2024-03-28T18:43:42Z
http://ir.lib.uwo.ca/do/oai/
oai:ir.lib.uwo.ca:nursingpub-1035
2012-02-19T08:06:26Z
publication:edupub
publication:edu
publication:faculties
publication:nursing
publication:nursingpub
publication:scsdpub
publication:scsd
A Measure of Community Members’ Perceptions of the Impacts of Research Partnerships in Health and Social Services
King, Gillian
Servais, Michelle
Kertoy, Marilyn
Specht, Jacqueline
Currie, Melissa
Rosenbaum, Peter
Law, Mary
Forchuk, Cheryl
Chalmers, Heather
Willoughby, Teena
Article
2009-08-01T07:00:00Z
Research
Alliance
Partnership
Impact
Evaluation and Program Planning
Evaluation and Program Planning
32
3
289
299
http://dx.doi.org/10.1016/j.evalprogplan.2009.02.002
Nursing
<p>Currently, there are no psychometrically sound outcome measures by which to assess the impacts of research partnerships. This article describes the development of a 33-item, survey questionnaire measuring community members’ perceptions of the impact of research partnerships addressing health or social issues. The Community Impacts of Research Oriented Partnerships (CIROP) was developed using information from the literatures on health promotion, community development, research utilization, and community-based participatory research, and from focus groups involving 29 key informants. Data from 174 community members were used to determine the factor structure, internal consistency, and test–retest reliability of the four CIROP scales, and to provide evidence of construct validity. The CIROP informs research partnerships about the extent of their impact in the areas of Personal Knowledge Development, Personal Research Skill Development, Organizational/Group Access To and Use of Information, and Community and Organizational Development, allowing them to demonstrate accountability to funding bodies. As well, the CIROP can be used as a research tool to assess the effectiveness of knowledge sharing approaches, determine the most influential activities of research partnerships, and determine structural characteristics of partnerships associated with various types of impact. The CIROP provides a better understanding of community members’ perspectives and expectations of research partnerships, with important implications for knowledge transfer and uptake.</p>
https://ir.lib.uwo.ca/nursingpub/31
oai:ir.lib.uwo.ca:edupub-1000
2009-11-08T09:33:32Z
publication:edupub
publication:edu
publication:faculties
publication:wl
publication:wlpub
publication:campusunits
Harnessing the Power of Education Research Databases with the Pearl-Harvesting Methodological Framework for Information Retrieval
Sandieson, Robert W.
Kirkpatrick, Lori C.
Sandieson, Rachel M.
Zimmerman, Walter
Article
2009-10-21T07:00:00Z
information retrieval
information searching
intellectual disabilities
developmental disabilities
mental retardation
The Journal of Special Education
Education
Library and Information Science
Digital technologies enable the storage of vast amounts of information, accessible with remarkable ease. However, along with this facility comes the challenge to find pertinent information from the volumes of nonrelevant information. The present article describes the pearl-harvesting methodological framework for information retrieval. Pearl harvesting relies on the sampling of articles from a body of literature to extract the relevant search keywords. The general steps for using this method were applied to finding the essential list of search keywords for the topic of developmental disabilities. The success with the present investigation suggests that pearl harvesting might be used as a framework to develop keyword search lists in other areas, thereby providing a general methodology to help manage comprehensive literature reviews.
doi: 10.1177/0022466909349144
https://ir.lib.uwo.ca/edupub/1
oai:ir.lib.uwo.ca:nursingpub-1149
2010-08-18T18:34:55Z
publication:edupub
publication:edu
publication:faculties
publication:nursing
publication:nursingpub
publication:scsdpub
publication:scsd
Features and Impacts of Five Multidisciplinary Community-university Research Partnerships
King, Gillian
Servais, Michelle
Forchuk, Cheryl
Chalmers, Heather
Currie, Melissa
Law, Mary
Specht, Jacqueline
Rosenbaum, Peter
Willoughby, Teena
Kertoy, Marilyn
Article
2010-01-01T08:00:00Z
Alliance
Impact
Partnership
Research
Health and Social Care in the Community
Health and Social Care in the Community
18
1
59
69
http://dx.doi.org/10.1111/j.1365-2524.2009.00874.x
Nursing
Despite the increasing number of multidisciplinary community–university research partnerships designed to address real-world issues, little is known about their nature. This article describes the features and impacts of five research partnerships addressing health or social service issues, which constituted a convenience sample from the province of Ontario, Canada. The article describes their characteristics, ways of operating, outputs, types of requests received from community members and mid-term impacts. Requests directed to partnerships were tracked over a 10-month period in 2003 to 2004, using a research contact checklist, and 174 community members later completed an impact questionnaire capturing perceptions of the impacts of the partnerships on personal knowledge and research skill development, organisational/group access to and use of information, and community and organisational development. The data indicated that partnerships had similar priorities and magnitudes of mid-term impacts, yet differed in the scope of their partnering, realm of intended influence and the number of mechanisms used to engage and communicate with target audiences. The partnerships produced different types of outputs and received different types of requests from community members. The findings inform researchers about partnership diversity and help to establish more realistic expectations about the magnitude of partnerships' impacts.
https://ir.lib.uwo.ca/nursingpub/111
oai:ir.lib.uwo.ca:cjsotl_rcacea-1035
2011-09-14T23:09:22Z
publication:edupub
publication:cjsotl_rcacea
publication:edu
publication:faculties
Hybrid Courses and Online Policy Dialogues: A Transborder Distance Learning Collaboration
Pollock, Katina E
Winton, Sue M
2011-09-07T07:00:00Z
blended course
hybrid course
online
policy
transborder
Teaching, Policy, Educational Administration
Other/Autre
<p>This essay describes a blended (hybrid) course collaboration used to facilitate policy dialogues between graduate students at two institutions (one in Canada and the other in the US) as a way to teach about policy. The course content and design is informed by three trends in research and practice: increased policy borrowing across boundaries and jurisdictions; calls to democratize policy making in general and in education policy in particular; and developments in teaching and learning online. Drawing on students’ informal feedback in combination with reflections on instructors’ experiences, we suggest that policy dialogues are a promising strategy for promoting students’ learning about education policy. We also illustrate how professors can use a hybrid course structure between two institutions.</p>
<p>Cet essai décrit la démarche de collaboration lors d’un cours hybride visant à faciliter les dialogues politiques entre les étudiants de troisième cycle de deux établissements (un au Canada et l’autre aux États-Unis). Cette collaboration est une façon de former les étudiants au sujet de la politique. Le contenu et la forme du cours reposent sur trois tendances en matière de recherche et de pratique : accroissement de l’emprunt des politiques au-delà des frontières et des juridictions; appels à la démocratisation de l’élaboration de politiques en général et de celles relatives à l’éducation en particulier; et évolution de l’enseignement et de l’apprentissage en ligne. En nous basant sur les commentaires informels des étudiants et sur les réflexions des enseignants à propos de leurs expériences, nous suggérons que les dialogues politiques constituent une stratégie prometteuse pour promouvoir l’apprentissage des étudiants en matière de politiques sur l’éducation. Nous illustrons aussi la façon dont les enseignants peuvent utiliser une structure de cours hybride entre deux établissements d’enseignement.</p>
https://ir.lib.uwo.ca/cjsotl_rcacea/vol2/iss1/7
oai:ir.lib.uwo.ca:edupub-1002
2011-09-03T22:53:43Z
publication:edupub
publication:edu
publication:faculties
Educational Psychology: Applications in Canadian Classrooms
Edmunds, Alan
Edmunds, Gail
Book
2010-01-01T08:00:00Z
Educational Psychology
Canada
Classroom
Education
<p>This book is not available online here. If you are affiliated with The University of Western Ontario, please use the Shared Library Catalogue's <a href="http://alpha.lib.uwo.ca/">Classic Search</a> to check whether the book is available in Western Libraries.</p>
<p>If you are not affiliated with The University of Western Ontario, search <a href="http://www.worldcat.org/">WorldCat</a> to find out where you can get access to the book.</p>
https://ir.lib.uwo.ca/edupub/2
oai:ir.lib.uwo.ca:edupub-1003
2011-09-03T23:07:55Z
publication:edupub
publication:edu
publication:faculties
First Nations Education Policy in Canada: Progress or Gridlock
Paquette, Jerry
Fallon, Gérald
Book
2010-01-01T08:00:00Z
Indigenous peoples
Education
Canada
Aboriginal peoples
Education policy
First Nations
Education
<p><em>"First Nations Education Policy in Canada</em> is a critical analysis of policy developments affecting First Nations education since 1986 and a series of recommendations for future policy changes." (From online book description)</p>
<p>This book is not available online here. If you are affiliated with The University of Western Ontario, please use the Shared Library Catalogue's <a href="http://alpha.lib.uwo.ca/">Classic Search</a> to check whether the book is available in Western Libraries.</p>
<p>If you are not affiliated with The University of Western Ontario, search <a href="http://www.worldcat.org/">WorldCat</a> to find out where you can get access to the book.</p>
https://ir.lib.uwo.ca/edupub/3
oai:ir.lib.uwo.ca:edupub-1004
2011-09-28T00:57:28Z
publication:edupub
publication:edu
publication:faculties
New Thinking in Comparative Education: Honouring Robert Cowen
Larsen, Marianne A.
Book
2010-08-01T07:00:00Z
Comparative Education
Robert Cowen
International and Comparative Education
<p>"This book is a cutting-edge collection of articles inspired by the writings of Robert Cowen about comparative education. Authors take up Cowen’s central concerns: re-theorising the field of comparative education, rethinking the interpretive concepts that are used by comparative education researchers, and the relationships between them. The authors take us beyond old ideas to provide some new and fresh thinking on and about educational phenomena and the field of comparative education. Writers engage in critical thinking about the intellectual agenda of comparative education, the role of theory in their work, the contexts that are shaping the field, and epistemic consequences of these broader changes for comparative education." (From online book description)</p>
<p>Dr. Marianne A. Larsen was the editor of this book. It is not available online here. If you are affiliated with The University of Western Ontario, please use the Shared Library Catalogue's <a href="http://alpha.lib.uwo.ca/" target="_blank">Classic Search</a> to check whether the book is available in Western Libraries.</p>
<p>If you are not affiliated with The University of Western Ontario, search <a href="http://www.worldcat.org/" target="_blank">WorldCat</a> to find out where you can get access to the book.</p>
https://ir.lib.uwo.ca/edupub/4
oai:ir.lib.uwo.ca:healthstudiespub-1080
2012-03-16T03:30:40Z
publication:edupub
publication:edu
publication:faculties
publication:healthstudies
publication:healthstudiespub
Predicting Residential Treatment Outcomes for Emotionally and Behaviorally Disordered Youth: The Role of Pretreatment Factors
den Dunnen, Wendy
St. Pierre, Jeff
Stewart, Shannon L.
Johnson, Andrew M.
Cook, Steven
Leschied, Alan W.
Article
2012-02-01T08:00:00Z
Residential treatment
Mental health
Academic achievement
Family functioning
Children and youth
Residential Treatment For Children & Youth
Residential Treatment For Children & Youth
29
1
13
31
http://dx.doi.org/10.1080/0886571X.2012.642268
Education
Medicine and Health Sciences
Psychology
Sociology
<p>This study examined outcomes with 170 children and youth admitted to residential treatment with complex mental health problems. Overall, outcomes at 2 years post-treatment was predicted by children and youth's behavioral pretreatment status reflected in lower internalizing and externalizing behavior at admission. These findings recognize a cluster of variables upon admission that are differentially predictive of specific outcomes. Higher school participation/achievement and an absence of witnessing interparental abuse predicted educational status. Family status was predicted at admission by higher family functioning, being younger in the family, and children and youth who had poor community behavior. The results are discussed as they relate to pretreatment screening and the need to evaluate service outcomes.</p>
https://ir.lib.uwo.ca/healthstudiespub/80
oai:ir.lib.uwo.ca:edupub-1006
2012-03-16T22:42:03Z
publication:edupub
publication:edu
publication:faculties
publication:healthstudies
publication:healthstudiespub
Symptom Persistence in Seriously Emotionally Disordered Children: Findings of a Two-Year Follow-up after Residential Treatment
Cuthbert, Rebecca
St. Pierre, Jeff
Stewart, Shannon L.
Cook, Steven
Johnson, Andrew M.
Leschied, Alan W.
Article
2011-08-01T07:00:00Z
Residential treatment
Symptom persistence
Child and Youth Care Forum
Child and Youth Care Forum
40
4
267
280
http://dx.doi.org/10.1007/s10566-010-9137-z
Education
Medicine and Health Sciences
Sociology
<p>Residential treatment is arguably the most costly and intensive part of the children’s mental health system. Yet, research suggests that a subset of the emotionally disordered children and youth admitted to intensive tertiary care treatment facilities fail to demonstrate symptom reductions upon discharge, with many continuing to deteriorate in their adjustment during the follow-up period. This study reports on the factors that characterize the children and youth that, while showing marginal benefit from residential treatment, continue to show community conduct problems at a two-year follow-up period. The results are discussed in the context of how knowledge of these factors can help inform future treatment and research directions.</p>
https://ir.lib.uwo.ca/edupub/5
oai:ir.lib.uwo.ca:edupub-1007
2012-03-16T22:52:45Z
publication:edupub
publication:edu
publication:pmid
publication:faculties
publication:healthstudies
publication:healthstudiespub
20737286
The Trajectory of Change for Children and Youth in Residential Treatment
Noftle, J. W.
Cook, Steven
Leschied, Alan W.
St. Pierre, Jeff
Stewart, Shannon L.
Johnson, Andrew M.
Article
2011-02-01T08:00:00Z
Adolescent
Antipsychotic Agents
Child
Cognition Disorders
Length of Stay
Psychiatric Status Rating Scales
Psychotic Disorders
Questionnaires
Residential Treatment
Severity of Illness Index
Substance-Related Disorders
Time Factors
Treatment Outcome
Child Psychiatry and Human Development
Child Psychiatry and Human Development
42
1
65
77
http://dx.doi.org/10.1007/s10578-010-0200-7
Education
Medicine and Health Sciences
Sociology
<p>This study examined the symptom response trajectories for 225 children and youth throughout a period of residential treatment. With the 10-item Conners' Global Index (CGI) as the primary outcome measure, assessments were completed on a bi-weekly basis during the average 4 month stay within the youth's residential treatment. Clients demonstrated an ongoing reduction of symptoms, and the severity of baseline symptoms influenced the trajectory of the symptom reduction. In addition, symptom reduction was characterized as logarithmic, particularly when controlling for the baseline severity of symptoms. Implications of these findings for administrators, practitioners, and researchers of residential treatment are discussed.</p>
https://ir.lib.uwo.ca/edupub/6
oai:ir.lib.uwo.ca:edupub-1008
2013-11-11T17:19:10Z
publication:edupub
publication:edu
publication:faculties
Connected Teaching and Learning: The Uses and Implications of Connectivism in an Online Class
Sandieson, Rachel
Barnett, John
McPherson, Vance
Article
2013-01-01T08:00:00Z
e-learning
online learning
connectivism
information literacy
education
graduate education
Australasian Journal of Educational Technology
29
5
685
698
Adult and Continuing Education and Teaching
Communication Technology and New Media
Curriculum and Instruction
Education
Educational Assessment, Evaluation, and Research
Educational Methods
Higher Education
<p>An instructor tried using connectivism to teach an online graduate Education course called Teaching in a Virtual World. As a way to embody the many connections inherent in the group, all members of the class created and taught modules of their own choosing to each other. The instructor and two former students reflected together online in depth about their experience and coded their joint understandings. Schwab's commonplaces of curriculum emerged in the data, demonstrating that it is still current. They found that the course, however, was not completely connectivist due to limitations emanating from its operation within a traditional university setting.</p>
<p><a href="http://ascilite.org.au/ajet/submission/index.php/AJET/article/view/243/757" target="_blank" title="Connected teaching"><br /></a></p>
https://ir.lib.uwo.ca/edupub/7
oai:ir.lib.uwo.ca:edupub-1009
2015-01-27T18:54:29Z
publication:edupub
publication:edu
publication:faculties
OBTAINING A DIAGNOSIS OF FETAL ALCOHOL SPECRTUM DISORDER: EXPERIENCES OF CAREGIVERS AND PROFESSIONALS
Lundberg, Erica R
Dissertation
2014-04-01T07:00:00Z
FASD
fetal alcohol spectrum disorders
diagnosis
lived experience
professionals
caregivers
families.
