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Articles 1 - 19 of 19
Full-Text Articles in Education
Theory As A Second Story: Extending A Tale, Cathy Benedict
Theory As A Second Story: Extending A Tale, Cathy Benedict
Music Education Publications
No abstract provided.
Indigenous Studies In All Schools, Grace Sarra
Indigenous Studies In All Schools, Grace Sarra
Aboriginal Policy Research Consortium International (APRCi)
Cherbourg State School is approximately 300 km northwest of Brisbane. It is situated in an Aboriginal community at Cherbourg with approximately 250 students. At the Cherbourg State School, the aim was to generate good academic outcomes for all students from kindergarten to Year 7 and to nurture a strong and positive sense of what it means to be Aboriginal in today’s society. In this paper, I will discuss modernism and postmodernism in indigenous studies and how this has impacted on the design and development of the Indigenous Studies Programme at the Cherbourg State School. The programme was designed to provide …
Kanyininpa (Holding): A Way Of Nurturing Children In Aboriginal Australia, Fiona Ryan
Kanyininpa (Holding): A Way Of Nurturing Children In Aboriginal Australia, Fiona Ryan
Aboriginal Policy Research Consortium International (APRCi)
This paper discusses aspects of traditional Australian Aboriginal nurturance of infants, children, and young people through an exploration of the meaning of certain words selected from Central and Western Desert Aboriginal languages. Connections are drawn between this traditional form of child rearing and Bowlby’s theory of attachment. Aspects of traditional Aboriginal methods of nurturing infants, children, and young people, which have been retained in contemporary Aboriginal child-rearing practices, are also explored. Practitioners, policy makers, and researchers in child protection are encouraged to listen to Aboriginal people, and through listening and reflecting on their own practice, to identify and work with …
Barriers To Education For The Marginalized Adult Learner, Sarah Flynn, Jason Brown, Andrew Johnson, Susan Rodger
Barriers To Education For The Marginalized Adult Learner, Sarah Flynn, Jason Brown, Andrew Johnson, Susan Rodger
Journal Articles
This qualitative study examines barriers to adult education by the marginalized adult learner. We adopted an inclusive approach by interviewing potential adult learners who had not participated in adult education programs due to illiteracy. Five overlapping themes related to barriers emerged and were categorized as: family values and responsibilities (i.e., cultural); the emotional effect of family poverty on participants’ lives (i.e., anger at the welfare system); disrupted school and learning experiences (i.e., multiple school changes); social exclusion and personal challenges (i.e., marginalization due to race, class); and turning points in participants’ education and hopes for the future (i.e., positive role …
Library Sector Leadership: Bridging Theory And Practice, Melanie Mills, Charlotte Innerd
Library Sector Leadership: Bridging Theory And Practice, Melanie Mills, Charlotte Innerd
Western Libraries Presentations
Explore the issue of leadership in libraries with one current student and one graduate of The University of Victoria's Professional Graduate Certificate in Library Sector Leadership. Looking specifically at Kouzes and Posner's 'Five Practices of Exemplary Leaders' and Quinn et al.'s 'Competing Values Framework', we hope to share our own discoveries and insights and add to the important discussion of leadership in Libraries.
Relationship To Place: Positioning Aboriginal Knowledge And Perspectives In Classroom Pedagogies, Neil Harrison, Maxine Greenfield
Relationship To Place: Positioning Aboriginal Knowledge And Perspectives In Classroom Pedagogies, Neil Harrison, Maxine Greenfield
Aboriginal Policy Research Consortium International (APRCi)
This project is based on research conducted with 12 schools in New South Wales, Australia. It examines how each school incorporates Aboriginal perspectives in its Kindergarten to Year 6 program with a view to identifying quality practice. As we inter- viewed teachers in these schools, it became clear that there is considerable confusion over the difference between Aboriginal perspectives and Aboriginal knowledge with both concepts being used interchangeably to teach syllabus content and information about Aboriginal people. We endeavour to clarify these concepts and to suggest how teachers might incorporate Aboriginal knowledge in their programs, without recreating some of the …
Both Ways Strong: Using Digital Games To Engage Aboriginal Learners, Robyn Jorgensen, Tom Lowrie
Both Ways Strong: Using Digital Games To Engage Aboriginal Learners, Robyn Jorgensen, Tom Lowrie
Aboriginal Policy Research Consortium International (APRCi)
Engaging Aboriginal learners in the school curriculum can be quite a challenge given issues of cultural and linguistic differences. Even more so, these differences can be expanded when the students are in their adolescence. Creating learning environments that engage learners, while providing deep learning opportunities, is one of the biggest challenges for teachers in remote communities. This paper reports on a reform initiative that centred on the use of a digital game, Guitar Heroes, in a remote Aboriginal school. It was found that the digital media provided teachers with opportunities for new learning spaces and resulted in additional unintended learning …
Silencing Aboriginal Curricular Content And Perspectives Through Multiculturalism: “There Are Other Children Here”, Verna St. Denis
Silencing Aboriginal Curricular Content And Perspectives Through Multiculturalism: “There Are Other Children Here”, Verna St. Denis
Aboriginal Policy Research Consortium International (APRCi)
No abstract provided.
