Open Access. Powered by Scholars. Published by Universities.®
- Discipline
- Institution
- Keyword
-
- Autism (3)
- English as an International Language (EIL) (2)
- Plurilingualism (2)
- Adolescent development (1)
- Attention (1)
-
- Case study (1)
- Coding (1)
- Cognitive behavioral therapy (1)
- Collective competency (1)
- Collocations (1)
- Common European Framework of Reference (CEFR) (1)
- Computational Thinking (CT) (1)
- Computer Assisted Instruction (1)
- Computer Assisted Language Learning (CALL) (1)
- Core French (CF) (1)
- Critical Language Awareness (CLA) (1)
- Critical Language Studies (CLS) (1)
- Critical Pedagogy (1)
- Critical literacy (1)
- Critical narrative inquiry (1)
- Cultural connectedness (1)
- Curriculum (1)
- Curriculum as social practice (1)
- Divergent multiple control (1)
- Diversity and multiculturalism (1)
- Domestic violence (1)
- Education (1)
- Emotions (1)
- Errorless learning (1)
- European Language Portfolio (ELP) (1)
Articles 1 - 24 of 24
Full-Text Articles in Education
Writing Goes Back To School: Exploring The “Institutional Practice Of Mystery” In A Graduate Education Program, Rosamund K. Stooke, Kathryn Hibbert
Writing Goes Back To School: Exploring The “Institutional Practice Of Mystery” In A Graduate Education Program, Rosamund K. Stooke, Kathryn Hibbert
Education Publications
Drawing on a qualitative case study of writing practices and pedagogies in one Canadian graduate Education program, this article discusses roles and responsibilities of course instructors for teaching and supporting academic writing at the master’s level. Data were collected through individual, semi-structured, in-depth interviews with 14 graduate students and eight professors and they were analyzed thematically. The discussion is framed by the academic literacies pedagogical framework (ACLITS). The data suggest that academic writing expectations can be sources of extreme stress for graduate students. The students and instructors lacked a common language to discuss student texts. In the absence of explicit …
Increasing “Object-Substitution” Symbolic Play In Young Children With Autism Spectrum Disorders, Gabrielle Lee, Hua Feng, Sheng Xu, Shao-Ju Jin
Increasing “Object-Substitution” Symbolic Play In Young Children With Autism Spectrum Disorders, Gabrielle Lee, Hua Feng, Sheng Xu, Shao-Ju Jin
Education Publications
Children with autism spectrum disorders (ASD) may not develop symbolic play skills so such skills need to be taught specifically. We report an experiment regarding a procedure targeting “object-substitution” symbolic play skills. The “object-substitution” symbolic play behavior occurred when the child labeled a common object with the name of a substitute and used the object to perform a play action (e.g., As she put a bowl on her head, she called it a hat). A multiple probe across behaviors design was employed with five children (four boys and one girl, aged 3 to 6) with ASD. All children had verbal …
From Awareness To Action: Teacher Attitude And Implementation Of Lgbt-Inclusive Curriculum In The English Language Arts Classroom, Michelle L. Page
From Awareness To Action: Teacher Attitude And Implementation Of Lgbt-Inclusive Curriculum In The English Language Arts Classroom, Michelle L. Page
Education Publications
This survey research describes English language arts teachers’ comfort levels in integrating literature with lesbian, gay, bisexual, or transgender (LGBT) themes or characters into their curricula and classroom practices. Significant relationships were found between teachers’ age, comfort, awareness of resources, and implementation levels. Although younger teachers had higher comfort levels with LGBT texts, they displayed lower resource awareness levels and static implementation rates. In addition, comfort, awareness, and implementation of LGBT curriculum materials were also correlated with teacher location and with strength of religious belief, with rural teachers and strongly religious teachers displaying lower comfort and implementation levels. Availability of …
Using Intraverbal Prompts To Increase Divergent Intraverbal Responses By A Child With Autism, Gabrielle Lee, Wan-Chi Chou, Hua Feng
Using Intraverbal Prompts To Increase Divergent Intraverbal Responses By A Child With Autism, Gabrielle Lee, Wan-Chi Chou, Hua Feng
Education Publications
We examined the effectiveness of intraverbal prompts to increase the number of divergent responses to categorical questions comprised of compound stimuli (e.g., Name some red things) for a 6-year-old child with autism. The intraverbal prompts involved providing the function, feature, and class of the target responses. A multiple probe across behaviors design was used. Results indicated that the child’s total number of divergent responses was increased and maintained during two-week follow-up trials. Novel responses were observed across conditions.