Counseling Psychology
Diagnosis
Education
<p>The current study describes the lived experiences of stakeholders in a community-based fetal alcohol spectrum disorders assessment clinic. A qualitative methodology was used. Five participants, one caregiver and four professionals, were interviewed about their experiences. Six themes emerged from this process including: clinic organization: systemic strengths and challenges; attitudes and approach: laying the foundation; beyond yes or no: assessment and diagnosis; the moment of truth: delivering the diagnosis; outcomes: what happens after the diagnosis?; what does the future hold? next steps and needs. These themes formed a sequential story-telling of participant experience. Study results are critiqued and practical implications are discussed.</p>
https://ir.lib.uwo.ca/edupub/8
oai:ir.lib.uwo.ca:edupub-1012
2018-01-17T17:30:29Z
publication:edupub
publication:edu
publication:faculties
Thomas Greenfield and the Quest for Meaning in Organizations: A Postponed Dialogue with Ludwig Wittgenstein
Riveros, Gus
Article
2009-10-01T07:00:00Z
Educational Administration
Organization
Meaning
Greenfield Thomas
Wittgenstein Ludwig
Journal of Educational Administration and Foundations
2
20
51
68
Education
Educational Administration and Supervision
Educational Leadership
<p>In this paper I highlight the role of the notion of meaning for educational administration. I want draw attention to Thomas Greenfield’s theses regarding the role of meanings in organization. I explore the relations between Greenfield’s thesis about meaning in organization and Ludwig Wittgenstein’s thoughts about language and meaning. I shed some light on the encounters and distances between these two thinkers. My account is both exploratory and critical. On the one hand, I point up the relationships between meaning, practices, and action in organization. On the other hand, I identify one aspect of Greenfield’s thought that can be further explored in light of Wittgenstein’s remarks regarding the public character of meaning. </p>
https://ir.lib.uwo.ca/edupub/9
oai:ir.lib.uwo.ca:edupub-1013
2018-02-26T19:35:37Z
publication:edupub
publication:edu
publication:faculties
Effects of persuasion and discussion goals on writing, cognitive load, and learning in science.
Klein, Perry
Eharhardt, J. S.
Article
2015-01-01T08:00:00Z
Writing
writing goals
writing to learn
cognitive processes
argumentation
science learning.
Alberta Journal of Educational Research
61
1
40
64
Education
Educational Psychology
<p>Argument writing is challenging for elementary students. Previous experimental research has focused on scaffolding rhetorical goals, leaving content goals relatively unexplored. In a randomized experiment, 73 students in Grades 5, 6, and 7 wrote persuasive texts about difficult-to-classify vertebrates. Each student received one of three sets of writing prompts: a persuasive goal only (control); persuasive goal + rhetorical subgoal prompts; or persuasive goal + content subgoal prompts. Rhetorical subgoals increased text quality, variety of rhetorical moves, number of complex propositions, and classification knowledge. Content subgoals increased the number of simple propositions in text. A path analysis indicated that content subgoal prompts and rhetorical subgoal prompts elicited different paths to writing and learning. </p>
https://ir.lib.uwo.ca/edupub/10
oai:ir.lib.uwo.ca:edupub-1014
2018-03-05T20:54:33Z
publication:edupub
publication:edu
publication:faculties
The Logogenesis of Writing to Learn: A Systemic Functional Perspective.
Klein, Perry
Unsworth, Len
Article
2014-01-01T08:00:00Z
Writing to learn
semantics
syntax
grammatical metaphor
logogenesis
nominalization.
Linguistics and Education
26
1
17
10.1016/j.linged.2013.12.003
Education
Language and Literacy Education
Linguistics
<p>Writing to learn has become an important practice in science education. How is scientific knowledge constructed during writing? To investigate this question, we examined the process through which four university students constructed written explanations of either projectile motion or buoyancy. The analysis, informed by systemic functional linguistics, focused on the mapping of semantic elements to grammatical choices, and the way in which this mapping unfolded throughout the course of each text. The texts began largely congruently; grammar mapped closely to experience. Gradually, each text shifted toward greater use of grammatical metaphor. Nominalization allowed propositions and sequences of events to serve as participants in complex causal and epistemic relationships. Students’ texts showed several properties of professional scientific texts: transcategorization, compaction, and logicality; however, professional science texts instantiate these properties synoptically and systemically, whereas student texts exemplify them dynamically and instantially. </p>
https://ir.lib.uwo.ca/edupub/11
oai:ir.lib.uwo.ca:edupub-1017
2018-03-26T15:12:24Z
publication:edupub
publication:edu
publication:faculties
Finding Wisdom in Practice: The Genesis of the Salty Chip, A Canadian Multiliteracies Collaborative
Hibbert, Kathryn
Article
2013-01-01T08:00:00Z
Language & Literacy: A Canadian e-Journal
15
1 (Special Issue)
23
38
http://dx.doi.org/10.20360/G23G6H
Education
Language and Literacy Education
<p>Using a narrative approach of ‘scenario building’, this paper documents the author’s quest to find her own wisdom in her professional practice and considers that quest in light of recent theorizing in the area of New Literacies research. Through the telling of four critical incidents and a subsequent analysis drawing on theories of cultural studies, critical literacy, critical pedagogy and critical disabilities studies, the author explores the process that led to the development of the Salty Chip: A Canadian Multiliteracies Collaborative. The network challenges outdated institutional frameworks that privilege developmentalism and practices rooted in intellectual measurement and standardization, and considers how new forms of participation that include digital spaces mediate our evolving subjectivities and cultural practices.</p>
https://ir.lib.uwo.ca/edupub/13
oai:ir.lib.uwo.ca:edupub-1016
2018-03-26T15:05:58Z
publication:edupub
publication:edu
publication:faculties
Curriculum as Social Practice: The case of Fukushima
Hibbert, Kathryn
Engle-Hills, Penelope
Abdel-Wahab, May
Chhem, Rethy
Hasegawa, Ari
Kumagai, Atsushi
Phluong, Pisith
Article
2017-01-01T08:00:00Z
Curriculum as social practice
Collective competency
Critical narrative inquiry
Interdisciplinary
Teaching for social relevance
European Journal of Curriculum Studies
4
1
556
569
Curriculum and Social Inquiry
Education
<p>Despite the persistent threat from disasters to human health worldwide, meaningful lessons in preparedness are rarely integrated into the health professional curricula of those likely to be first responders. Although core competencies in disaster management have been identified, little is known about how to translate those competencies into multiple curricula across diverse groups who must function together in complex, emotionally charged conditions. In an unprecedented collective response, the International Atomic Energy Agency (IAEA) (Chhem & Abdel-Wahab, Vienna, Austria) worked with the first medical responders (Hasegawa & Kumagai) at Japan’s Fukushima Medical University (FMU) on a project led by educational scholars (Hibbert, Canada and Engle-Hills, South Africa) to address needed changes to curriculum that would authentically reflect the lessons learned. Taking a qualitative approach to study experiences of the first medical responders, this study highlights the role of context as a disruptor to the best laid curricular plans, and considers a collective response to plan for our futures.</p>
<p>We wish to thank Fukushima Medical University and the International Atomic Energy Agency, Division of Human Health for their ongoing support of a project that by its very nature was emergent. We would especially like to thank the courageous people of the Fukushima Prefecture; and the first medical responders who allowed us the privilege of learning with them.</p>
https://ir.lib.uwo.ca/edupub/12
oai:ir.lib.uwo.ca:edupub-1018
2018-07-09T18:37:57Z
publication:edupub
publication:edu
publication:faculties
Don't Steal the Struggle! The Commercialization of Literacy and Its Impact on Teachers
Hibbert, Kathryn
Article
2002-01-01T08:00:00Z
Talking Points
13
2
Education
https://ir.lib.uwo.ca/edupub/34
oai:ir.lib.uwo.ca:edupub-1019
2018-04-24T17:56:07Z
publication:edupub
publication:edu
publication:faculties
Co-Constructed by Design: Knowledge Processes in a Fluid “Cloud Curriculum”
Hibbert, Kathryn
Ott, Mary
Lannacci, Luigi
Book Chapter
2015-01-01T08:00:00Z
https://doi.org/10.1057/9781137539724_7
Education
<p>Two concurrent trends converge in contemporary education: the first acknowledges educational activities as social and situated prompting us to imagine new roles for community in teaching and learning; the second attends to our abilities to differentiate and individualize activities, to be responsive to learner needs. Multiliteracies theorists contend that learning can be understood as a process of ‘weaving’ backward and forward across and between different pedagogical moves. Using ‘knowledge processes’ as a theoretical lens, we explore the pedagogical moves possible when we take an award winning curricular approach to teaching Shakespeare and work with it in the context of a dynamic ‘cloud’; a generative, flexible and participatory space where learners, educators and developers are integral to the process of ‘curriculum making’. We offer examples of the multiple opportunities for the pedagogies of ‘new teacher’ and ‘new learning’ to emerge when a space for invention is created.</p>
<p>!n:: <em>A pedagogy of multiliteracies: learning by design. </em>Ch.7 pp.127-141.</p>
https://ir.lib.uwo.ca/edupub/28
oai:ir.lib.uwo.ca:edupub-1020
2018-04-24T17:44:38Z
publication:edupub
publication:edu
publication:faculties
Orchestrating Expertise in Reading and Writing
Hibbert, Kathryn
Scheffel, Tara-Lynn
Rich, Sharon
Heydon, Rachel
Article
2011-01-01T08:00:00Z
Education 3-13
Education 3-13
41
2
125
137
https://doi,org/10.1080/03004279.2011.562868
Education
<p>With increased attention focused on the economic cache afforded through literacy and numeracy skills, governments around the world have turned their attention to developing the expertise of their teachers. Improving teachers' levels of competency leads to improvement in student achievement. In this qualitative case study, we focus on the Educational Foundations Program, in Ontario, Canada, established in part to develop competencies in the area of literacy instruction by addressing teachers' content knowledge. Serious questions about the ways in which the notion of ‘expertise’ is understood and developed arose as the programme was implemented. We examine notions of expertise and the experiences of teachers, administrators and curriculum leaders charged with orchestrating expertise in reading and writing in their respective districts.</p>
<p>This is an Accepted Manuscript of an article published by Taylor & Francis in Education 3-13 in 2011, available online: http://www.tandfonline.com/10.1080/03004279.2011.562868</p>
https://ir.lib.uwo.ca/edupub/27
oai:ir.lib.uwo.ca:edupub-1021
2018-07-09T19:21:34Z
publication:edupub
publication:edu
publication:faculties
The "Ten-Year Road:" Joys and Challenges on the Road to Tenure
Hibbert, Kathryn
Pollock, Katina
Stooke, R.
Namukas, Immaculate K.
Faez, Farahnaz
O'Sullivan, J.
Article
2010-01-01T08:00:00Z
Journal of Educational Thought. Special Issue: Perspectives – The Road to Tenure
Education
<p>This paper explores the pre-tenure experiences of five assistant professors employed in the faculty of education of a research-intensive university. Acting as co-researchers, the authors researched their experiences through a critical narrative approach. The analysis, informed by critically-oriented writing that extends Wenger's Communities of Practice, takes as axiomatic the notion that globalized processes of economic restructuring are mediating work in the academy and examines its local manifestations. Discussions explore issues of power, equity, shifting identities, and the need for improved navigational resources. The authors found that the process of critically and collaboratively researching their pre-tenure experiences offered insight into sites of personal and professional agency and also served as the impetus to form the social semiotic spaces that encouraged a sense of community. The Dean, a tenured member, but also a newcomer, serves in the role of critical friend.</p>
https://ir.lib.uwo.ca/edupub/35
oai:ir.lib.uwo.ca:edupub-1022
2018-03-26T21:33:32Z
publication:edupub
publication:edu
publication:faculties
Embodied Experiences in Virtual Worlds Role-Play as a Conduit for Novice Teacher Identity Exploration: A Case Study
Puvirajah, Anton
Calandra, Brendan
Article
2015-01-01T08:00:00Z
embodiment
professional identity
collaborative virtual worlds
discourse analysis
designed experience
Identity
10.1080/15283488.2014.989441
Education
<p>This article presents a descriptive case study of teacher embodiment during a role-play parent-teacher conference in a collaborative virtual world. Using a single novice teacher as the primary unit of analysis, the article describes the nature of teacher embodiment by deconstructing the teacher's various Discourses using Gee's Building Tasks as an analytical tool and reconstructing them using embodiment literature as a synthesis tool. The findings indicate that well-designed experiences in collaborative virtual worlds coupled with meaningful reflection of those experiences have the potential to allow novice teachers to feel and act like a teacher, a phenomenon that is called embodiment in this article. The study provides theoretical and empirical basis for continued examination of the use of collaborative virtual worlds for clinical practice.</p>
https://ir.lib.uwo.ca/edupub/14
oai:ir.lib.uwo.ca:edupub-1023
2018-07-09T19:50:58Z
publication:edupub
publication:edu
publication:faculties
Influence of a Science-Focused After-School Program on Underrepresented High-School Students' Science Attitudes and Trajectory: A survey validation study
Puvirajah, Anton
Verma, Geeta
Li, Hongli
Martin-Hansen, Lisa Michelle
Article
2014-01-01T08:00:00Z
Science agency
After-school program
Survey validation
STEM interests
Underrepresented students
International Journal of Science Education
5
3
250
270
https://doi.org/10.1080/21548455.2014.930210
Education
Science and Mathematics Education
<p>As engagement with science, technology, engineering, and mathematics (STEM) increases in afterschool programs (ASPs), it is important to examine the impact of this engagement on students’ academic achievement, STEM participation, and affinity toward STEM. Results of these examinations can offer insights into both best practices that could be replicated and possible poor practices that could be avoided in ASP sites. This study describes the validation process that was undertaken on an instrument developed to measure science-related attitudes, and education and career trajectories of students participating in a STEM-focused ASP. We then use the validated instrument to draw certain conclusions about the impact of the ASP program on the participants. We propose a model for predicting students’ notions about the importance of science for their future and a model for predicting students’ enactment of science agency. The study and the derived instrument may be useful for those interested in examining the impact of STEM-focused ASPs on students’ attitudes and proclivities toward science.</p>
https://ir.lib.uwo.ca/edupub/36
oai:ir.lib.uwo.ca:edupub-1024
2018-03-26T21:54:12Z
publication:edupub
publication:edu
publication:faculties
Examining the Mediation of Power in a Collaborative Community: Engaging in Informal Science as Authentic Practice
Puvirajah, Anton
Verma, Geeta
Webb, Horace
Article
2012-06-01T07:00:00Z
Informal science learning
Authentic science
language and context
High School Robotics
Mediation of power
Cultural Studies of Science Education
10.1007/s11422-012-9394-2
Education
Science and Mathematics Education
<p>Focusing on the interplay of context and language, this study examined a group of high school students and their mentors’ use of language during a robotics competition. This informal setting allowed us to gain insights into the mediation and manifestation of power within the group. Using critical discourse analysis of competition transcripts and interviews we found that both students and mentors felt a sense of ownership and community leading to symmetry in power amongst them. The shift in power led to greater student ownership and agency and created a space for authentic and meaningful science learning. The context of the robotics competition mediated discourse practices that were different from students’ classroom experiences in that they were descriptive, relational, explanatory, and had an authentic evaluative dimension. This engaged the participants to co-construct and critique each other’s knowledge claims thereby engaging in scientific practices that approximated the practices of scientists. Our study presents an argument that language and context reflexively influenced one another and reduced the imbalance of power amongst the participants thereby adding a new dimension to what has already been established about the conditions under which authentic science learning is likely to occur.</p>
https://ir.lib.uwo.ca/edupub/15
oai:ir.lib.uwo.ca:edupub-1026
2018-03-26T22:20:08Z
publication:edupub
publication:edu
publication:faculties
Unruly Raccoons and Troubled Educators: Nature/Culture Divides in a Childcare Centre
Pacini-Ketchabaw, Veronica
Nxumalo, Fikile
Article
2015-01-01T08:00:00Z
Environmental Humanities
Early Childhood Education
Education
<p>Current times of anthropogenically damaged landscapes call us to re-think human and nonhuman relations and consider multiple possibilities for alternative and more sustainable futures. As many environmental and Indigenous humanities scholars have noted, central to this re-thinking is unsettling the colonial nature/culture divide in Western epistemology. In this paper, through a series of situated, small, everyday stories from childcare centres, we relate raccoon-child-educator encounters in order to consider how raccoons’ repeated boundary-crossing and their apprehension as unruly subjects might reveal the impossibility of the nature/culture divide. We tell these stories, not to offer a final fixed solution to the asymmetrical, awkward and frictional entanglements of humans’ and raccoons’ lives, but as a responsive telling that may bring forth new possibilities for responsible, affective and ethical co-habitations.</p>
