Inclusion of Foreigners in Poland (Ewa Sowa-Behtane); (34) An Autistic Child Would Like to Say "Hello" (Maria Dishkova); (35) Research Approaches for Higher Education Students: A Personal Experience (Momodou M Willan); (36) Social Networks Use, Loneliness and Academic Performance among University Students (Gordana Stankovska, Slagana Angelkovska & Svetlana Pandiloska Grncarovska); and (37) The Personal Characteristics Predictors of Academic Success (Slagana Angelkoska, Gordana Stankovska & Dimitar Dimitrovski). Part 5: "Law and Education: Legislation and Inclusive Education, Child Protection & Human Rights Education": (38) An Exploration of the Wider Costs of the Decision by the Rivers State Government in Nigeria to Revoke International Students' Scholarships (Elizabeth Achinewhu-Nworgu & Queen Chioma Nworgu); (39) Strategies for Improving the Employability Skills and Life Chances of Youths in Nigeria (Elizabeth Achinewhu-Nworgu, Steve Azaiki, Shade Babalola & Chinuru Achinewhu); (40) Examining the Role, Values, and Legal Policy Issues Facing Public Library Resources in Supporting Students to Achieve Academic Success (Elizabeth Achinewhu-Nworgu, Steve Azaiki & Queen Chioma Nworgu); (41) Peer Exclusion at Physical Education (Gorazde Sotosek); (42) Exclusion and Education in South Africa: An Education Law Perspective of Emerging Alternative Understandings of Exclusion (Johan Beckmann); and (43) Educational and Social Inclusion of Handicapped Children. Polish Experiences (Anna Czyz). Part 6: "Research Education: Developing Globally Competent Researchers for International and Interdisciplinary Research": (44) Observations about Research Methodology during 15 Years of Presenting Capacity-Building Seminars (Johannes L. van der Walt); and (45) Using a Play-Based Methodology in Qualitative Research: A Case of Using Social Board to Examine School Climate (Anna Mankowska). Following the presentation of the complete conference papers, the following abstracts are provided: (1) Project-Based Learning in Polish-American Comparative Perspective (Marzanna Pogorzelska); (2) Teaching and Researching Intervention and Facilitation in a Process of Self-reflection: Scrutinity of an Action Research Process (Juliana Smith); (3) Investigating Perceptions of Male Students in Early Childhood Education Program on Learning Experiences (Ayse Duran); (4) Teacher Professional Development and Student Achievement in Turkey: Evidence from TIMSS 2011 (Emine Gumus & Mehmet Sukru Bellibas); (5) The Usage of CBT and Ayeka Approach at the Kedma School (Yehuda Bar Shalom & Amira Bar Shalom); (6) Factors Affecting Turkish Teachers' Use of ICT for Teaching: Evidence from ICILS 2013 (Mehmet Sukru Bellibas & Sedat Gumus); (7) Application of Big Data Predictive Analytics in Higher Education (James Ogunleye); (8) The Pursuit of Excellence in Malaysian Higher Education: Consequences for the Academic Workplace (David Chapman, Sigrid Hutcheson, Chang Da Wan, Molly Lee, Ann Austin, Ahmad Nurulazam); (9) Challenging the Value and Missions of Higher Education: New Forms of Philanthropy and Giving (Pepka Boyadjieva & Petya Ilieva-Trichkova); (10) The Effects of Major-changing between Undergraduates and Postgraduates on the Major Development of Postgraduates (Jinmin Yu & Hong Zhu); (11) Spotlight on Canadian Research Education: Access of Doctoral Students to Research Assistantships (Ewelina Kinga Niemczyk); (12) Regulation or Freedom? Considering the Role of the Law in Study Supervision (J. P. Rossouw & M. C. Rossouw); (13) The Subjectivity-Objectivity Battle in Research (Gertrude Shotte); and (14) Interdisciplinary Approach to Teaching Chemistry: Electrochemical Biosensors Case Study (Margarita Stoytcheva & Roumen Zlatev). A Name Index is included. (Individual papers contain references.) [For Volume 2, "Education Provision to Every One: Comparing Perspectives from around the World. BCES Conference Books, Volume 14, Number 2" see ED568089.]
- Published
- 2016
49. Examination of the International Scope of Papers Presented at the International Society for Music Education Research Commission Seminars, 1988-2006
- Author
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Price, Harry E., Madsen, Clifford K., Cornacchio, Rachel, and Webb, Marie
- Abstract
The authors classified citations included in papers presented at 10 International Society for Music Education (ISME) biennial International Research Commission Seminars across an 18-year period (1988-2006) based on the six world regions as specified by the ISME Research Commission. Citations (N = 4,535) were examined from 238 papers presented at the 12th through 21st seminars. There were 2,250 citations from 407 journals, the most prevalent sources. Twenty-eight papers from this sample were multinational in nature, with 79% (n = 22) of these by U.S. researchers as either sole or senior authors. The main result of this study is that the researchers from around the world who were presenters at these seminars primarily cited sources within their own geographical regions. Additionally, the "Journal of Research in Music Education" was by far the most referenced journal throughout the entire sample. (Contains 2 tables.)
- Published
- 2010
- Full Text
- View/download PDF
50. From Paper to Practice: Barriers to Adopting Nutrition Guidelines in Schools
- Author
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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.)
- Published
- 2012
- Full Text
- View/download PDF
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