More And Better Grant Proposals? The Evaluation Of A Grant-Writing Group At A Mid-Sized Canadian University, Natasha Wiebe, Eleanor Maticka-Tyndale
More And Better Grant Proposals? The Evaluation Of A Grant-Writing Group At A Mid-Sized Canadian University, Natasha Wiebe, Eleanor Maticka-Tyndale
Education Publications
Obtaining external funding has become increasingly difficult for Canadian researchers in the social sciences and humanities. Our literature review suggests that grant-writing groups and workshops make an important contribution to increasing both applications for external funding and success in funding competitions. This article describes an 8-month grant-writing group for 14 social scientists in a mid-sized Canadian university. The goal was to increase applications and successes in funding competitions. The group integrated several strategies perceived by Porter (2011b) to encourage more and better grant proposals: offering "homegrown" workshops that were ongoing rather than occasional, sharing successful proposals, coaching and editing, bringing …
On The Benefits Of Multimodal Annotations For Vocabulary Uptake From Reading, Frank Boers, Paul Warren, Gina Grimshaw, Anna Siyanova-Chanturia
On The Benefits Of Multimodal Annotations For Vocabulary Uptake From Reading, Frank Boers, Paul Warren, Gina Grimshaw, Anna Siyanova-Chanturia
Education Publications
Several research articles published in the realm of Computer Assisted Language Learning (CALL) have reported evidence of the benefits of multimodal annotations, i.e., the provision of pictorial as well as verbal clarifications, for vocabulary uptake from reading. Almost invariably, these publications account for the observed benefits with reference to Paivio’s Dual Coding Theory, suggesting it is the visual illustration of word meaning that enhances the quality of processing and hence makes new words more memorable. In this discussion article, we explore the possibility that it is not necessarily the multimodality per se that accounts for the reported benefits. Instead, …
Effects Of Group Functional Behavior-Based Cognitive Behavioral Therapy For Obsessive-Compulsive Behavior In A Youth With Autism Spectrum Disorder, Nicole Neil, Tricia Vause, Heather Jaksic, Maurice Feldman
Effects Of Group Functional Behavior-Based Cognitive Behavioral Therapy For Obsessive-Compulsive Behavior In A Youth With Autism Spectrum Disorder, Nicole Neil, Tricia Vause, Heather Jaksic, Maurice Feldman
Education Publications
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.
Does Adding Pictures To Glosses Enhance Vocabulary Uptake From Reading?, Frank Boers, Paul Warren, Lin He, Julie Deconinck
Does Adding Pictures To Glosses Enhance Vocabulary Uptake From Reading?, Frank Boers, Paul Warren, Lin He, Julie Deconinck
Education Publications
This article reports three trials of a pen-and-paper experiment where adult L2 learners’ recollection of glossed words was tested after they had read a text with or without pictures included in the glosses. Unlike previous studies in which a superiority of multimodal glosses over text-only glosses was claimed, the experiment furnished no evidence that the addition of pictures helped the learners to retain the glossed words’ form-meaning association any better than providing glosses containing only verbal explanations. When learners were prompted to recall of the written form of the words, the gloss condition without pictures in fact led to the …
Supporting New Teachers On The Road Of Teaching: The Role Of The Elementary School Principal, Jenny Gonyou-Brown, Katina Pollock
Supporting New Teachers On The Road Of Teaching: The Role Of The Elementary School Principal, Jenny Gonyou-Brown, Katina Pollock
Education Publications
No abstract provided.