https://ir.lib.uwo.ca/edupub/17
oai:ir.lib.uwo.ca:edupub-1025
2018-03-26T22:05:45Z
publication:edupub
publication:edu
publication:faculties
Creating a Pipeline to STEM Careers through Service Learning: The AFT Program
Puvirajah, Anton
Martin-Hansen, Lisa Michelle
Verma, Geeta
Book Chapter
2012-01-01T08:00:00Z
Education
Science and Mathematics Education
https://ir.lib.uwo.ca/edupub/16
oai:ir.lib.uwo.ca:edupub-1029
2018-03-30T02:56:52Z
publication:edupub
publication:edu
publication:faculties
Introduction Unsettling the Colonial Places and Spaces of Early Childhood Education in Settler Colonial Societies
Pacini-Ketchabaw, Veronica
Taylor, Affrica
Book Chapter
2015-01-01T08:00:00Z
DOI: 10.1017/CBO9781107707313.002
Early Childhood Education
Education
https://ir.lib.uwo.ca/edupub/20
oai:ir.lib.uwo.ca:edupub-1027
2018-03-30T02:09:34Z
publication:edupub
publication:edu
publication:faculties
The Postmodern Curriculum: Making Space for Historically and Politically Situated Understandings
Pacini-Ketchabaw, Veronica
Pence, Alan
Article
2011-01-01T08:00:00Z
Australian Journal of Early Childhood
Early Childhood Education
Education
<p>By engaging poststructural, postmodern and indigenous lenses, this article explores challenges associated with recently developed 'postmodern' early childhood education curricula. The authors propose that curricula should not be seen as neutral, but rather as historically and politically situated documents that require dynamic and critical engagements from educators. We situate our analysis within Canada. </p>
https://ir.lib.uwo.ca/edupub/18
oai:ir.lib.uwo.ca:edupub-1028
2018-03-30T02:18:49Z
publication:edupub
publication:edu
publication:faculties
Nomadic Research Practices in Early Childhood: Interrupting Racisms and Colonialisms
Pacini-Ketchabaw, Veronica
Nxumalo, Fikile
Rowan, Carol
Article
2011-01-01T08:00:00Z
Reconceptualizing Educational Research Methodology
Early Childhood Education
Education
<p>This paper considers how research practices on racialization in early childhood education might be reconceptualized when racialization is placed within relational intricacies and affects in multiple encounters. By foregrounding race and its emergence in multifarious, unpredictable ways in everyday encounters between human and non-human bodies, space, and discourse, the paper investigates how a movement toward research analyses that engage with both the materiality of race and its systemic and discursive formations might be used to constantly seek new ethical ways of responding to and acting against racisms and colonialism in early childhood.</p>
https://ir.lib.uwo.ca/edupub/19
oai:ir.lib.uwo.ca:edupub-1030
2018-03-30T03:05:36Z
publication:edupub
publication:edu
publication:faculties
Learning How to Inherit in Colonized and Ecologically Challenged Life Worlds in Early Childhood Education
Pacini-Ketchabaw, Veronica
Taylor, Affrica
Blaise, Mindy
de Finney, Sandrina
Article
2015-01-01T08:00:00Z
Canadian Children
40
2
Early Childhood Education
Education
https://ir.lib.uwo.ca/edupub/21
oai:ir.lib.uwo.ca:edupub-1032
2018-04-26T20:26:43Z
publication:edupub
publication:edu
publication:faculties
Thinking with Paint: Troubling Settler Colonialisms Through Early Childhood Art Pedagogies
Pacini-Ketchabaw, Veronica
Clark, Vanessa
Hodgins, B. Denise
Article
2014-01-01T08:00:00Z
early childhood art pedagogy
settler colonialisms
paint
contemporary art
storytelling
International Journal of Child, Youth, and Family Studies
Art Education
Early Childhood Education
Education
<p>In this paper we think with the specificities of paint to tell stories about entanglements of settler colonialism and paint and painting in early childhood art education. We see to become implicated (Razack, 1998) within settler colonialism in the context we now call Canada. We paint a messy non-linear picture of our work with children through a process of storytelling. Through complex pictures of how we are attempting (even if partially and imperfectly) to respond and stay with the trouble our stories bring forward, we gesture toward hope and decolonizing strategies. Our work takes inspiration from contemporary artists and from anti-racist and Indigenous scholars.</p>
https://ir.lib.uwo.ca/edupub/37
oai:ir.lib.uwo.ca:edupub-1031
2018-04-09T16:43:08Z
publication:edupub
publication:edu
publication:faculties
Unsettling Pedagogies Through Common World Encounters: Grappling with (Post)Colonial Legacies in Canadian Forests and Australian Bushlands
Pacini-Ketchabaw, Veronica
Taylor, Affrica
Book Chapter
2015-01-01T08:00:00Z
https://ir.lib.uwo.ca/edupub/22
oai:ir.lib.uwo.ca:edupub-1033
2018-07-10T13:43:04Z
publication:edupub
publication:edu
publication:faculties
Crafting New Relationships in Child and Youth Care: Human-nonhuman Encounters
Pacini-Ketchabaw, Veronica
Book Chapter
2014-01-01T08:00:00Z
101
120
Early Childhood Education
Education
<p>In K. Gharabaghi & H. Skott-Myhre, <em>With children and youth: Emerging theories, practices, and discussions in child and youth care work</em> (pp. 101-120)</p>
https://ir.lib.uwo.ca/edupub/38
oai:ir.lib.uwo.ca:edupub-1034
2018-07-10T13:47:29Z
publication:edupub
publication:edu
publication:faculties
Researching Neoliberal and Neocolonial Assemblages in Early Childhood Education
Pacini-Ketchabaw, Veronica
Nxumalo, Fikile
Rowan, Mary Caroline
Article
2014-01-01T08:00:00Z
International Review of Qualitative Research
7
1
https://doi.org/10.1525/irqr.2014.7.1.39
Early Childhood Education
Education
<p>The article provides a discussion of ‘‘researching’’ neoliberalisms and neocolonialisms in white settler colonial societies such as Canada. It addresses the research implications after conceptualizing neoliberalisms as assemblages that are always already implicated in colonial histories. Specifically, the article discusses the need to rethink methodologies when neoliberalisms do not follow coherent directions, the kinds of methodological and research approaches necessary for the fluid and nonlinear movements of neoliberalisms and neocolonialisms, and how neoliberalisms and neocolonialisms as connected assemblages open up early childhood research practices that attend to colonial pastpresents.</p>
https://ir.lib.uwo.ca/edupub/39
oai:ir.lib.uwo.ca:edupub-1035
2018-07-10T13:51:49Z
publication:edupub
publication:edu
publication:faculties
Introduction to the Special Issue on Materiality in Early Childhood Studies
Pacini-Ketchabaw, Veronica
Kocher, Laurie
Kind, Sylvia
Article
2014-01-01T08:00:00Z
International Journal of Child, Youth, and Family Studies
5
718
721
https://doi.org/10.18357/ijcyfs.kocherl.5422014
Early Childhood Education
Education
https://ir.lib.uwo.ca/edupub/40
oai:ir.lib.uwo.ca:edupub-1036
2018-07-10T13:56:44Z
publication:edupub
publication:edu
publication:faculties
Re-Generating Research Partnerships in Early Childhood Education: A Non-Idealized Vision
Pacini-Ketchabaw, Veronica
Nxumalo, Fikile
Book Chapter
2013-01-01T08:00:00Z
Early Childhood
Professional Development
Teacher Education
Research Practice
Early Childhood Education
https://doi.org/10.1057/9781137346889_2
Early Childhood Education
Education
<p>This chapter provides a challenge to positivist notions of partnership in early childhood education, and instead proposes a re-generative posthumanist perspective, based on relationality of partnerships. Specifically, the chapter addresses the troubles and struggles inherited in research partnerships through a non-idealized vision of research partnerships. It experiments with the notions of regenerating ‘change’ and regenerating ‘relationality’. It also addresses the multi-layered aspects of knowledge-in-the-making; non-innocent relations; difficulties of thinking change in research; and the potentialities of conflict and dissension. However, no certainties and closures about research partnerships are provided.</p>
https://ir.lib.uwo.ca/edupub/41
oai:ir.lib.uwo.ca:edupub-1037
2018-07-10T14:25:37Z
publication:edupub
publication:edu
publication:faculties
Postcolonial Entanglements: Unruling Stories
Pacini-Ketchabaw, Veronica
Article
2012-01-01T08:00:00Z
Child & Youth Services
33
3-4
303
316
https://doi.org/10.1080/0145935X.2012.745790
Early Childhood Education
Education
<p>In this article, I use Donna Haraway's philosophy to think about postcolonial encounters between different species. I follow entangled stories of the deer/settler-child figure to trouble colonialisms and untangle the histories and trajectories that we inhabit with other species through colonial histories. I shy away from generalizations and instead grapple with complexities that ordinary stories bring as I attempt to engage in nonhegemonic versions of childhood studies.</p>
https://ir.lib.uwo.ca/edupub/42
oai:ir.lib.uwo.ca:edupub-1038
2018-07-10T14:28:24Z
publication:edupub
publication:edu
publication:faculties
Children’s Relations to the More-than-Human World
Pacini-Ketchabaw, Veronica
Taylor, Affrica
Blaise, Mindy
Article
2012-01-01T08:00:00Z
Contemporary Issues in Early Childhood
13
2
https://doi.org/10.2304/ciec.2012.13.2.81
Early Childhood Education
Education
https://ir.lib.uwo.ca/edupub/43
oai:ir.lib.uwo.ca:edupub-1039
2018-07-10T14:32:04Z
publication:edupub
publication:edu
publication:faculties
Acting with the Clock: Clocking Practices in Early Childhood
Pacini-Ketchabaw, Veronica
Article
2012-01-01T08:00:00Z
Contemporary Issues in Early Childhood
13
2
https://doi.org/10.2304/ciec.2012.13.2.154
Early Childhood Education
Education
<p>In this article, the author addresses intra-actions that take place among humans and nonhuman others – the physical world, the materials – in early childhood education’s everyday practices. Her object of study is the clock. Specifically, she provides an example of what it might mean to account for the intra-activity of the material-discursive relations that encompass early childhood education clocking practices. Drawing on the work of Karen Barad and other posthumanist theories, she proposes a particular approach to early childhood clocking practices, an onto-epistemology, as she argues that we learn to act with clocks in early childhood classrooms.</p>
https://ir.lib.uwo.ca/edupub/44
oai:ir.lib.uwo.ca:edupub-1040
2018-07-10T14:38:26Z
publication:edupub
publication:edu
publication:faculties
Becoming Intimate With Developmental Knowledge: Pedagogical Explorations with Collective Biography
Pacini-Ketchabaw, Veronica
Kummen, Kathleen
Thompson, Deborah
Article
2010-01-01T08:00:00Z
The Alberta Journal of Educational Research
56
3
336
354
Education
<p>In this article, we draw on postfoundational frameworks to make visible the subjectification processes by which practitioners simultaneously master and become mastered by developmental theories. We emphasize the implication of the entire minded-body in the processes of the developmental worker formation. We show these processes through empirical investigation with data gathered through collective biography in a child development graduate course in a child and youth care program. Often developmental psychology masks itself as “just natural” knowledge that informs our practice. However, the article shows that our relationship with developmental psychology is much more intricate and intimate than we might believe. This intimate relationship can provide new possibilities for resisting developmental knowledge in practice and training.</p>
https://ir.lib.uwo.ca/edupub/45
oai:ir.lib.uwo.ca:edupub-1041
2018-04-24T17:19:53Z
publication:edupub
publication:edu
publication:faculties
Career Development and Professional Attrition of Novice ESL Teachers of Adults
Faez, Farahnaz
Valeo, Antonella
Article
2012-01-01T08:00:00Z
TESL CANADA JOURNAL/REVUE TESL DU CANADA
31
1
https://doi.org/10.18806/tesl.v31i1.1164
Education
Language and Literacy Education
<p>Research and development in language teacher education and, more recently, teacher accreditation has had enormous impact on the professional lives of ESL teachers in Canada. There has been less interest, however, in examining the career development and employment experiences of accredited ESL teachers as they transition from TESL programs to ESL classrooms. In this article, we report on a study examining this issue for ESL teachers of adults in Ontario, in which 147 ESL teachers responded to a survey and a select group participated in follow-up interviews. The data were collected for a broader study investigating the link between teacher education and teaching efficacy of novice ESL teachers. Quantitative analysis of the survey data revealed the professional backgrounds and career development of recently accredited ESL teachers in Ontario. Qualitative data analysis revealed concerns with employment in the first years of practice. The findings suggested a high risk of attrition for novice ESL teachers and highlighted the impact of current teacher education programs and the professional landscape of ESL teaching on their career development. We discuss the implications of these findings for TESL institutions, accreditation bodies, and ESL teachers.</p>
https://ir.lib.uwo.ca/edupub/23
oai:ir.lib.uwo.ca:edupub-1042
2018-04-24T17:15:14Z
publication:edupub
publication:edu
publication:faculties
Linguistic Identities and Experiences of Generation 1.5 Teacher Candidates: Race Matters
Faez, Farahnaz
Article
2012-01-01T08:00:00Z
TESL Canada Journal
29
6
https://doi.org/10.18806/tesl.v29i0.1113
Education
<p>This article recounts the experiences of six Generation 1.5 teacher candidates (TCs) as they grapple with the significance of their racial identity in asserting their native-English-speaking status. A one-year qualitative case study, it draws on critical race theory and positioning theory to elucidate how native-Englishspeaking status is linked to levels of language proficiency and country of birth as well as to individuals’ race. Whereas Generation 1.5 non-white teacher candidates’ discourses reveal instances of marginalization and racism, discourses of white Generation 1.5 teacher candidates express privilege and acceptance.</p>
https://ir.lib.uwo.ca/edupub/24
oai:ir.lib.uwo.ca:edupub-1043
2018-07-10T16:14:58Z
publication:edupub
publication:edu
publication:faculties
Term Evaluator: A Tool for Terminology Annotation and Evaluation
Inkpen, Diana
Paribakht, T. Sima
Faez, Farahnaz
Amjadian, Ehsan
Article
2016-01-01T08:00:00Z
International Journal of Computational Linguistics and Applications
7
2
Education
<p>There are several methods and available tools for terminology extraction, but the quality of the extracted terms is not always high. Hence, an important consideration in terminology extraction is to assess the quality of the extracted terms. In this paper, we propose and make available a tool for annotating the correctness of terms extracted by three term-extraction tools. This tool facilitates term annotation by using a domain-specific dictionary, a set of filters, and an annotation memory, and allows for post-hoc evaluation. We present a study in which two human judges used the developed tool for term annotation. Their annotations were then analyzed to determine the efficiency of term extraction tools by measures of precision, recall, and F-score, and to calculate the inter-annotator agreement rate.</p>
https://ir.lib.uwo.ca/edupub/46
oai:ir.lib.uwo.ca:edupub-1044
2018-07-10T16:18:45Z
publication:edupub
publication:edu
publication:faculties
Local-Global Vectors to Improve Unigram Terminology Extraction
Amjadian, Ehsan
Inkpen, Diana
Paribakht, T. Sima
Faez, Farahnaz
Article
2016-01-01T08:00:00Z
Proceedings of the 5th International Workshop on Computational Terminology
2
11
Education
<p>The present paper explores a novel method that integrates efficient distributed representations with terminology extraction. We show that the information from a small number of observed instances can be combined with local and global word embeddings to remarkably improve the term extraction results on unigram terms. To do so, we pass the terms extracted by other tools to a filter made of the local-global embeddings and a classifier which in turn decides whether or not a term candidate is a term. The filter can also be used as a hub to merge different term extraction tools into a single higher-performing system. We compare filters that use the skipgram architecture and filters that employ the CBOW architecture for the task at hand.</p>
https://ir.lib.uwo.ca/edupub/47
oai:ir.lib.uwo.ca:edupub-1045
2018-04-20T20:43:34Z
publication:edupub
publication:edu
publication:faculties
Points of Departure: Developing the Knowledge Base of ESL and FSL Teachers for K-12 Programs in Canada
Faez, Farahnaz
Article
2011-01-01T08:00:00Z
The Canadian Journal of Applied Linguistics
14
1
Education
Language and Literacy Education
<p>In this paper, I examine the contextual factors that impact the development of knowledge base of teachers of English as a second language (ESL) and French as a second language (FSL) for teaching in Kindergarten through Grade 12 programs in Ontario. Using a sociocultural orientation to second language teacher education and prominent knowledge base frameworks from the field, I discuss how a variety of local contextual factors impact the development of teacher candidates’ (TC) knowledge base in pre-service teacher education programs in Canada. Individual factors include: the linguistic and cultural backgrounds of candidates’ in ESL and FSL programs, the TCs’ language proficiency in the target language, their personal experiences and understanding of language development, and their familiarity with real life experiences of ESL and FSL students. Beyond their own experiences, integral to TCs knowledge base are the range of student populations they could serve and the variety of language teaching contexts they can encounter in the Ontario context. I discuss the implications of such nuances for policy and practice in language teacher education programs across Canada.</p>
https://ir.lib.uwo.ca/edupub/25
oai:ir.lib.uwo.ca:edupub-1046
2018-04-20T20:50:54Z
publication:edupub
publication:edu
publication:faculties
The Quest for Effective Interdisciplinary Graduate Supervision: A Critical Narrative Analysis
Hibbert, Kathryn
Lingard, Lorelei
Vanstone, Meredith
Kinsella, Elizabeth Anne
McKenzie, Pam
Wilson, Timothy D.
