Search

As more alarming truths are being revealed around the horrors of the residential schooling system in Canada, educators are being called to decolonize and Indigenize their teaching practices. As post-secondary teacher educators working in Indigenous education who have gained valuable insights around this difficult teaching, the authors offer readers a conceptual model of reconciliatory education. The model invites educators to move beyond colonial schooling practices to embrace decolonizing and Indigenizing approaches and the powerful potential of relational teaching and learning. Envisioned as an ethical space residing between Indigenizing and decolonizing practices and animated by truth-telling and critical thinking, the extended infinity model, presented in this article, shows the dynamic nature of teaching and learning that occurs when relating together through commitments to decolonizing and Indigenizing. While purposefully engaging in an ethos of ethical relationality, the model carries transformative potential for teaching and learning.

To achieve educational equity for Indigenous students, school psychologists need to consider the implications of using solely Westernized and Eurocentric educational standards of success. With current practices criticized as limiting and biased, a fitting alternative is the use of holistic frameworks of success aligned with Indigenous peoples' perspectives on lifelong learning. This paper details a community-led process to define success for Indigenous youth in Aklavik, Northwest Territories inspired by the Canadian Council on Learning Inuit Holistic Lifelong Learning Model. Several key lessons, including the need for ensemble mentorship, emerged from this community-led and strengths-based project that can inform school psychologists seeking to better Indigenize their practice and work toward culturally aligned practices.

Inspired by collaborating on a shared vision of reconciliation, three authors explore ethical relationality and the practical ways in which their "heter"archical ensemble mentorship serves to decolonise and advance a shared vision of reconciliation for university teaching and learning. As Indigenous and non-Indigenous educators, we are buoyed by those developing decolonising and Indigenising strategies in formerly colonised regions. Seen as a promising interruption to a neoliberal approach to education, the authors embrace the possibilities of imagining and creating an ethical space in universities where relationality is prioritised in service of social justice. While the complex nature of reconciliation within a Canadian context begets tension and highlights what are often conflicting value systems within academe, we maintain that innovations in teaching and learning are possible in what is now a globally disrupted terrain as students, faculty, administrators, and university leadership contend with the unknown, encounter collectivist Indigenous traditions, and tentatively explore decolonisation as an ethical avenue towards inclusive and empowering education. In imagining what is possible, we build upon Indigenous knowledge traditions and the work of leadership studies scholars to propose 'ensemble mentorship' between students and faculty as a collaborative and decolonising teaching and learning practice. [The incorrect page range (177-194) on the .pdf is incorrect. The correct page is p177-192.]

The present paper builds on the literature that emphasizes the importance of self-regulation for academic learning or self-regulated learning (SRL). SRL research has traditionally focused on count measures of SRL processing events, however, another important measure of SRL is being recognized: time-on-task. The current study captures the influence of time spent on learning performance. We study time-on-task--from the perspective of self-regulated learning--in the context of clinical reasoning in an intelligent tutoring system. Specifically, we examine the link between the time spent in the three phases of SRL (forethought, performance, and self-reflection) and confidence in diagnosis and diagnosis correctness. Our analyses revealed non-significant links between the time spent in the three phases of SRL and diagnosis correctness. On the other hand, significant associations were found between the time spent in the three phases of SRL and confidence in diagnosis (confidence in diagnosis was: positively associated with time spent in forethought phase; negatively associated with time spent in performance phase; and, positively associated with time spent in self-reflection phase). In addition, confidence in diagnosis was positively linked to diagnosis correctness. Considering learning time offers an alternative perspective on regulation of learning and problem-solving performance. We conclude by offering implications of our findings and recommendations for further research.

This study applies a time-driven approach to model self-regulated learning (SRL) on the basis of elapsed time metrics in the context of open-ended learning environments (OELEs), specifically, network-based tutors. In doing so, we examine how students allocated attentional resources to distinct phases of SRL as a measure of depth of information processing. Student teachers (N=68) were assigned to two different versions of nBrowser: a "static version" where the network did not converge on the basis of student interactions and a "dynamic version" where the network was continually updated by the system. Students designed a lesson plan and completed pre- and post-test self-report measures of knowledge gains. In both the experimental conditions, the results show four distinct SRL profiles that are relatively consistent and can be detected on the basis of behavioral patterns logged by the system across behaviors, namely, planning, requesting hints, studying examples, and monitoring. Although students who allocated more attentional resources to studying examples performed more poorly, their efforts to engage in planning, requesting hints, and monitoring were found to predict knowledge gains and design skills. Furthermore, students assigned to the dynamic version of the system outperformed those assigned to the static version in pedagogical knowledge gains.