The Power Of “Can Do” Statements: Teachers’ Perceptions Of Cefr- Informed Instruction In French As A Second Language Classrooms In Ontario, Farahnaz Faez, Suzanne Majhanovich, Shelley K. Taylor, Maureen Smith, Kelly Crowley
The Power Of “Can Do” Statements: Teachers’ Perceptions Of Cefr- Informed Instruction In French As A Second Language Classrooms In Ontario, Farahnaz Faez, Suzanne Majhanovich, Shelley K. Taylor, Maureen Smith, Kelly Crowley
Education Publications
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 …
Teaching Through Mathematics Problems: Re-Designed For A Focus On Mathematics, Immaculate Kizito Namukasa, Elena Polotskaia
Teaching Through Mathematics Problems: Re-Designed For A Focus On Mathematics, Immaculate Kizito Namukasa, Elena Polotskaia
Education Publications
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 …
The Postmodern Curriculum: Making Space For Historically And Politically Situated Understandings, Veronica Pacini-Ketchabaw, Alan Pence
The Postmodern Curriculum: Making Space For Historically And Politically Situated Understandings, Veronica Pacini-Ketchabaw, Alan Pence
Education Publications
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.
Nomadic Research Practices In Early Childhood: Interrupting Racisms And Colonialisms, Veronica Pacini-Ketchabaw, Fikile Nxumalo, Carol Rowan
Nomadic Research Practices In Early Childhood: Interrupting Racisms And Colonialisms, Veronica Pacini-Ketchabaw, Fikile Nxumalo, Carol Rowan
Education Publications
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.
The I Teach Mathematics Online Project: Learning And Teaching Through Innovative Practices, Immaculate Kizito Namukasa, George Gadanidis
The I Teach Mathematics Online Project: Learning And Teaching Through Innovative Practices, Immaculate Kizito Namukasa, George Gadanidis
Education Publications
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, I Teach Math project, 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 …
Teaching Policy By Collaborating Across Borders, Sue Winton, Katina E. Pollock
Teaching Policy By Collaborating Across Borders, Sue Winton, Katina E. Pollock
Education Publications
Drawing on research from two cross-border course collaborations, we show that focused cross border online dialogues between Canadian and American graduate students can broaden students' thinking beyond national borders, provide insight into how policies are implemented in schools, enable access to diverse perspectives on policy issues, and support learning about the influence of local, state/provincial, and national contexts on policy processes.
New Media And Online Mathematics Learning For Teachers, George Gadanidis, Immaculate Kizito Namukasa
New Media And Online Mathematics Learning For Teachers, George Gadanidis, Immaculate Kizito Namukasa
Education Publications
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 …
Problem Solving As A Pedagogical Practice: Useful Conceptions Of Professional Learning, Michelle Lang, Immaculate Kizito Namukasa
Problem Solving As A Pedagogical Practice: Useful Conceptions Of Professional Learning, Michelle Lang, Immaculate Kizito Namukasa
Education Publications
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 …
Points Of Departure: Developing The Knowledge Base Of Esl And Fsl Teachers For K-12 Programs In Canada, Farahnaz Faez
Points Of Departure: Developing The Knowledge Base Of Esl And Fsl Teachers For K-12 Programs In Canada, Farahnaz Faez
Education Publications
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’ …
Orchestrating Expertise In Reading And Writing, Kathryn Hibbert, Tara-Lynn Scheffel, Sharon Rich, Rachel Heydon
Orchestrating Expertise In Reading And Writing, Kathryn Hibbert, Tara-Lynn Scheffel, Sharon Rich, Rachel Heydon
Education Publications
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 …
The Politics Of Not Knowing: The Disappearing Act Of An Education In Music, Cathy Benedict, Patrick K. Schmidt
The Politics Of Not Knowing: The Disappearing Act Of An Education In Music, Cathy Benedict, Patrick K. Schmidt
Music Education Publications
No abstract provided.