Pitman, Allan
Article
2014-01-01T08:00:00Z
Canadian Journal of Higher Education
44
2
Education
Higher Education
<p>Interdisciplinarity is a pervasive trend in 21st-century knowledge building and innovation. It is predicated on the recognition that creative solutions to the world’s increasingly complex problems require the intersection of diverse expertise. Little scholarly attention has been directed towards how the new interdisciplinary (ID) model is influencing the processes and outcomes of graduate research training. In a qualitative study informed by critical narrative analysis and conducted at one institution, we investigate the epistemological, structural, and relational factors that shape ID doctoral research supervision, explore how differing knowledge cultures and values are negotiated in supervisory practices, and consider how established structures and discourses influence the processes and outcomes of these supervisory relationships.</p>
https://ir.lib.uwo.ca/edupub/26
oai:ir.lib.uwo.ca:edupub-1047
2018-04-09T15:50:58Z
publication:edupub
publication:edu
publication:faculties
Thinking Relationally about the School Leader
Riveros, Gus
Article
2016-01-01T08:00:00Z
Leadership Standards
Educational Administration
Canadian Journal of Educational Administration and Foundations
2
25
15
23
Education
Educational Administration and Supervision
Educational Leadership
<p>This paper engages with the program outlined by Scott Eacott (2015) in Educational Leadership Relationally. I aim to mobilize some of the themes explored in the book in order to analyse a contemporary phenomenon in the administration of education, namely, the enactment of standards for leadership practice. I situate my analysis in the Canadian context, in particular, the province of Ontario. This analytical engagement has two purposes: first, to investigate the possibilities that a relational approach has to offer to the study of the enactment of leadership standards in education; and second, to interrogate some of the assumptions and implications of the relational project for the study of educational administration. I conclude with critical comments, recommendations, and suggestions for further exploration and scholarship.</p>
https://ir.lib.uwo.ca/edupub/48
oai:ir.lib.uwo.ca:edupub-1048
2019-04-10T16:23:37Z
publication:edupub
publication:edu
publication:faculties
The influence of teacher leadership in the career advancement of schoolteachers: A case study
Newton, Paul
Riveros, Gus
DaCosta, Jose
Article
2014-01-01T08:00:00Z
teacher leadership
educational administration
Journal of Educational Administration and Foundations
Journal of Educational Administration and Foundations
2
23
105
117
Education
Educational Administration and Supervision
Educational Leadership
<p>In this paper, we explore the influence of a professional development initiative based on a model of teacher leadership development in the career advancement of a group of school leaders. We investigated the perceptions and understandings held by these school leaders regarding how their experiences as teacher leaders contributed to their career advancement and growth as educational leaders. The findings of this study augment existing scholarship on the nature of leadership development and career advancement in educational systems and educational jurisdictions. The study findings suggest that teacher leadership roles may have a significant effect in generating skills and interest in formal leadership and could potentially be a significant factor in leadership succession planning.</p>
https://ir.lib.uwo.ca/edupub/120
oai:ir.lib.uwo.ca:edupub-1050
2019-04-10T17:17:07Z
publication:edupub
publication:edu
publication:faculties
Transcending the Barriers of Interprofessional Collaboration: Our Continuing Journey as Educators in Medical Imaging
VanDeven, Teresa
Hibbert, Kathy
Book Chapter
2010-01-01T08:00:00Z
medical imaging
professional educator
interdisciplinary collaboration
interdisciplinary work
collaborative partnership
3
10
https://https:doi.org/10.1007/978-3-642-03234-9_1
Education
<p>It has been a little over 1 year since the publication of our first book, <em>Radiology Education: The Scholarship of Teaching and Learning</em> (2008). As we review the past year and continue our dialogue with professional educators not only in medical imaging, but across medicine and the health sciences, we continue to draw wisdom, knowledge, and support from those areas where our professional and personal lives intersect with a variety of sources: the academic, (the philosophical, psychological, sociological, anthropological, and educational research) and the practical (participation in medical imaging rounds and academic half days as both learners and teachers, participation in the field as teachers). These experiences are necessarily informed by all that has affected us at a very human level including patients, caregivers, family members or friends accessing the medical system we work within. From the complex richness of these experiences, we have had to pause to consider those issues that may support and impede interprofessional collaborative practice. In this chapter, we shall focus on first indentifying the barriers, for, naming them allows us to seek ways to work through them, and second, we document a “way through” and offer some thoughts about how we have experienced the transition.</p>
<p><strong>Book chapter</strong></p>
<p>Van Deven, T., & Hibbert, K.M. (2010). Transcending the barriers of interprofessional collaboration: Our continuing journey as educators in medical imaging. In <em>The Practice of Radiology Education</em>, pp. 3-10. Berlin, DE: Springer.</p>
<p><a href="https://https:doi.org/10.1007/978-3-642-03234-9_1" target="_blank">https://https:doi.org/10.1007/978-3-642-03234-9_1</a></p>
<p>© Springer-Verlag Berlin Heidelberg 2010</p>
https://ir.lib.uwo.ca/edupub/123
oai:ir.lib.uwo.ca:edupub-1049
2018-07-10T16:30:10Z
publication:edupub
publication:edu
publication:faculties
What Would Yoda Do? A “Jedi” Approach to Curriculum Development
Lucier, Rood
Hazzard, Ben
Hibbert, Kathy
Article
2010-01-01T08:00:00Z
Journal of Curriculum and Pedagogy
7
2
https://doi.org/10.1080/15505170.2010.10471328
Curriculum and Instruction
Education
<p>This is the author approved version of an article that appears in Journal Journal of Curriculum and Pedagogy</p>
https://ir.lib.uwo.ca/edupub/49
oai:ir.lib.uwo.ca:edupub-1051
2019-04-10T15:32:18Z
publication:edupub
publication:edu
publication:faculties
Strategies to Support Balanced Literacy Approaches in Pre and Inservice Teacher Education
Heydon, Rachel
Hibbert, Kathy
Iannacci, Luigi
Article
2004-12-01T08:00:00Z
Journal of Adolescent & Adult Literacy
Journal of Adolescent & Adult Literacy
48
4
312
319
https://doi.org/10.1598/JAAL.48.4.4
Education
<p>The authors describe the ways in which, as preservice and inservice teacher educators, they conceptualize balanced literacy within an educational climate that values quick fixes, standardized curricula, and high-stakes testing. They proffer a professionalized version of the work of teachers in the classroom that values, fosters, and supports teacher knowledge, discernment, and reflection throughout all stages of teachers' careers. They also present, and illustrate through two case studies, a dynamic reconceptualization strategy that supports novice and seasoned teachers in their decision making.</p>
<p>Article available at <em>Journal of Adolescent & Adult Literacy</em><em>, Vol 48(4)</em>.</p>
<p><a href="https://doi.org/10.1598/JAAL.48.4.4" target="_blank">https://doi.org/10.1598/JAAL.48.4.4</a></p>
<p>© 2004 International Reading Association</p>
https://ir.lib.uwo.ca/edupub/119
oai:ir.lib.uwo.ca:edupub-1053
2019-04-10T15:13:46Z
publication:edupub
publication:edu
publication:faculties
Community Building Through Electronic Discussion Boards: Pre-Service Teachers’ Reflective Dialogueson Science Teaching
Ebenezer, Jazlin
Lugo, Frank
Beirnacka, Beata
Puvirajah, Anton
Article
2003-12-01T08:00:00Z
electronic discussion board
community building
reflective dialogue
student theories
chemistry teaching
Journal of Science Education and Technology
Journal of Science Education and Technology
12
4
397
411
https://doi.org/10.1023/B:JOST.0000006299.07433.eb
Education
Science and Mathematics Education
<p>This research study focuses on an electronic forum for building a community of pre-service teachers to reflect upon new directions in science teaching. The thesis of this paper is to model the notion of community building for teacher reflective practice. Through pre-service teachers' WebCT postings on students' theories in science, we provide evidence of how WebCT discussion board served as a forum for community building to carry out reflective practice. We conclude that WebCT discussion board can serve as a viable tool for building a community of reflective teachers. This study implies that WebCT and similar Internet electronic discussion tools may be effectively used for community building to carry out reflective dialogues in teacher education.</p>
<p> Article available at <em>Journal of Science Education and Technology, Vol. 12(4)</em>.</p>
<p><a href="https://doi.org/10.1023/B:JOST.0000006299.07433.eb" target="_blank">https://doi.org/10.1023/B:JOST.0000006299.07433.eb</a></p>
© Plenum Publishing Corporation 2003
https://ir.lib.uwo.ca/edupub/117
oai:ir.lib.uwo.ca:edupub-1052
2019-04-10T15:22:36Z
publication:edupub
publication:edu
publication:faculties
WebCT Dialogues on Particle Theory of Matter: Presumptive Reasoning Schemes
Ebenezer, Jazlin
Puvirajah, Anton
Article
2005-12-01T08:00:00Z
Educational Research and Evaluation
Educational Research and Evaluation
11
6
561
589
https://doi.org/10.1080/13803610500264807
Education
<p>Analysis of how science discourse takes place among students can provide us with in-depth information on the effectiveness of a chosen instructional approach and how well students understand scientific ideas. In our study, the unit on the particle theory of matter was taught with a construcdvist conceptual change inquiry approach to a group of middle years' students. The students' dialogues on the particle theory of matter, which took place on a web discussion board, were analyzed and then classified into types of dialogues. By studying the fi-equency of the types of dialogues based on the nature and circumstance of teaching and learning, we were able to develop 3 general categories (experiential, referential, provisional) of dialogues that can occur in science learning.</p>
<p>Article available at <em>Educational Research and Evaluation, Vol. 11(6)</em>.</p>
<p><a href="https://doi.org/10.1080/13803610500264807" target="_blank">https://doi.org/10.1080/13803610500264807</a></p>
<p>© 2005 Taylor & Francis</p>
https://ir.lib.uwo.ca/edupub/118
oai:ir.lib.uwo.ca:edupub-1054
2019-04-10T15:03:50Z
publication:edupub
publication:edu
publication:faculties
A New Lens for Supporting and Studying Science Teacher Reflections: Situating the Self in the [Activity] System
Criswell, Brett A.
Calandra, Brendan
Brantley-Dias, Laurie
Puvirajah, Anton
Article
2015-09-25T07:00:00Z
science teacher preparation
reflection
critical incidents
activity theory
ontology
tensions
Cultural Studies of Science Education
Cultural Studies of Science Education
10
4
https://doi.org/10.1007/s11422-014-9654-4
Education
Science and Mathematics Education
<p>This paper presents a new lens for analyzing written reflections on the teaching experiences of pre-service [science] teachers. The lens, which borrows heavily from Activity Theory, allows science education researchers and teacher educators to identify tensions, disturbances, conflicts, and contradictions within teachers’ written reflections as a means to help the participants situate their successes and challenges within the activity systems in which they operate. This paper describes the process through which the lens was crafted, defines the key constructs comprising the lens, applies the lens to the analysis of two purposefully selected reflection documents, and then considers the affordances of the lens. It also discusses how the insights gained from this lens have lead to new ways of facilitating reflection in pre-service science teachers, including the use of Kenneth Snelson’s tensegrity sculptures as a metaphor for the goal of reflection. Finally, it connects the tensions identified in the individual reflections of two pre-service science teachers to broader issues being addressed in science education.</p>
<p> Article available at <em>Cultural Studies of Science Education, Vol. 10(4)</em>.</p>
<p><a href="https://doi.org/10.1007/s11422-014-9654-4" target="_blank">https://doi.org/10.1007/s11422-014-9654-4</a></p>
© Springer Science+Business Media Dordrecht 2015
https://ir.lib.uwo.ca/edupub/116
oai:ir.lib.uwo.ca:edupub-1055
2018-04-24T19:11:45Z
publication:edupub
publication:edu
publication:faculties
Communication intervention for individuals with Down syndrome: Systematic review and meta-analysis
Neil, Nicole
Jones, Emily A
Article
2016-08-01T07:00:00Z
Down syndrome
communication
language
meta-analysis
intervention
intensity
Developmental Neurorehabilitation
Developmental Neurorehabilitation
21
1
1
12
https://doi.org/10.1080/17518423.2016.1212947
Counseling
Education
Psychology
<p>A systematic review was conducted to identify effective intervention strategies for communication in individuals with Down syndrome. We updated and extended previous reviews by examining: (1) participant characteristics; (2) study characteristics; (3) characteristics of effective interventions (e.g., strategies and intensity); (4) whether interventions are tailored to the Down syndrome behavior phenotype; and (5) the effectiveness (i.e., percentage non-overlapping data and Cohen’s <em>d</em>) of interventions. Thirty-seven studies met inclusion criteria. The majority of studies used behaviour analytic strategies and produced moderate gains in communication targets. Few interventions were tailored to the needs of the Down syndrome behaviour phenotype. The results suggest that behaviour analytic strategies are a promising approach and future research should focus on replicating the effects of these interventions with greater methodological rigor.</p>
<p>This is an Accepted Manuscript of an article published by Taylor & Francis in <em>Developmental Neurorehabilitation </em>in August 2016, available online: http://www.tandfonline.com/10.1080/17518423.2016.1212947</p>
https://ir.lib.uwo.ca/edupub/32
oai:ir.lib.uwo.ca:edupub-1056
2018-04-24T18:53:20Z
publication:edupub
publication:edu
publication:faculties
Studying Treatment Intensity: Lessons from Two Preliminary Studies
Neil, Nicole
Jones, Emily A
Article
2015-01-01T08:00:00Z
: Down syndrome
Treatment Intensity
Applied Behavior Analysis
Dose
Journal of Behavioral Education
Journal of Behavioral Education
24
1
51
73
https://doi.org/10.1007/s10864-014-9208-6
Counseling Psychology
Education
Psychology
<p>Determining how best to meet the needs of learners with Down syndrome requires an approach to intervention delivered at some level of intensity. How treatment intensity affects learner acquisition, maintenance, and generalization of skills can help optimize the efficiency and cost effectiveness of interventions. There is a growing body of research on the effects of treatment intensity but almost no systematic study of it with children with Down syndrome, providing little guidance about how to approach the study of intensity. In two preliminary studies we manipulated different aspects of the dose of treatment intensity and measured effects on skill acquisition using single-subject experimental designs. Intensity varied in terms of number of opportunities per session, session duration, and spacing of opportunities (inter-stimulus interval). Matched responses within a skill area were randomly assigned to a level of intensity and acquisition was compared. Results reveal lessons about what aspects of intensity to manipulate and how, selecting experimental designs, measuring multiple outcomes, and the influence of learner characteristics. These lessons highlight directions for future approaches to tease apart the relative contributions of different aspects of intensity on skill acquisition and determine the most effective intensity of early intervention for children with Down syndrome.</p>
<p>This is a post-peer-review, pre-copyedit version of an article published in <em>Journal of Behavioral Education</em>. The final authenticated version is available online at: https://doi.org/10.1007/s10864-014-9208-6</p>
https://ir.lib.uwo.ca/edupub/31
oai:ir.lib.uwo.ca:edupub-1057
2018-04-24T18:45:00Z
publication:edupub
publication:edu
publication:faculties
Effects of Group Functional Behavior-Based Cognitive Behavioral Therapy for Obsessive-Compulsive Behavior in a Youth with Autism Spectrum Disorder
Neil, Nicole
Vause, Tricia
Jaksic, Heather
Feldman, Maurice
Article
2017-07-01T07:00:00Z
2018-07-31T07:00:00Z
obsessive compulsive disorder
autism
cognitive behavioral therapy
exposure and response prevention
functional assessment
Child and Family Behavior Therapy
Child and Family Behavior Therapy
39
3
179
190
https://doi.org/10.1080/07317107.2017.1338448
Education
Psychology
<p>Individuals with Autism Spectrum Disorder (ASD) often present with comorbid Obsessive Compulsive Behaviors (OCBs), but little research exists on effective intervention for OCBs. Using a single-case experimental design, this study highlights the efficacy of a Group Functional Behavior-Based Cognitive-Behavior Therapy (Fb-CBT) to reduce OCBs in an 11-year-old youth. Tailored for individuals with ASD, Fb-CBT included traditional CBT components (e.g., psychoeducation, cognitive-behavioral skills training, and exposure and response prevention), functional behavior assessment and intervention, and a group parent-training component. Time-series parent report data and standardized OCB measures showed clinically significant decreases in OCBs, increase in psychosocial functioning, and high consumer satisfaction.</p>