Alberta's "Teaching Quality Standard" requires that all teachers possess and apply a foundational knowledge of Indigenous Peoples to their teaching. In 2020, representatives from ten Alberta teacher education programs came together to examine how they were braiding and weaving Indigenous ways of knowing, being, and doing into their programs. They also considered the challenges and successes encountered and the ways programs might work together to improve and combat anti-Indigenous racism. Drawing upon a collective case study methodology, representatives responsible for the design and delivery of Indigenous education within each of the programs completed an 18-question survey. Results demonstrate the "Teaching Quality Standard" (Alberta Education, 2018) served as a catalyst for deepening Indigenous ways of knowing, being and doing in preservice teacher training. The levels of integration are examined through the concept of differentiation (Tomlinson & Imbeau, 2010) and Kanu's (2011) five levels of integration.

In the spirit of taking an action-based response to the Truth and Reconciliation Commission's (2015) Calls to Action and principles, a group of educators came together in 2016 to create a one-year graduate pathway program that sets students on paths toward reconciliation. By examining the contributions of international and national scholars who explore topics of reconciliation, we extend this global discussion with insights gained from our praxis-based approach in education. Inspired by Chung (2016), we present a model which identifies a set of entry points into the work of reconciliation: listening and learning from Indigenous peoples; walking with and learning from Indigenous peoples; and, working with and learning from Indigenous peoples. By examining what we have learned through our program "Indigenous education: A call to action," our model posits that reconciliation is accessible to those who are willing to listen and learn, and, most importantly, take action.

T cells are critical effectors of cancer immunotherapies, but little is known about their gene expression programs in diffuse gliomas. Here, we leverage single-cell RNA sequencing (RNA-seq) to chart the gene expression and clonal landscape of tumor-infiltrating T cells across 31 patients with isocitrate dehydrogenase (IDH) wild-type glioblastoma and IDH mutant glioma. We identify potential effectors of anti-tumor immunity in subsets of T cells that co-express cytotoxic programs and several natural killer (NK) cell genes. Analysis of clonally expanded tumor-infiltrating T cells further identifies the NK gene KLRB1 (encoding CD161) as a candidate inhibitory receptor. Accordingly, genetic inactivation of KLRB1 or antibody-mediated CD161 blockade enhances T cell-mediated killing of glioma cells in vitro and their anti-tumor function in vivo. KLRB1 and its associated transcriptional program are also expressed by substantial T cell populations in other human cancers. Our work provides an atlas of T cells in gliomas and highlights CD161 and other NK cell receptors as immunotherapy targets.

In 2016, a group of Indigenous and non-Indigenous scholars came together to imagine a better world through a bold approach to education at the Werklund School of Education. This imagining took the form of a newly designed graduate pathway program which focused on meaningfully and actively responding to Canada's Truth and Reconciliation Commission's (TRC) (2015) 94 Calls to Action. Central to the design of our program is the inclusion of a capstone service-learning project that asks graduate students to bring together Indigenous and non-Indigenous groups in designing and delivering projects of mutual benefit. In sharing reflections from their respective learning journeys, our students reveal the complexities and challenges of reconciliatory work but also its many rewards. Further, in sharing these courageous acts and thinking about the lessons learned through our own role as post-secondary educators, we hope to inspire others to take action.

Instructors teaching an Indigenous education course face the challenges of shifting students' understanding and inviting them into the work of decolonizing education. Indigenous instructors take on the embodied and emotional work of highlighting diverse representations of Indigenous peoples, histories, and perspectives in scholarship in order to make this learning meaningful to students. Bringing such views to education students, who are mostly non-Indigenous, is no easy task. In this study, we examine instructor experiences of difficult teaching within a mandatory Indigenous education course in Canada. We adopt a 'poetics of anti-racism' to represent and explore the moments of difficult teaching that are indicated by what is said, and unsaid, by the Indigenous instructors we interviewed. We argue that poetic approaches are powerful in articulating the complexity of Indigenous instructors' experiences, as well as inspiring moments of transformation in education.

This study mined student interactions with visual representations as a means to automate assessment of learning in a complex, inquiry-based learning environment. Log trace data of 143 middle school students' interactions with an interactive map in Research Quest (an inquiry-based, online learning environment) were analyzed. Students used the interactive map to make scientific observations for an evidence-based hypothesis. The examination of classification error using an artificial neural network, compared against the majority class for prediction, suggests that student performance on several metrics of critical thinking can be classified based on different patterns in interactions with visual representations. Two alternative methods are compared in this study for training and evaluating data-mined models of student performance. In accordance with the general consensus in the literature, the error estimates for models' predictions were less variable using a student-level cross-validation. Implications of these findings for open-ended inquiry-based learning environments are discussed.