Estimating Costs And Benefits Associated With Evidence-Based Violence Prevention: Four Case Studies Based On The Fourth R Program, Claire Crooks, Jennifer Zwicker, Lana Wells, Ray Hughes, Amanda Langlois, J.C. Herbert Emery
Estimating Costs And Benefits Associated With Evidence-Based Violence Prevention: Four Case Studies Based On The Fourth R Program, Claire Crooks, Jennifer Zwicker, Lana Wells, Ray Hughes, Amanda Langlois, J.C. Herbert Emery
Education Publications
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 …
Reading The World: Dialogical Learning And Conversations With Fiction, Patricia A. Gouthro, Susan M. Holloway, Jennifer Guy
Reading The World: Dialogical Learning And Conversations With Fiction, Patricia A. Gouthro, Susan M. Holloway, Jennifer Guy
Education Publications
This paper draws upon a SSHRC funded research study on lifelong learning, fiction writing, and creativity to discuss how the work of Paulo Freire and Martha Nussbaum draw attention to the importance of education for democratic learning. Using fiction as a way to foster dialogue may enhance opportunities for adults to engage in critical debate and to rethink how they will “read the world”.
Stories We Live By: Convergences In Community Narratives Of Mennonites And Pentecostals, Natasha Wiebe
Stories We Live By: Convergences In Community Narratives Of Mennonites And Pentecostals, Natasha Wiebe
Education Publications
This essay employs the art of narrative inquiry to explore points of convergence and divergence between Mennonites and Pentecostals. I recount three interrelated storylines constructed from my mennocostal experience: from memories of services and activities in my childhood Pentecostal church; from stories told by Mennonite family; and from writing and reflections of authors who share my Russian Mennonite heritage. These storylines are: (1) Pentecostal exuberance and Mennonite quiet; (2) Pentecostal soldiers and Mennonite peacemakers; and (3) Pentecostals and Mennonites as God’s chosen people. I assess how these stories blend together to create larger narratives that impact behaviours such as worship, …
Tools For Integrating Computational Thinking And Mathematics In The Middle Grades, Immaculate Kizito Namukasa, Minakshi Patel, Marja Miller
Tools For Integrating Computational Thinking And Mathematics In The Middle Grades, Immaculate Kizito Namukasa, Minakshi Patel, Marja Miller
Education Publications
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.
Comparing The Effectiveness Of Phrase-Focused Exercises. A Partial Replication Of Boers, Demecheleer, Coxhead, And Webb (2014), Frank Boers, Tu Cam Thi Dang, Brian Strong
Comparing The Effectiveness Of Phrase-Focused Exercises. A Partial Replication Of Boers, Demecheleer, Coxhead, And Webb (2014), Frank Boers, Tu Cam Thi Dang, Brian Strong
Education Publications
In a recent article, Boers, Demecheleer, Coxhead, and Webb (2014) deplored the lack of effectiveness for the learning of verb-noun collocations of a number of exercise formats which they sampled from EFL textbooks and put to the test in a series of quasi-experimental trials. The authors called for further investigations into possible improvements to such exercise formats. The present article is a response to that call. It also addresses methodological issues which may have affected Boers et al.’s (2014) findings and which rendered their conclusions tentative. In the quasi-experiment reported here, EFL learners were given fill-in-the-blank exercises on verb-noun phrases …
Measuring Productive Semantic Associational Knowledge Of The Most Frequent Words, Alireza Barouni Ebrahimi
Measuring Productive Semantic Associational Knowledge Of The Most Frequent Words, Alireza Barouni Ebrahimi
Education Publications
Associational vocabulary knowledge is associated with writing and speaking skills. These skills are essential for EAP students who express themselves in oral presentations or written assignments. Therefore, diagnostic measurement of associational vocabulary knowledge is of vital importance, especially in regard to the most frequent 1,000 word families that cover 81% and 85% of written and spoken text. This study measured 46 Iranian EAP students’ productive semantic associational knowledge of words at the 1,000 word frequency level. The findings indicate that while participants had productive form-meaning knowledge of the words, they did not seem to have extensive semantic associational knowledge of …