<p>This is an Accepted Manuscript of an article published by Taylor & Francis in <em>Child and Family Behavior Therapy</em> in July 2017, available online: http://www.tandfonline.com/10.1080/07317107.2017.1338448</p>
https://ir.lib.uwo.ca/edupub/30
oai:ir.lib.uwo.ca:edupub-1058
2018-04-24T18:36:35Z
publication:edupub
publication:edu
publication:faculties
Repetitive Behavior in Children with Down Syndrome: Functional Analysis and Intervention
Neil, Nicole
Jones, Emily A
Article
2016-01-01T08:00:00Z
Down syndrome
functional analysis
repetitive behavior
differential reinforcement
Journal of Developmental and Physical Disabilities
Journal of Developmental and Physical Disabilities
28
2
267
288
https://doi.org/10.1007/s10882-015-9465-x
Education
Psychology
<p>Children with Down syndrome frequently display repetitive behavior including unusual routines, rituals, and stereotypy. Literature on intervention for repetitive behavior in individuals with Down syndrome frequently includes aversive procedures and interventions not informed by functional assessments. We used an analogue functional analysis to evaluate reinforcers maintaining repetitive behavior in 3 children with Down syndrome. Following identification of automatic functions, we used an ABAB design and a multiple-baseline design to demonstrate the effectiveness of differential reinforcement of other behavior in reducing repetitive behavior. DRO was effective in decreasing repetitive behavior and, for one participant, repetitive behavior remained low at 1, 2, and 3-month follow-up sessions. This study extends current functional analysis methodologies to decrease repetitive behavior for learners with Down syndrome.</p>
<p>This is a post-peer-review, pre-copyedit version of an article published in <em>Journal of Developmental and Physical Disabilities</em>. The final authenticated version is available online at: https://doi.org/10.1007/s10882-015-9465-x</p>
https://ir.lib.uwo.ca/edupub/29
oai:ir.lib.uwo.ca:edupub-1059
2018-06-26T16:19:22Z
publication:edupub
publication:edu
publication:faculties
Direct and Indirect Forms of Childhood Maltreatment and Nonsuicidal-Self-Injury Among Clinically-Referred Children and Youth
Armiento, Jenna
Hamza, Cloe
Stewart, Shannon
Leschied, Alan
Article
2016-01-01T08:00:00Z
childhood maltreatment
trauma
nssi
non-suicidal self-injury
Journal of Affective Disorders
https://doi.org/10.1016/j.jad.2016.04.041
Education
Psychology
<p><strong>Importance:</strong> Although exposure to direct forms of childhood maltreatment is among the most widely studied risk factors for nonsuicidal self-injury (NSSI), research on NSSI has largely neglected the role of exposure to indirect forms of child maltreatment (i.e., exposure to intimate partner violence).</p>
<p><strong>Objective:</strong> To address this gap in the literature, the present study examined associations among both direct and indirect forms of maltreatment and NSSI among clinically referred children and youth. It was expected that exposure to both forms of maltreatment would be associated with increased risk for NSSI engagement.</p>
<p><strong>Design: </strong>Data was collected from September 2014 – August 2015 using the interRAI Child and Youth Mental Health Assessment (ChYMH) at ten mental health agencies in Ontario, Canada. The ChYMH is a comprehensive standardized clinical assessment tool completed by trained assessors using multiple sources (e.g., child, parent, clinical charts, observations) at time of patient intake into clinical care.</p>
<p><strong>Setting: </strong>Data was collected by trained clinical assessors at both community-based mental health facilities and inpatient/residential treatment facilities in Ontario, Canada.</p>
<p><strong>Participants</strong>: The study included a convenience sample of 747 children and youth (68 % male) with complex mental health histories (i.e., impairments in physical, mental, and emotional functioning) referred for inpatient or outpatient care in Ontario, Canada. Participant eligibility criteria included: enrolled in outpatient/inpatient care at one of participating mental health agencies, informed consent from parent and child, verbal fluency in English for both parent and child, and the child or youth was between the ages of 8-18 years.</p>
<p><strong>Main Outcome and Measure: The primary outcome assessed was the presence/absence of NSSI as assessed on the Self-Injury Scale (SOS) on the ChYMH. </strong></p>
<p><strong>Results: Univariate chi-square analyses reflected positive associations with NSSI and both direct (i.e., physical, sexual) and indirect child maltreatment (i.e., exposure to intimate partner violence). In a binary logistic regression analysis controlling for participant age and sex, only exposure to indirect child maltreatment emerged as multivariate predictor of NSSI. </strong></p>
<p><strong>Conclusion and Relevance: </strong>The present study provides evidence that experiencing vicarious trauma in childhood is an important risk factor for NSSI. Implications for clinicians include developing targeted intervention and prevention strategies for NSSI among children and youth for children who have witnessed domestic violence in the home.</p>
https://ir.lib.uwo.ca/edupub/33
oai:ir.lib.uwo.ca:edupub-1063
2018-08-07T18:23:58Z
publication:edupub
publication:edu
publication:faculties
Childhood Predictors of Adult Criminality: A Meta-Analysis Drawn from the Prospective Longitudinal Literature
Leschied, Alan W., Dr.
Chiodo, Debbie
Nowicki, Elizabeth
Rodger, Susan
Article
2008-01-01T08:00:00Z
risk prediction
developmental criminology
Canadian Journal of Criminology and Criminal Justice
50
4
435
467
https://doi.org/10.3138/cjccj.50.4.435
Criminology
Education
Psychology
<p>Sufficient research now exists in the psychology of criminal conduct literature to address the long-term impact of early childhood and adolescent experiences on later adult outcomes. In the present meta-analysis, selected studies were prospective and longitudinal, tracking a variety of early childhood and family factors that could potentially predict later involvement in the adult criminal justice system. Thirty-eight studies met the selection criteria. Major findings indicate that dynamic versus static predictors are related to later adult criminal justice involvement. The older the child was at the time the predictor was measured, the stronger was the relationship to adult offending. Within the set of dynamic predictors, childhood and adolescent factors that rate most highly include a variety of behavioural concerns including early identification of aggression, attentional problems, motor restlessness, and attention seeking. Emotional concerns consistent with depression including withdrawal, anxiety, self-deprecation, and social alienation are also represented. Predictors also included family descriptors such as a variety of negative parenting strategies including coerciveness, authoritarian behaviours, lack of child supervision, and family structure variables such as witnessing violence, inter-parental conflict, family stressors, and poor communication. Results are discussed in relation to prevention strategies for targeted services that influence the probability of antisocial outcomes for children into adulthood.</p>
https://ir.lib.uwo.ca/edupub/64
oai:ir.lib.uwo.ca:edupub-1064
2018-07-09T19:30:49Z
publication:edupub
publication:edu
publication:faculties
The Relevance of Sociocultural Context for Survivors of Intimate Partner Violence: Towards the Development of Culturally-Informed Practices in Working with Muslim Women
Milani, Asra
Leschied, Alan W., Dr.
Rodger, Susan
Article
2016-01-01T08:00:00Z
ntimate partner violence
Muslim women
culturally responsive
sociocultural context
Education
Psychology
<p>The effectiveness of domestic violence services is predicated on the appreciation that intimate partner violence (IPV) is best understood within sociocultural, historical and structural contexts that combine to shape a woman’s experience and as a consequence, aid in understanding her help-seeking behaviour. Among the largest and fastest growing minority populations who are now coming forward as survivors of IPV are Muslim women. Yet, there is minimal research that has explored their experience and the barriers that exist for these women in accessing services in Canada. A Tripartite model of understanding minority women’s experience of IPV that draws on both Intersectional and Relational-Cultural approaches is provided that relates to survivors from diverse groups including Muslim women. This adapted theoretical model is outlined in furthering the development of research and practice that can be more culturally responsive to their needs.</p>
https://ir.lib.uwo.ca/edupub/115
oai:ir.lib.uwo.ca:edupub-1065
2018-08-07T18:07:19Z
publication:edupub
publication:edu
publication:faculties
Singing Our Song: The Affordances of Singing in an Intergenerational, Multimodal Literacy Program
Heydon, Rachel
McKee, Lori
O'Neill, Susan
Article
2017-01-01T08:00:00Z
multimodal literacy
singing
intergenerational
case study
Literacy
1
9
https://doi.org/10.1111/lit.12135
Curriculum and Instruction
Education
Language and Literacy Education
<p>This exploratory case study examined singing as a multimodal literacy practice within ensembles that featured art, singing and digital media produced in an intergenerational program that served a class of kindergarten children and community elders. The program that was set up by the study in collaboration with a rural school and home for seniors, saw participants meet one afternoon a week for most of a school year. Study questions concerned the meaning making and relationship-building opportunities afforded to the participants as they worked through chains of multimodal projects. Data were collected using ethnographic tools in the seniors’ home where the projects were completed and in the kindergarten where project content and tools were introduced to the children and extended by the classroom teacher. Themes were identified through the juxtaposition of field texts in relation to the literature and study questions. Results indicate that singing provided opportunities for participants to form relationships and share meaning making as a group while combining modes. Study findings forward the communicative power of singing and suggest how singing, when viewed through a multimodal lens might be a potent tool for multimodal literacy learning.</p>
<p>This is the author accepted version of an article originally published in<em> Literacy</em></p>
https://ir.lib.uwo.ca/edupub/62
oai:ir.lib.uwo.ca:edupub-1066
2018-08-07T18:04:58Z
publication:edupub
publication:edu
publication:faculties
iPads and Paintbrushes: An Exploratory Case Study of Integrating Digital Media as Placed Resources into an Intergenerational Art Class
Heydon, Rachel
McKee, Lori
Daly, Bridget
Article
2017-01-01T08:00:00Z
multimodal literacy; placed resources; digital media; curriculum; intergenerational
Language and Education
31
4
351
373
https://doi.org/10.1080/09500782.2016.1276585
Curriculum and Instruction
Early Childhood Education
Education
Language and Literacy Education
<p>This exploratory case study integrated digital media as placed resources into an intergenerational art class. Its goals were to generate knowledge of how to bring young children and elders together to expand their opportunities for meaning making and seeing themselves in affirming ways so as to generate transferable understanding of digitally-enhanced multimodal curricula across the lifespan. Participants included 15 elders and 9 pre-schoolers. Focusing on how the digital media were used and with what implications for participants’ literacy and identity options as well as relationship building, data were collected through ethnographic methods, and a qualitative thematic analysis with multimodal elements was conducted. The study found that the digital media were used in tangent with non-digital media for the creation of digital portfolios, digital text-making, and teacher- and participant-led referencing for text-making. Findings suggest that the integration of digital media enhanced literacy options by providing new tools for meaning-making and expanded identity options by highlighting achievements and promoting intergenerational relationships. The study contributes to literatures concerning literacy curriculum and practices across the life course.</p>
<p>This is the author accepted version of an article originally published in <em>Language and Education</em></p>
https://ir.lib.uwo.ca/edupub/61
oai:ir.lib.uwo.ca:edupub-1068
2018-08-07T17:19:32Z
publication:edupub
publication:edu
publication:faculties
Orchestrating Literacies:Print Literacy Learning Opportunities Within Multimodal Intergenerational Ensembles
McKee, Lori
Heydon, Rachel
Article
2015-01-01T08:00:00Z
Literacy
early childhood
multimodal
case study
reading and writing
Journal of Early Childhood Literacy
15
2
227
255
https://doi.org/10.1177/1468798414533562
Curriculum and Instruction
Early Childhood Education
Education
Language and Literacy Education
<p>This exploratory case study considered the opportunities for print literacy learning within multimodal ensembles that featured art, singing, and digital media within the context of an intergenerational program that brought together 13 kindergarten children (4 and 5 years) with 7 elder companions. Study questions concerned how reading and writing were practiced within multimodal ensembles and what learning opportunities were afforded the children while the participants worked through a chain of multimodal projects. Data were collected through ethnographic tools in the Rest Home where the projects were completed and in the children’s classroom where project content and tools were introduced and extended by the classroom teacher. Themes were identified through the juxtaposition of field texts in a multimodal analysis. Results indicate that the multimodality of the projects and the reciprocal intergenerational relationships forged in and through text-making afforded children opportunities to improvise and refine their print literacy practices as part of multimodal ensembles. The study is designed to contribute to the nascent, yet growing body of knowledge concerning print literacy practices and learning opportunities as conceptualized within multimodal literacy and intergenerational curricula.</p>
https://ir.lib.uwo.ca/edupub/59
oai:ir.lib.uwo.ca:edupub-1067
2018-08-07T17:42:16Z
publication:edupub
publication:edu
publication:faculties
Supporting Beginning Readers in Reading to Learn: A Comprehension Strategy
McKee, Lori
Carr, Gay
Article
2016-01-01T08:00:00Z
reading
comprehension
teaching strategy
The Reading Teacher
70
3
359
363
https://doi.org/10.1002/trtr.1510
Education
Language and Literacy Education
<p>This teaching tip outlines a comprehension strategy designed to support early primary students in <em>reading to learn</em> while <em>learning to read</em>. The strategy is borne of our classroom practices and is designed to support young children in reading and understanding informational texts by facilitating close interactions between text and reader. Through the steps, Read, Stop, Think, Ask, Connect, the strategy supports beginning readers in recognizing and responding to the challenges that informational texts hold for reading and comprehending. The strategy is designed to be used flexibly to account for the diversity of readers and of texts within early primary classrooms, and encourages educators to consider students’ prior learning, text selection, and multimodal supports when connecting beginning readers with informational texts.</p>
<p>This is the Author Accepted Version of an article published in <em>The Reading Teacher</em></p>
https://ir.lib.uwo.ca/edupub/60
oai:ir.lib.uwo.ca:edupub-1069
2018-08-07T17:11:59Z
publication:edupub
publication:edu
publication:faculties
Review of the book Negotiating Critical Literacies with Young Children, 10th anniversary edition, by Vivian Maria Vasquez
McKee, Lori
Book Review
2016-01-01T08:00:00Z
book review; critical literacy
Journal of Early Childhood Literacy
16
1
137
141
Early Childhood Education
Education
Language and Literacy Education
<p>Review of <em>Negotiating Critical Literacies with Young Children</em>, 10<sup>th</sup> anniversary edition, by Vivian Maria Vasquez.</p>
https://ir.lib.uwo.ca/edupub/58
oai:ir.lib.uwo.ca:edupub-1070
2018-08-07T17:07:05Z
publication:edupub
publication:edu
publication:faculties
Pedagogy and Learning Environment in a Franco-Ontarian Child Care Centre
Russette, Alan D
Taylor, Shelley K.
Article
2014-01-01T08:00:00Z
French First Language (FFL)
Multilingualism
Multilingual Education
Early Childhood Education and Care (ECEC)
Language & Literacy: A Canadian eJournal
16
2
131
147
Education
<p>In order to succeed in French First Language (FFL) schools, students must have a working knowledge of French. For many Anglophone and Allophone students, the journey toward official bilingualism through FFL schooling begins in FFL child care centres. The programs offered in these centres were designed to foster the linguistic and literacy development of Franco-Ontarian children before they enter the FFL K-6 school system (CLR-Net, 2009; Government of Canada, 1982, 2008 & 2012; Ministère de l'éducation, 2004; Ontario MEO, 2005). This paper investigates whether éducatrices in FFL child care centres can meet all children’s French needs and, if so, how?</p>
https://ir.lib.uwo.ca/edupub/63
oai:ir.lib.uwo.ca:edupub-1071
2018-08-07T16:58:18Z
publication:edupub
publication:edu
publication:faculties
The Power of “Can Do” statements: Teachers’ Perceptions of CEFR- informed Instruction in French as a Second Language Classrooms in Ontario
Faez, Farahnaz
Majhanovich, Suzanne
Taylor, Shelley K.
Smith, Maureen
Crowley, Kelly
Article
2011-01-01T08:00:00Z
Common European Framework for Languages (CEFR)
French as a Second Language (FSL)
Second Language Education Programs
Canadian Journal of Applied Linguistics
14
2
1
19
Education
<p>This article reports on French as a second language (FSL) teachers’ perceptions of using the Common European Framework of Reference (CEFR)-informed instruction (action-oriented instruction focusing on language use) in FSL classrooms in Ontario. In particular, this paper focuses on teachers’ perspectives of the strengths and challenges of providing CEFR- informed practice in FSL classrooms. FSL teachers (n=93) as well as elementary and secondary school students (n=943) participated in this province-wide study. Participating teachers were introduced to the CEFR and CEFR-informed activities and resources. Teachers then used the resources in their classrooms for approximately three months. At the end of this period, teachers participated in interviews and focus group sessions which focused on their perceptions’ of CEFR’s action-oriented approach. Teachers reported that CEFR-informed instruction increased student motivation, built self-confidence in their learners, promoted authentic language use in the classroom and encouraged learner autonomy. These findings have implications for FSL programs in Canada and possibly other second language education programs worldwide.</p>
<p>Available from the publisher<a href="https://journals.lib.unb.ca/index.php/CJAL/article/view/19855/21653" title="CJAL journal site"> here</a>. </p>
https://ir.lib.uwo.ca/edupub/57
oai:ir.lib.uwo.ca:edupub-1072
2018-08-06T19:44:38Z
publication:edupub
publication:edu
publication:faculties
Implementing the Common European Framework of Reference for Languages and the European Language Portfolio: Lessons for Future Research
Little, David
Taylor, Shelley K.
Article
2013-01-01T08:00:00Z
Common European Framework for Languages (CEFR)
European Language Portfolio (ELP)
French as a Second Language (FSL)
Core French (CF)
Extended French (EF)
French Immersion (FI)
Canadian Modern Language Review / Revue canadian des langues vivantes
69
4
i
522
Education
<p>Since its publication in 2001 the <em>Common European Framework of Reference for Languages</em> has established itself as a key reference in international discussion of proficiency in second and foreign languages. The CEFR represents the culmination of three decades of collaborative research, and it unites two apparently opposed tendencies in the Council of Europe’s work on language teaching and learning. On the one hand, its definition of proficiency in terms of the individual user-learner’s capacity for communicative task performance goes back to its roots in the adult education projects of the 1970s. The Council’s first work in modern languages was carried out under the auspices of the Committee for Out-of-School Education, which was strongly in favour of learner autonomy and self-assessment and strongly opposed to formal exams; from the beginning, great emphasis was laid on language learning appropriate to the individual user-learner’s communicative purposes. On the other hand, the CEFR responds to the need, felt with increasing urgency since the 1980s, for some kind of metric against which to compare language qualifications both across languages and from country to country.</p>
https://ir.lib.uwo.ca/edupub/56
oai:ir.lib.uwo.ca:edupub-1073
2018-08-07T16:26:30Z
publication:edupub
publication:edu
publication:faculties
Showcasing the Translingual SL/FL Classroom: Strategies, Practices, and Beliefs
Taylor, Shelley K.
Cutler, Cecelia
Article
2016-01-01T08:00:00Z
Native Language (NL)
Second Language (SL)
Foreign Language (FL)
Target Language (TL)
Translanguaging
Translingual Pedagogies
Canadian Modern Language Review/Revue canadienne des langues vivantes
72
4
389
404
https://doi.org/10.3138/cmlr.72.4.389
Education
<p>In an article published in this journal 15 years ago, Vivian Cook argued that it was time to question the time-honoured view that the native language (NL) should be avoided in the classroom by teachers and students. The justifications for this perspective hinged on a questionable compartmentalization of the two languages in the mind. The conventional wisdom has been that the NL has no place in the second language (SL) or foreign language (FL) classroom and that teachers should focus on getting students to think and interact exclusively in the target language (TL). In <em>Linguistic Imperialism</em>, Phillipson debunks five fallacies that are foundational in the field of applied linguistics, among them, the monolingual fallacy or the idea that a second or foreign language is best taught <em>monolingually</em>. Questioning monolingual pedagogies is at the heart of the investigations assembled in this Special Issue.</p>
https://ir.lib.uwo.ca/edupub/55
oai:ir.lib.uwo.ca:edupub-1074
2018-08-07T16:22:25Z
publication:edupub
publication:edu
publication:faculties
Les Classes d’Accueil et d’Immersion : strate´gies, pratiques et croyances
Taylor, Shelley K.
Cutler, Cecelia
Article
2016-01-01T08:00:00Z
la langue maternelle (LM)
langue seconde (LS)
langue e´trange`re(LE)
langue cible (LC)
le trans-apprentissage linguistique
Canadian Modern Language Review/Revue canadienne des langues vivantes
72
4
405
422
Education
<p>Dans un article publie´ il y a quinze ans dans cette revue, Vivian Cook affirmait qu’il e´tait temps de remettre en question le principe bien e´tabli selon lequel il fallait e´viter d’utiliser la langue maternelle (LM) des apprenants en contexte d’apprentissage d’une langue seconde (LS) ou d’une langue e´trange`re (LE). Cette vision de´coulait d’une croyance discutable voulant que les langues soient compartimente´es diffe´remment dans le cerveau. On a longtemps cru que l’utilisation de la LM n’avait pas sa place dans les classes d’immersion ou d’accueil et que les enseignants devaient insister pour que les apprenants pensent et interagissent uniquement en langue cible (LC). Dans <em>Linguistic Imperialism</em>, Phillipson re´fute cinq fausses croyances ge´ne´ralement admises dans le domaine de la linguistique applique´e, notamment celle selon laquelle une langue seconde ou e´trange`re doit absolument eˆtre enseigne´e de fac¸on monolingue. Cette remise en question des approches pe´dagogiques monolingues est justement au cœur des e´tudes qui composent ce nume´ro spe´cial.</p>
https://ir.lib.uwo.ca/edupub/54
oai:ir.lib.uwo.ca:edupub-1075
2018-08-07T16:18:54Z
publication:edupub
publication:edu
publication:faculties
Plurilingualism in TESOL: Promising Controversies
Taylor, Shelley K.
Snoddon, Kristin
Article
2013-01-01T08:00:00Z
Plurilingualism
multilingualism
Teaching English to Speakers of Other Languages (TESOL)
English as a Second Language (ESL)
Bilingual Education
TESOL Quarterly
47
3
439
445
https://doi.org/10.1002/tesq.127
Education
<p>The idea for this special issue grew out of the editors' involvement in TESOL's ESL in Bilingual Education Interest Section (BEIS). As we respectively took leadership roles within BEIS. While Shelley co-conducted a survey of TESOL members regarding the need for a multilingual language policy within TESOL; Kristin spearheaded a resolution regarding Deaf learner's language rights that subsequently became a TESOL (2009) Position Statement. These activities were rooted in the belief that learners' linguistic repertoires have a crucial role to play in learning English. This special issue's focus on plurilingualism, or multilingualism at the level of the individual is intended to further illuminate the role and value of learners' and teachers' first languages (L1s) and additional languages, and policies that support their plurilingual repertoires in relation to TESOL's mission of advancing excellence in English language teaching in a highly diverse, multilingual world.</p>
https://ir.lib.uwo.ca/edupub/53
oai:ir.lib.uwo.ca:edupub-1076
2018-08-07T02:52:21Z
publication:edupub
publication:edu
publication:faculties
Language Planning
Faez, Farahnaz
Taylor, Shelley K.
Article
2017-01-01T08:00:00Z
English as an International Language (EIL)
Teaching English as an International Language (TEIL)
Plurilingualism
The TESOL encyclopedia of English language teaching:Teaching speaking and pronunciation in TESOL
1
13
https://doi.org/10.1002/9781118784235.eelt0687
Education
<p>English users speak many different mother tongues (L1s) and a variety of “Englishes.” They use English for different (cross-cultural and/or international) communicative purposes, depending on their contexts, needs, and their own unique “plurilingual” backgrounds (discussed in Part III). In many of today’s globalized societies, mobility and change are key features. Language planners, multi-national stakeholders, and transnational individuals affected by mobility and change view English as crucial to their interests, and frequently claim it as their own. English also has imperial and (post-) colonial legacies; hence, many localized forms of English have been developed and are used internationally, making English a context-specific, dynamic, international language. The term English as an international language (EIL) describes both the language (English/es), and its linguistic function in international contexts.</p>
https://ir.lib.uwo.ca/edupub/52
oai:ir.lib.uwo.ca:edupub-1077
2018-08-07T03:20:19Z
publication:edupub
publication:edu
publication:faculties
Critical Language Awareness
Taylor, Shelley K.
Despagne, Collette
Faez, Farahnaz
Article
2017-01-01T08:00:00Z
English as an International Language (EIL)
Critical Language Awareness (CLA)
Critical Language Studies (CLS)
Critical literacy
Critical Pedagogy
Plurilingualism
The TESOL encyclopedia of English language teaching: Teaching speaking and pronunciation in TESOL
https://doi.org/10.1002/9781118784235.eelt0660
Education
<p>In the latter half of the 20th century, applied linguists, dissatisfied with the positioning of language teaching, called for a multidimensional curriculum to reframe teaching (about) languages, be they first or heritage languages (L1s or HLs); English as a second, foreign or international language (ESL, EFL and EIL); or other foreign languages (FLs). Their dissatisfaction stemmed from languages being viewed in isolation (like linguistic silos), an overemphasis on teaching the four skills in a discrete (unintegrated) manner, and decontextualized grammar and vocabulary teaching. Out of this discontent grew the notion of “language awareness,” with language awareness pedagogy implemented in the UK school system for the first time in 1974. The notion and pedagogical interventions emerged from the desire to bridge languages taught in isolation, and recognize the role language plays in all subject matter teaching (i.e., language-across-the- curriculum).</p>
https://ir.lib.uwo.ca/edupub/51
oai:ir.lib.uwo.ca:edupub-1078
2018-08-07T16:06:02Z
publication:edupub
publication:edu
publication:faculties
The Common European Framework of Reference (CEFR) in Canada: A Research Agenda
Arnott, Stephanie
Brogden, Lace Marie
Faez, Farahnaz
Péguret, Muriel
Piccardo, Enrica
Rehner, Katherine
Taylor, Shelley K.
Wernicke, Meike
Article
2017-01-01T08:00:00Z
Common European Framework of Reference (CEFR)
K-12 Education
European Language Portfolio (ELP)
French as a Second Language (FSL)
Core French (CF)
Initial teacher Education (ITE)
Canadian Journal of Applied Linguistics
20
1
31
54
Education
<p>This article proposes a research agenda for future inquiry into the use of the Common European Framework of Reference (CEFR) in the plurilingual Canadian context. Drawing on data collected from a research forum hosted by the Canadian Association of Second Language Teachers in 2014, as well as a detailed analysis of Canadian empirical studies and practice-based projects to date, the authors examine three areas of emphasis related to CEFR use: (a) K-12 education, including uses with learners; (b) initial teacher education, where additional language teacher candidates are situated as both learners and future teachers; and (c) postsecondary language learning contexts. Future research directions are proposed in consideration of how policymaking, language teaching and language learning are articulated across each of these three contexts. To conclude, a call is made for ongoing conversations encouraging stakeholders to consider how they might take up pan-Canadian interests when introducing various aspects of the CEFR and its related tools.</p>
<p><strong>This article is also available <a href="https://journals.lib.unb.ca/index.php/CJAL/article/view/24472/29667" title="CJAL journal site">here</a>. </strong></p>
https://ir.lib.uwo.ca/edupub/50
oai:ir.lib.uwo.ca:edupub-1080
2018-08-15T13:53:05Z
publication:edupub
publication:edu
publication:faculties
The I Teach Mathematics Online Project: Learning and Teaching through Innovative Practices
Namukasa, Immaculate Kizito
Gadanidis, George
Article
2011-01-01T08:00:00Z
Professional development
I teach mathematics project
problem solving
content
digital technologies
virtual manipulative materials
pedagogical knowledge
International Journal of Information and Education Technology
1
4
321
330
https://doi.org/10.7763/IJIET.2011.V1.52
Education
<p>Providing professional development and support resources that offer additional learning to what teachers might have studied at school, university, and in practice is an increasingly recognized way to support teachers Web-based resources promise to deliver content and pedagogical knowledge in ways enriched by digital technologies. We report on a prototype of a project, <em>I Teach Math project</em>, ITM, developed to deliver pedagogical content knowledge for teaching through problem-solving. ITM was designed from video interviews of selected mathematics teachers on their favorite lessons. On the ITM online database the videos are presented in short clips. Virtual learning objects are used to annotate and illustrate the content. The online environment was harnessed to aid teachers to observe exemplary teaching practices, to build a database of exemplary teaching, and for sharing ideas on teaching practices. In the process of designing ITM we surveyed existing online projects to select 10 major players for a comparative analysis. This paper reports on the development of ITM. It explores the digital-technologies utilized, the pedagogical content knowledge and pedagogical thinking shared by the teachers.</p>
https://ir.lib.uwo.ca/edupub/70
oai:ir.lib.uwo.ca:edupub-1081
2018-08-13T17:54:58Z
publication:edupub
publication:edu
publication:faculties
Teaching through Mathematics Problems: Re-designed for a Focus on Mathematics
Namukasa, Immaculate Kizito
Polotskaia, Elena
Article
2011-01-01T08:00:00Z
Problem solving
pedagogy
middle school
gifted students
strategies
innovative approaches
complex professional tasks
International Journal of Mathematics Trends and Technology (IJMTT)
1
1
50
56
Education
<p>Recent research on problem solving explores its potential as a pedagogical practice. This emphasis rejuvenates the interest in problem solving as a learning activity. This paper presents the practice of using a selected problem together with its variants in a single lesson. The practice was implemented in middle school classroom settings with gifted students and with mixed ability students as well as in teacher education classrooms. Experiences from practice are used to illustrate that the use of a set of closely related problems is likely to make students more eager to share their solutions, to generate several solution strategies, and to show various connections among the ideas involved. The shift toward exploring multiple math strategies and representations, and big ideas is at the center of innovative and successful approaches to teaching mathematics. The paper is guided by an evaluation of literature that considers teaching through problem solving and of literature on complex professional tasks.</p>
https://ir.lib.uwo.ca/edupub/72
oai:ir.lib.uwo.ca:edupub-1082
2018-08-13T17:29:01Z
publication:edupub
publication:edu
publication:faculties
Mathematics Tasks as Experiential Therapy for Elementary Preservice Teachers
Namukasa, Immaculate Kizito
Gadanidis, George
Article
2010-01-01T08:00:00Z
Pre-service teacher education
content and pedagogy
mathematics teacher preparation
doing mathematics
mathematical thinking
mathematics tasks
International Journal for Mathematics Teaching and Learning
Education
<p>In what unique ways can mathematics tasks contribute to pre-service teachers’ understanding of subject matter and pedagogy? And what school mathematics tasks can usefully be included in a pre-service program? To contribute to answering these questions, we report on the selection and choice criteria for mathematics tasks that we use in an elementary pre-service program. We see these tasks as experiential therapy. We believe that for teachers to see mathematics, and consequently mathematics teaching and learning, in new ways then they need to personally experience mathematics in new ways. We discuss at length one of the tasks, the Consecutive Terms task. The evidence that we have gathered shows that teachers‘ engagement with such tasks may help them become better positioned to teach mathematics in what we refer to as “warm” ways, in that re- service teachers begin to revisit their mathematical experiences and start seeing mathematics as different from the stereotypical view of a cold, rigid, individual endeavour.</p>
https://ir.lib.uwo.ca/edupub/73
oai:ir.lib.uwo.ca:edupub-1083
2018-08-13T17:59:42Z
publication:edupub
publication:edu
publication:faculties
Virtual Manipulative Materials in Secondary Mathematics: A Theoretical Discussion
Namukasa, Immaculate Kizito
Stanley, Darren
Tuchtie, Martin
Article
2009-01-01T08:00:00Z
Virtual Manipulatives
Concrete Manipulatives
Secondary Math
Highschool Math
Computers
Educational Technology
Learning Objects
Mathematics
Secondary Education
Virtual Environments
Journal of Computers in Mathematics and Science Teaching
28
3
277
307
Education
<p>With the increased use of computer manipulatives in teaching there is need for theoretical discussions on the role of manipulatives. This article reviews theoretical rationales for using manipulatives and illustrates how earlier distinctions of manipulative materials must be broadened to include new forms of materials such as virtual manipulatives which are also useful tools in a larger collection of learning tools. applying a theoretical lens to a specific material—polynomial tiles—this article demonstrates the following: (a) a complementary relationships between virtual and concrete manipulatives, (b) two or more theories can appropriately justify the same material, and (c) exploration of a specific manipulative may generate novel theoretical rationales. This exploration has proven to be helpful in the process of designing, selecting, categorizing and evaluating learning tool.</p>
https://ir.lib.uwo.ca/edupub/74
oai:ir.lib.uwo.ca:edupub-1084
2018-08-14T17:14:42Z
publication:edupub
publication:edu
publication:faculties
Decentralisation and Education in Africa: The Case of Uganda
Namukasa, Immaculate Kizito
Buye, Ronald
Article
2007-01-01T08:00:00Z
Uganda
decentralisation
education
Education decentralisation
Canadian and International Education
36
1
93
116
https://doi.org/10.1007/978-90-481-2703-0_10
Education