Language Planning, Farahnaz Faez, Shelley K. Taylor
Language Planning, Farahnaz Faez, Shelley K. Taylor
Education Publications
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 …
Ipads And Paintbrushes: An Exploratory Case Study Of Integrating Digital Media As Placed Resources Into An Intergenerational Art Class, Rachel Heydon, Lori Mckee, Bridget Daly
Ipads And Paintbrushes: An Exploratory Case Study Of Integrating Digital Media As Placed Resources Into An Intergenerational Art Class, Rachel Heydon, Lori Mckee, Bridget Daly
Education Publications
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 …
The Common European Framework Of Reference (Cefr) In Canada: A Research Agenda, Stephanie Arnott, Lace Marie Brogden, Farahnaz Faez, Muriel Péguret, Enrica Piccardo, Katherine Rehner, Shelley K. Taylor, Meike Wernicke
The Common European Framework Of Reference (Cefr) In Canada: A Research Agenda, Stephanie Arnott, Lace Marie Brogden, Farahnaz Faez, Muriel Péguret, Enrica Piccardo, Katherine Rehner, Shelley K. Taylor, Meike Wernicke
Education Publications
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. …
Critical Language Awareness, Shelley K. Taylor, Collette Despagne, Farahnaz Faez
Critical Language Awareness, Shelley K. Taylor, Collette Despagne, Farahnaz Faez
Education Publications
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 …
Two Years Of Relationship-Focused Mentoring For First Nations, Métis, And Inuit Adolescents: Promoting Positive Mental Health, Claire Crooks, Deinera Exner-Cortens, Sarah Burm, Alicia Lapointe, Deb Chiodo
Two Years Of Relationship-Focused Mentoring For First Nations, Métis, And Inuit Adolescents: Promoting Positive Mental Health, Claire Crooks, Deinera Exner-Cortens, Sarah Burm, Alicia Lapointe, Deb Chiodo
Education Publications
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 …
Influential Factors In Lexical Richness Of Young Heritage Speakers’ Family Language, Khadijeh Gharibi, Frank Boers
Influential Factors In Lexical Richness Of Young Heritage Speakers’ Family Language, Khadijeh Gharibi, Frank Boers
Education Publications
Abstract
Aims and objectives: This study investigates the extent to which young heritage speakers’ oral narratives in L1 differ from monolinguals’ narratives with regard to lexical richness (lexical diversity and lexical sophistication). It also explores which demographic factors (age, age at emigration and length of emigration) and/or sociolinguistic factors (frequency of heritage language use and parental attitudes towards heritage language maintenance) account for the differences.
Data and analysis: The participants were a group of 25 young speakers of Persian as a heritage language, who were either born in or emigrated to New Zealand, and a group of 25 monolingual counterparts …
International Service-Learning: Rethinking The Role Of Emotions, Marianne A. Larsen
International Service-Learning: Rethinking The Role Of Emotions, Marianne A. Larsen
Education Publications
Existing research on international service-learning (ISL) only implicitly alludes to emotions or considers emotions as a limited vehicle through which the more important work of learning occurs. This study set out to shift this focus on emotions to show how emotions are an integral part of the overall ISL experience. The aim was to understand how an ISL internship was an emotional experience for the student participants through the lens of noncognitive process theory of emotions. This was a qualitative case study of the experiences of 10 university students who engaged in an ISL internship in East Africa. Data collection …
Singing Our Song: The Affordances Of Singing In An Intergenerational, Multimodal Literacy Program, Rachel Heydon, Lori Mckee, Susan O'Neill
Singing Our Song: The Affordances Of Singing In An Intergenerational, Multimodal Literacy Program, Rachel Heydon, Lori Mckee, Susan O'Neill
Education Publications
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 …
Curriculum As Social Practice: The Case Of Fukushima, Kathryn Hibbert, Penelope Engle-Hills, May Abdel-Wahab, Rethy Chhem, Ari Hasegawa, Atsushi Kumagai, Pisith Phluong
Curriculum As Social Practice: The Case Of Fukushima, Kathryn Hibbert, Penelope Engle-Hills, May Abdel-Wahab, Rethy Chhem, Ari Hasegawa, Atsushi Kumagai, Pisith Phluong
Education Publications
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 …