<p>Many countries have decentralized their education systems. In some countries, especially developing countries, educational decentralisation is part of a larger exercise of devolving all public services. In sub-Saharan Africa, the factors that encourage centralization include positive effects such as political stability and economic development, as well as push factors like existing regional inequalities and inadequacies, real and perceived, of central governments. Donor communities are encouraging these poor countries to decentralize and/or privatize public services. Among these countries, Uganda has proceeded quickly in an almost-all-at-once decentralisation strategy. The current Ugandan government administered some decentralisation in the areas under its control in the early 1980s while it was still a guerilla force called the National Resistance Movement. After it came to power in 1986, the government adopted country-wide decentralisation, cost sharing and privatization as policies sup- ported by multinational donor agencies, such as the World Bank (WB) and the United Nations Development Programme (UNDP). To date, most government-administered services (except a few, such as the police and the army) that have not yet been privatized are decentralized. These include primary healthcare, education, basic services in water and sanitation, feeder roads and agricultural extension. Decentralisation has changed the delivery of public services, particularly education.</p>
https://ir.lib.uwo.ca/edupub/65
oai:ir.lib.uwo.ca:edupub-1085
2018-08-15T14:28:57Z
publication:edupub
publication:edu
publication:faculties
Selection of Apps for Teaching Difficult Mathematics Topics: An Instrument to Evaluate Touch-Screen Tablet and Smartphone Mathematics Apps
Namukasa, Immaculate Kizito
Gadanidis, George
Sarina, Vera
Scucuglia, S
Aryee, Kinful Lartebea
Book Chapter
2016-01-01T08:00:00Z
apps
evaluation criteria
integers
learning tools
mathematics thinking
International Perspectives on Teaching and Learning Mathematics with Virtual Manipulatives
275
300
https://doi.org/10.1007/978-3-319-32718-1_12
Education
<p>Manipulatives—including the more recent touch-screen mobile device apps—belong to a broader network of learning tools. As teachers continue to search for learning materials that aid children to think mathematically, they are faced with a challenge of how to select materials that meet the needs of students. The profusion of virtual learning tools available via the Internet magnifies this challenge. What criteria could teachers use when choosing useful manipulatives? In this chapter, we share an evaluation instrument for teachers to use to evaluate apps. The dimensions of the instrument include: (a) the nature of the curriculum addressed in the app— emergent, adaptable or prescriptive, and relevance to current, high quality curricula—high, medium, low; (b) degree of actions and interactions afforded by the app as a learning tool— constructive, manipulable, or instructive interface; (c) the level of interactivity and range of options offered to the user —multiple or mono, or high, moderate or low; and, (d) the quality of the design features and graphics in the app—rich, high quality or impoverished, poor quality. Using these dimensions, researchers rated the apps on a three-level scale: Levels I, II, and III. Few apps were classified as Level III apps on selected dimensions. This evaluation instrument guides teachers when selecting apps. As well, the evaluation instrument guides developers in going beyond apps that are overly prescriptive, that focus on quizzes, that are text based, and include only surface aspects of using multi-modality in learning, to apps that are more aligned with emergent curricula, that focus also on conceptual understanding, and that utilize multiple, interactive representations of mathematics concepts.</p>
<p>From International Perspectives on Teaching and Learning Mathematics with Virtual Manipulatives (2016) Moyer-Packenham, Patricia S. (Ed.)</p>
https://ir.lib.uwo.ca/edupub/75
oai:ir.lib.uwo.ca:edupub-1086
2018-08-13T19:26:45Z
publication:edupub
publication:edu
publication:faculties
New Media and Online Mathematics Learning for Teachers
Gadanidis, George
Namukasa, Immaculate Kizito
Article
2011-01-01T08:00:00Z
Mathematics Education
Online Mathematics Activity
Teacher Candidate
multimodality
teacher collaboration
Math Stories
Visual Mathematics and Cyber learning
163
186
https://doi.org/10.1007/978-94-007-2321-4_7
Education
<p>In this chapter we offer a case study of an online Mathematics for Teachers course through the lens of four affordances of new media: democratization, multimodality, collaboration and performance. Mathematics, perhaps more so than other school subjects, has traditionally been a subject that people do not talk about outside of classroom settings. However, we demonstrate through the case of the Mathematics for Teachers course that this does not have to be the case. Mathematics, even mathematics that traditionally has been seen as abstract or inaccessible, can be talked about in ways that can engage not only adults but also young children. The affordances of new media can help us rethink and disrupt our existing views of mathematics (for teachers and for students) and of how it might be taught and learned, by (1) blurring teacher/student distinctions and crossing hierarchical curriculum boundaries; (2) communicating mathematics in multimodal ways; (3) seeing mathematics as a collaborative enterprise; and (4) helping us learn how to relate good math stories to classmates and family when asked “What did you do in math today?”</p>
https://ir.lib.uwo.ca/edupub/66
oai:ir.lib.uwo.ca:edupub-1087
2018-08-13T19:47:33Z
publication:edupub
publication:edu
publication:faculties
School Mathematics in the Era of Globalization
Namukasa, Immaculate Kizito
Article
2004-01-01T08:00:00Z
Globalization
school mathematics
mathematical validity
Western mathematics
critical discourses
utilitarian view
mathematics development
democracy
pedagogy
curriculum
Interchange
35
2
209
227
https://doi.org/10.1007/BF02698850
Education
<p>This essay reviews the principles motivating contemporary <em>critical mathematics </em>discourses. Drawing from varied critical discourses including ethnomathematics, critical theory, post-structural theory, and situated and ecological cognition, the essay examines the pragmatics of critiques to the privileged role of school mathematics in the era of globalization. Critiques of modern school curricula argue that globalization practices linking education to technological and economic development are increasing, and the curriculum is being redefined through discourses of privatization, national standards, and global competitiveness. Globalization has reinforced the utilitarian approach to school mathematics and the Western bias in the prevailing mathematics curricula, as well as helped to globalize pervasive mathematical ideologies. In most instances, a newfound status that mathematics is enjoying in this era of globalization is not well deserved, as school mathematics can no longer be considered culturally, socially, politically, nor economically neutral. In particular, school mathematics is increasingly critiqued as a cultural homogenizing force, a critical filter for status, a perpetuator of mistaken illusions of certainty, and an instrument of power. With such concerns it is becoming more evident that mathematics learning and education have implications for building just and democratic societies. As an African female scholar who is now living in Canada, I reflect on what the critical stance might mean for contexts with which I am familiar. I discuss the challenges of school mathematics with a view to improving curriculum and pedagogy so as to raise the awareness of teachers and learners to the questionable assumptions from which mathematics derives its prestige. The mathematics curriculum is central to cultivating values as well as fostering the conscientization of learners.</p>
https://ir.lib.uwo.ca/edupub/67
oai:ir.lib.uwo.ca:edupub-1088
2018-08-13T21:13:46Z
publication:edupub
publication:edu
publication:faculties
Nonmath Analogies in Teaching Mathematics
Sarina, Vera
Namukasa, Immaculate Kizito
Article
2010-01-01T08:00:00Z
Mathematics
analogies
teaching
highschool
Procedia-Social and Behavioral Sciences
2
2
5738
5743
https://doi.org/10.1016/j.sbspro.2010.03.937
Education
<p>Way too often, students find some concepts too abstract to comprehend. One of the strategies used to assist students with building conceptual knowledge is to use analogies. We investigate the place of nonmath analogies in teaching school mathematics. First, we demonstrate the widespread use of analogies by drawing examples through context analysis of tutoring websites, textbooks, and teaching experiences. Second, we argue that analogies reflect the grounded nature of mathematical concepts in common life experiences and, thus, have an essential place in instruction. To support our argument we offer a theoretical rationale based on research literature and historical sources.</p>
https://ir.lib.uwo.ca/edupub/68
oai:ir.lib.uwo.ca:edupub-1089
2018-08-13T21:41:32Z
publication:edupub
publication:edu
publication:faculties
Renewing Textbooks to Align with Reformed Curriculum in Former Colonies: Ugandan school mathematics textbooks
Namukasa, Immaculate Kizito
Article
2018-08-07T07:00:00Z
2019-08-07T07:00:00Z
Curriculum Renewal; School Mathematics; Africa; Uganda; Textbooks; Curriculum Materials; Mathematics Pedagogy; Reform; Former Colonies
ZDM
1
12
https://doi.org/10.1007/s11858-018-0978-5
Education
<p>Several nations have reformed both their mathematics pedagogy and curriculum. The remaining challenge is to review teaching and learning resources to support the renewed pedagogy and curriculum. This paper responds to the question: What pedagogy and curriculum are depicted in textbooks used in Uganda? Ugandan textbooks were analyzed in terms of <em>mathematics content structure and genre</em>, and <em>presentation of written and non-written voice and looks</em>. Whereas certain Ugandan mathematics textbooks used the narrative form and others chose to eliminate the use of extensive text, these textbooks include common characteristics such as spiral coverage of mathematics content. A few strides toward <em>reform pedagogy, </em>such as use of contexts familiar to learners in development of rules and concepts,<em> </em>were evinced among selected Uganda textbooks. More strides are needed in revising a majority textbooks to align with the renewed curricula on certain aspects including integrating learning tools—digital and non-digital—within the textbook resources. A critical reflection on curriculum renewals adopted from other countries is needed when designing textbooks to match these renewals.</p>
https://ir.lib.uwo.ca/edupub/76
oai:ir.lib.uwo.ca:edupub-1090
2018-08-14T17:42:39Z
publication:edupub
publication:edu
publication:faculties
Mathematics-for-Teachers (and Students)
Gadanidis, George
Namukasa, Immaculate Kizito
Article
2007-01-01T08:00:00Z
Mathematics Education
Teacher Education
Mathematics-for-Teachers
On-line Teacher Education
Elementary
Students
Preservice Program
Therapy
Experiential
Journal of Teaching and Learning
5
1
13
22
https://doi.org/10.22329/jtl.v5i1.277
Education
<p>What mathematics do elementary teachers need and how might such mathematics be provided in a teacher education program? In this paper we discuss the development of a mathematics-for-teachers component for our elementary (K-8) preservice education program. Our mathematics-for-teachers program has evolved from an elective course for 20 preservice teachers, to 440 preservice teachers working in small groups in an auditorium setting, to a fully online component. The mathematics-for-teachers component immerses preservice teachers in mathematics experiences that many of them have never had, namely, experiences where they attend deeply to mathematical relationships and have opportunities to sense the pleasure of mathematical insight. As such, our primary goal is experiential therapy (authors, 2005) rather than content knowledge.</p>
<p>This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc/4.0/">CREATIVE COMMONS ATTRIBUTION-NONCOMMERCIAL 4.0 INTERNATIONAL LICENSE</a>.</p>
https://ir.lib.uwo.ca/edupub/77
oai:ir.lib.uwo.ca:edupub-1091
2018-08-16T16:08:39Z
publication:edupub
publication:edu
publication:faculties
Tools for Integrating Computational Thinking and Mathematics in the Middle Grades
Namukasa, Immaculate Kizito
Patel, Minakshi
Miller, Marja
Article
2017-01-01T08:00:00Z
Computational Thinking (CT)
Mathematics
Middle Grades
Coding
Programming
School-based learning
Math + Code ‘Zine
2
2
Education
<p>Integrating computational thinking (CT) in teaching specific K-12 school curricular is a more recent development than teaching CT in university and college courses. In this article, we share some insights on teaching practices that support integrating introductory computational thinking activities with school curricular activities for middle grades students. We specifically reflect on the tools and materials to use when integrating computational thinking concepts and mathematics curricular concepts in grade 4-8 classrooms. In this paper, we refer to integration of computational thinking concepts and mathematics curricular concepts as CT and mathematics.</p>
https://ir.lib.uwo.ca/edupub/78
oai:ir.lib.uwo.ca:edupub-1092
2018-08-16T17:40:52Z
publication:edupub
publication:edu
publication:faculties
Problem Solving as a Pedagogical Practice: Useful Conceptions of Professional Learning
Lang, Michelle
Namukasa, Immaculate Kizito
Article
2011-01-01T08:00:00Z
Professional development
problem solving
mathematics
pedagogical practice
Literacy Information and Computer Education
1
4
313
322
Education
<p>Problem solving as a pedagogical practice is a recent focus of mathematics education research and of professional learning. This study employs the phenomenographic framework for studying teachers’ conceptions of ongoing professional learning opportunities focused on the teaching of mathematics through problem solving. Eleven grade 7 to 8 school teachers who participated in ongoing professional learning over the course of one to five years were purposively selected. Survey method was employed. Findings from the study reveal that most teachers view professional learning mainly as a source for ideas and resources, whereas others hold more complex views ranging from viewing professional learning as an opportunity for sharing strategies with colleagues, to seeing professional learning as an opportunity for deepening understandings of learning, and as a catalyst for change in practices of teaching mathematics. The study recommends teacher professional development programs to focus on developing more sophisticated conceptions of professional learning among teachers.</p>
https://ir.lib.uwo.ca/edupub/79
oai:ir.lib.uwo.ca:edupub-1093
2018-08-16T17:46:06Z
publication:edupub
publication:edu
publication:faculties
How to Feel About and Learn Mathematics: Therapeutic Intervention and Attentiveness
Namukasa, Immaculate Kizito
Gadanidis, George
Cordy, Michelle
Article
2009-01-01T08:00:00Z
Pre-service teacher education
content and pedagogy
mathematics teacher preparation
doing mathematics
mathematical thinking
mathematics tasks
therapy
intervention
Elementary School Teachers
Problem Solving
Mathematics Teacher Education and Development
9
46
63
Education
<p>In mathematics teacher education, tasks that centre on doing mathematics are used for a variety of purposes, including learning new mathematics. In our research, we focus on doing mathematics as a therapeutic intervention. Many pre-service teachers in our program narrate impoverished mathematics experiences. We engage pre- service elementary school teachers in non-routine problem solving and examine how this affects their experiences with mathematics. Specifically, we focus on change in affective responses as a precursor to development in mathematical thinking and as an indicator of potential changes in practice. Our study shows that doing mathematics evokes changes in how teachers think and feel about doing, learning, and teaching mathematics.</p>
https://ir.lib.uwo.ca/edupub/80
oai:ir.lib.uwo.ca:edupub-1094
2018-08-17T13:09:33Z
publication:edupub
publication:edu
publication:faculties
School Mathematics Education in Uganda: Its Successes and its Failures
Namukasa, Immaculate Kizito
Quinn, Madge
Kaahwa, Janet
Article
2010-01-01T08:00:00Z
Curriculum; developing countries; comparative analysis; post-colonial framework; mathematics
Gifted students
Procedia-Social and Behavioral Sciences
2
2
3104
3110
https://doi.org/10.1016/j.sbspro.2010.03.473
Education
<p>This paper examines the character of school mathematics education in Uganda. It focuses on its successes, failures and its history. The methodology involved analyzing Ugandan curriculum documents and teaching resources. The analysis is through a comparative and post-colonial approach. The analysis reveals that Ugandan mathematics education is largely not influenced by recent international reforms; it purely essentialist; and it focuses on the gifted and students. To be sure this study is relevant for curriculum development in developing countries. From a post-colonial perspective the study is relevant to mathematics education of indigenous and marginalized populations in developed countries.</p>
https://ir.lib.uwo.ca/edupub/81
oai:ir.lib.uwo.ca:edupub-1095
2018-08-17T18:42:40Z
publication:edupub
publication:edu
publication:faculties
Teacher Tasks for Mathematical Insight and Reorganization of What it Means to Learn Mathematics
Gadanidis, George
Namukasa, Immaculate Kizito
Article
2009-01-01T08:00:00Z
Preservice Teacher
Mathematics Teacher
Elementary Teacher
Mathematics Task
Math therapy
Effective Tasks in Primary Mathematics Teacher Education
113
130
https://doi.org/10.1007/978-0-387-09669-8_9
Education
<p>The mathematics-for-teachers tasks we discuss in this chapter have two qualities: (1) they offer teachers opportunities to experience the pleasure of mathematical insight; and (2) they aim to disrupt and reorganize teachers' views of what it means to do and learn mathematics. Given that many future and inservice elementary teachers fear and dislike mathematics, it is perhaps not too far-fetched to suggest that there is a need for “math therapy.” We believe that a form of mathematics therapy may involve new and different experiences with mathematics. Such experiences, considered broadly to include questions or prompts for mathematical exploration, draw attention to deep mathematical ideas and offer the potential of experiencing the pleasure of significant mathematical insight. In our work with teachers we have developed and used a variety of mathematics tasks as opportunities for experiential therapy. The tasks aim to challenge some of the mathematical myths that future teachers believe to be true and are typically assumed by them in mathematics classrooms. The tasks have potential to disrupt teachers' view of mathematics, and to start the process for reorganizing their thinking about what mathematics is and what it means to do and learn mathematics.</p>
<p>In this chapter we describe and discuss four of the mathematics tasks which involve non-routine mathematics problems that we use in our mathematics-for-teachers program. This program is offered annually to our 440 future elementary school (K-8) teachers, who generally lack confidence in mathematics and often fear and/or dislike the subject. It is also offered to inservice teachers through a series of mathematics-for-teachers courses. A student response summarizes the effects of our approach.</p>
https://ir.lib.uwo.ca/edupub/87
oai:ir.lib.uwo.ca:edupub-1096
2018-08-21T14:15:29Z
publication:edupub
publication:edu
publication:faculties
Practising Mathematics Teacher Education: Expanding The Realm of Possibilities
Gellert, Uwe
Amato, S.
Bairral, M.
Zanette, L.
Bloch, I.
Gadanidis, George
Namukasa, Immaculate Kizito
Krummheuer, G.
Grevholm, B.
Bergsten, C.
Miller, D.
Peter-Koop, A.
Wollring, B.
Proulx, J.
Rosu, L. M.
Arvold, B.
Sayac, N.
Book Chapter
2009-01-01T08:00:00Z
Preservice Teachers
Teacher Education
Mathematics Education
Mathematics Teacher
Student Teacher
School Mathematics
The Professional Education and Development of Teachers of Mathematics
35
55
https://doi.org/10.1007/978-0-387-09601-8_5
Education
<p>It is often said that student teachers’ underlying beliefs of what mathematics consists of and how it should be taught are restricted in two ways. On the one hand, future elementary teachers in general use only weak mathematical conceptions, which often do not help them to realise their educational ambitions. On a general educational level, many of these students advocate discovery learning and collective problem solving, but when it comes down to the mathematical activities that have to be prepared, their experience of “traditional” school mathematics is of little help. On the other hand, future (higher) secondary teachers mostly are very well prepared with respect to formal academic mathematics when entering mathematics education programmes, either because they have already passed a mathematical formation at university or because their teacher education programmes emphasise the study of academic mathematics and not of educational or didactical modules.</p>
<p>In: Even R., Ball D.L. (eds) The Professional Education and Development of Teachers of Mathematics. New ICMI Study Series, vol 11. Springer, Boston, MA</p>
https://ir.lib.uwo.ca/edupub/82
oai:ir.lib.uwo.ca:edupub-1097
2018-09-18T16:42:52Z
publication:edupub
publication:edu
publication:faculties
International Perspectives on Social Justice in Mathematics Education
Namukasa, Immaculate Kizito
Book Review
2007-01-01T08:00:00Z
Social Justice
Mathematics Education
Ethnomathematics
Marginalization
Critical mathematics pedagogies
ZDM: The International Journal on Mathematics Education
39
5
555
559
https://doi.org/10.1007/s11858-007-0047-y
Education
<p><em>International perspectives on social justice in mathematics education </em>(henceforth <em>the monograph</em>) is edited by Brarath<em> </em>Sriraman and comprises 14 essays about critical mathematics education. The foreword is by Ubiratan D’Ambrosio,<em> </em>whose work on ethnomathematics in particular and on<em> </em>democratic and critical mathematics education in general<em> </em>has re-conceptualized the mathematics education field.<em> </em>D’Ambrosio observes that ‘‘social justice allows us not only<em> </em>to know what has been decided about ourselves and society<em> </em>(which is the objective of ‘‘re-productory’’ and imitative<em> </em>education), but calls us to participate in decisions about<em> </em>ourselves and society (which is the objective of creative<em> </em>critical education)’’ (Foreword). D’Ambrosio considers this<em> </em>monograph to be an astonishing collection of scholarly<em> </em>articles from all over the world, offering perspectives of<em> </em>tremendous importance to mathematics educators with an<em> </em>interest in social justice. For this review, I read the monograph together with Michael Apple’s work on critical<em> </em>mathematics pedagogies.</p>
https://ir.lib.uwo.ca/edupub/86
oai:ir.lib.uwo.ca:edupub-1098
2018-09-18T16:38:39Z
publication:edupub
publication:edu
publication:faculties
Estimating Costs and Benefits Associated with Evidence-Based Violence Prevention: Four case studies based on the Fourth R program
Crooks, Claire
Zwicker, Jennifer
Wells, Lana
Hughes, Ray
Langlois, Amanda
Emery, J.C. Herbert
Article
2017-05-01T07:00:00Z
teen violence
domestic violence
juvenile crime
fourth R
violence
The School of Public Policy
10
10
Education
Psychology
<p>Teen violence in dating and peer relationships has huge costs to society in numerous areas including health care, social services, the workforce and the justice system. Physical, psychological, and sexual abuse have long-lasting ramifications for the perpetrators as well as the victims, and for the families involved on both sides of that equation. An effective violence prevention program that is part of a school’s curriculum is beneficial not only for teaching teenagers what is appropriate behaviour in a relationship, but also for helping them break the cycle of violence which may have begun at home with their own maltreatment as children.</p>
<p>The Fourth R program is an efficacious violence prevention program that was developed in Ontario and has been implemented in schools throughout Canada and the U.S. Covering relationship dynamics common to dating violence as well as substance abuse, peer violence and unsafe sex, the program can be adapted to different cultures and to same-sex relationships. The program, which gets its name from the traditional 3Rs — reading, ’riting and ’rithmetic — offers schools the opportunity to provide effective programming for teens to reduce the likelihood of them using relationship for violence as they move into adulthood.</p>
<p>The federal government has estimated that the societal costs of relationship violence amount to more than $7 billion. These costs can continue to be incurred through the legal and health-care systems as the ripple effects of violence play out over the years, even after a relationship has ended. Other types of violence are also costly to society and not just in terms of dollars, but in young lives diverted into criminal activity. Up to 15 per cent of youth who become involved with the justice system grow into serious adult offenders who develop lengthy criminal careers. Yet, research shows that if prevention programs such as the Fourth R can deter just one 14-year-old high-risk juvenile from a life of crime, up to $5 million can be saved in costs to society.</p>
https://ir.lib.uwo.ca/edupub/85
oai:ir.lib.uwo.ca:edupub-1100
2018-09-16T13:24:42Z
publication:edupub
publication:edu
publication:faculties
Two Years of Relationship-Focused Mentoring for First Nations, Métis, and Inuit Adolescents: Promoting Positive Mental Health
Crooks, Claire
Exner-Cortens, Deinera
Burm, Sarah
Lapointe, Alicia
Chiodo, Deb
Article
2017-01-01T08:00:00Z
Protective factors
Mentoring
Indigenous populations
Adolescent development
Cultural connectedness
Journal of Primary Prevention
38
1-2
87
104
Education
Psychology
<p>First Nations, Métis, and Inuit (FNMI) youth are disproportionately affected by a range of negative health outcomes including poor emotional and psychosocial well-being. At the same time, there is increasing awareness of culturally-specific protective factors for these youth, such as cultural connectedness and identity. This article reports the findings of a mixed-methods, exploratory longitudinal study on the effects of a culturally-relevant school-based mentoring program for FNMI youth that focuses on promoting mental well-being and the development of cultural identity. Participants included a cohort of FNMI adolescents whom we tracked across the transition from elementary to secondary school. We utilized data from annual surveys (<em>n</em>=105) and a subset of youth whom we interviewed (<em>n</em>= 28). Quantitative analyses compared youth who participated in one or two years of mentoring programs with those who did not participate. At Wave 3, the two-year mentoring group demonstrated better mental health and improved cultural identity, accounting for Wave 1 functioning. These results were maintained when sex and school climate were accounted for in the models. Sex did not emerge as a significant moderator; however, post-hoc analyses with simple slopes indicated that the mentoring program benefited girls more than boys for both outcomes. Interview data were coded and themed through a multi-phase process, and revealed that the mentoring program helped participants develop their intrapersonal and interpersonal skills, and enhanced their cultural and healthy relationships knowledge base. Collectively, the quantitative and qualitative components of this study identify multiple years of culturally-relevant mentoring as a promising approach for promoting well-being among FNMI youth.</p>
https://ir.lib.uwo.ca/edupub/83
oai:ir.lib.uwo.ca:edupub-1099
2018-09-26T12:34:47Z
publication:edupub
publication:edu
publication:faculties
A Feasibility Trial of Mental Health First Aid First Nations: Acceptability, Cultural Adaptation, and Preliminary Outcomes
Crooks, Claire
Lapp, Andrea
Auger, Monique
van der Woerd, Kim
Snowshoe, Angela
Rogers, Billy Joe
Tsuruda, Samantha
Caron, Cassidy
Article
2018-01-01T08:00:00Z
2020-03-25T07:00:00Z
Indigenous peoples
mental health literacy
health promotion
community
mixed methods
feasibility trial
American Journal of Community Psychology
61
3-4
https://doi.org/10.1002/ajcp.12241
Education
Psychology
<p>The Mental Health First Aid First Nations course was adapted from Mental Health First Aid Basic to create a community-based, culturally safe and relevant approach to promoting mental health literacy in First Nations contexts. Over 2.5 days, the course aims to build community capacity by teaching individuals to recognize and respond to mental health crises. This feasibility study utilized mixed methods to evaluate the acceptability, cultural adaptation, and preliminary effectiveness. Our approach was grounded in Community-Based Participatory Research principles, emphasizing relationship-driven procedures to collecting data and choice for how participants shared their voices. Data included participant interviews (n=89), and surveys (n=91) from ten groups in four provinces. Surveys contained open-ended questions, retrospective pre-post ratings, and a scenario. We utilized data from nine facilitator interviews and 24 facilitator implementation surveys. The different lines of evidence converged to highlight strong acceptability, mixed reactions to the cultural adaptation, and gains in participants’ knowledge, mental health first aid skill application, awareness, and self-efficacy, and reductions in stigma beliefs. Beyond promoting individual gains, the course served as a community-wide prevention approach by situating mental health in a colonial context and highlighting local resources and cultural strengths for promoting mental well-being.</p>
https://ir.lib.uwo.ca/edupub/84
oai:ir.lib.uwo.ca:edupub-1101
2018-10-16T14:13:05Z
publication:edupub
publication:edu
publication:faculties
Reflection/Commentary on a Past Article: “A Practical Iterative Framework for Qualitative Data Analysis”
Srivastava, Prachi
Hopwood, Nick
Article
2018-01-01T08:00:00Z
research methods
qualitative data analysis
reflexivity
qualitative research
International Journal of Qualitative Methods
17
1
3
https://doi.org/10.1177/160940690900800107
Anthropology
Education
Geography
International and Area Studies
Political Science
Race, Ethnicity and Post-Colonial Studies
Social and Behavioral Sciences
Sociology
<p>This submission is a reflection by Srivastava and Hopwood on their earlier article, A Practical Iterative Framework for Qualitative Data Analysis, originally published in International Journal of Qualitative Methods in 2009, and selected for the journal’s special anniversary issue, “Top 20 in 20.” They discuss how they have applied the framework in their various studies since then, Srivastava, primarily in field-based international research in education and global development, and Hopwood, in education and health. Based on a brief analysis of the paper’s citations, they identify its impact to have been: in a wide variety of fields crossing disciplinary boundaries, studies situated in a range of domestic and international contexts, studies analyzing data from intersectional perspectives and conducted with marginalized participant groups, referred to in methodological textbooks and publications, and used by researchers of all levels of experience, independently or in teams. They end by identifying what they consider to be key emerging topics associated with qualitative data analysis, Hopwood, on nonrepresentational and posthumanist perspectives and the implications of “postcoding,” and Srivastava on considering the agency of less privileged, marginalized, or vulnerable participants in data collection and analysis.</p>
https://ir.lib.uwo.ca/edupub/95
oai:ir.lib.uwo.ca:edupub-1102
2018-10-16T13:41:04Z
publication:edupub
publication:edu
publication:faculties
Vocabulary Learning Exercises: Evaluating a Selection of Exercises Commonly Featured in Language Learning Materials
Nakata, Tatsuya
Webb, Stuart
Book Chapter
2016-01-01T08:00:00Z
Second Language
Vocabulary Learning
Technique Feature Analysis (TFA)
123
138
Education
<p>This chapter examines common second language (L2) vocabulary learning activities using a framework proposed by Nation (2013a). In particular, Nation’s first guideline, which focuses on efficacy, will be examined in detail. Nation and Webb’s (2011) Technique Feature Analysis (TFA) will be used to determine which components of the activities contribute to learning. The chapter aims to gauge the relative efficacy of three vocabulary learning activities: Learning from flashcards, cloze exercises, and crossword puzzles; shed some light on their strengths and weaknesses; and show how they might be modified to be made more effective.</p>
<p>From the book Second Language Acquisition Research and Materials Development for Language Learning (1st edition, 2016) which can be purchased <a href="https://www.routledge.com/SLA-Research-and-Materials-Development-for-Language-Learning/Tomlinson/p/book/9781138811973" title="routledge site">here</a></p>
https://ir.lib.uwo.ca/edupub/89
oai:ir.lib.uwo.ca:edupub-1103
2018-10-16T13:45:32Z
publication:edupub
publication:edu
publication:faculties
Do the Cognacy Characteristics of Loanwords Make Them More Easily Learned than Noncognates?
Rogers, James
Webb, Stuart
Nakata, Tatsuya
Article
2015-01-01T08:00:00Z
Cognates
loanwords
vocabulary learning
Language Teaching Research
19
1
9
27
https://doi.org/10.1177/1362168814541752
Education
<p>This study investigates the effects of cognacy on vocabulary learning. The research expands on earlier designs by measuring learning of English–Japanese cognates with both decontextualized and contextualized tests, scoring responses at two levels of sensitivity, and examining learning in a more ecologically valid setting. The results indicated that Japanese learners could successfully recall the L2 forms of more cognates than noncognates, supporting earlier findings. However, when scoring was sensitive to partial knowledge of written form, the results indicated that greater knowledge of noncognates was gained. Because there was greater potential for learning noncognates due to the higher pretest scores for cognates, relative gains were also examined. The relative gains were greater for cognates than noncognates on a form recall test. The results of a cloze test contrasted with those of the form recall test. Gains were significantly larger for noncognates than cognates immediately after the treatment although no statistically significant difference existed 1 week after learning. Taken together, the research indicates that although the L2 forms of cognates may be more easily learned, it may be more challenging for second language learners to use cognates than noncognates, at least shortly after learning.</p>
https://ir.lib.uwo.ca/edupub/90
oai:ir.lib.uwo.ca:edupub-1104
2018-10-15T19:40:38Z
publication:edupub
publication:edu
publication:faculties
Further Evidence of the Comparative Memorability of Alliterative Expressions in Second Language Learning
Boers, Frank
Lindstromberg, Seth
Webb, Stuart
Article
2014-01-01T08:00:00Z
Lexical phrases
collocations
idioms
alliteration
incidental learning
repetition
memory
RELC Journal
45
1
85
100
https://doi.org/10.1177/0033688214522714
Education
<p>Previous research has furnished evidence that alliterative expressions (e.g. <em>a slippery slope</em>) are comparatively memorable for second language learners, at least when these expressions are attended to as decontextualized items (Lindstromberg and Boers, 2008a; Boers et al., 2012). The present study investigates whether alliteration renders lexical phrases comparatively memorable also when these phrases are encountered in texts read primarily with a focus on content. Fifty-four EFL students read a text adapted so as to include five instances of 12 idiomatic expressions. The results of surprise post-tests suggest that the alliterative phrases among these target expressions left significantly stronger memory traces than the non-alliterative ones, especially regarding the form or composition of the phrases.</p>
https://ir.lib.uwo.ca/edupub/91
970579/simple-dublin-core/100//