Hot off the press

   
Frontiers

Affective Profiles in a Massive Open Online Course and their Relationship with Engagement (Provisionally accepted)

Assistant Professor Virginia Tze (contributing author)

Abstract: The purpose of this research was to identify profiles of common achievement emotions (i.e., relief, anxiety, boredom, and guilt) over the duration of one MOOC and examine the differences in academic engagement.
 Art-research

Engaging Pre-Service Teachers in the Drama in Teacher Leadership (University of Alberta, 2017)

Professor Jerome Cranston (contributing author)

Abstract: This paper presents the findings of a qualitative research study that examined the effects of a transdisciplinary ethnotheatre workshop designed to support the professional development of school leaders as they navigate the complexities of teacher leadership.
Indig-Wellbeing

Integrating Aboriginal Perspectives for Educational Wellbeing (ESWB Press, 2016)

Professor Yatta Kanu (author)

Abstract: Despite empirical evidence that the integration of Aboriginal perspectives into schools and classrooms positively impacts academic achievement and socio-emotional wellbeing of Aboriginal students, resistance to integration has been observed and documented among teacher candidates in mainstream teacher education programs across Canada. In this paper the author attempts to map out the sources of this resistance and proposes three focal practices in which faculties of education must engage in order to minimize teacher candidates’ resistance and increase their potential for meeting the learning needs of Aboriginal students.
 Intercultural-education  

Teaching about refugees: developing culturally responsive educators in contexts of politicised transnationalism (Routledge, 2017)

Professor Clea Schmidt (contributing author)

Abstract: This article addresses issues of teaching about refugees in initial teacher education and professional development for practicing teachers. We respond to the who, what, where, when, why and how of teaching about refugees and developing culturally responsive pedagogy in contexts of politicized transnationalism, where the wider politics around integrating Syrian refugees have significant implications for the ways Canadian education systems respond to refugee issues more broadly.
Canada-150

Canada 150, Eh? Stories by Our New English Language Arts Teachers (Maven Media Books, 2017)

Associate Professor Karen Smith (editor)

Abstract: Participating in storytelling is an important activity for English Language Arts (ELA) teachers. As noted storytelling author Thomas King stated: "All we are is stories." This book contains an exciting list of stories and poetry from this year's group of new ELA teachers. The stories have not been edited for content. Everything is from the heart and written to mark the 150th year of Canada.

Language-Arts Writing as Teachers: The Power of Place (Language Arts, March 2017)
Associate Professor Michelle Honeyford (
contributing author)

Abstract: This invited “Perspectives on Practice” piece in the journal Language Arts explores how places can be powerful catalysts for writing, inviting us to explore and understand our individual and collective relationships with one another and the world.
Intl-Education 

Bridging borders: Towards a pedagogy of preparedness for visiting faculty (Journal of Studies in International Education, 2017)

Assistant Professor Robert Mizzi (contributing author)

Abstract: Drawing on the theory of border pedagogy, this article takes the scholarship further by proposing and elaborating on a pedagogy of preparedness that may help to facilitate visiting faculty acculturation and analyze dominant and marginal narratives in the new work situation.

 Vulnerable-Children Educational experiences and opportunities in rural Cambodia: families and youth’s voices  (Vulnerable Children and Youth Studies, 2017)

Professor Nathalie Piquemal (contributing author)

Abstract: Using semi-structured interviews gathered from youth and families in rural Cambodia, this paper focuses on the specific social circumstances that affect parents’ abilities to support their children’s education, as well as on how youth and young adults make sense of their own educational experiences in a context shaped by economic hardships and by social legacies of the Pol Pot regime. Data analysis shows that while economic factors have a strong impact on children’s educational opportunities, other risk factors include social tensions such as the changing social value of education due to societal scars and schooling inequities. This paper concludes with recommendations for policy and practice. http://www.tandfonline.com/doi/abs/10.1080/17450128.2017.1300720?journalCode=rvch20

 Well-Being

Indigenous perspectives on education for well-being in Canada (Education for Sustainable Well-Being Press, 2016)

Professor Thomas Falkenberg and Associate Professor Frank Deer (editors)

Abstract: This book explores Indigenous perspectives on foundational issues and questions concerning well-being, inquiring into the extent that formal, informal, and non-formal education plays a role in well-being from an Indigenous perspective.

HRD

Preparing the transnational teacher: A textual analysis of pre-departure orientation manuals for teaching overseas (Human Resource Development International, 2016)

Assistant Professor Robert Mizzi (contributing author)

Abstract: The purpose of this article is to analyze manuals for transnational teachers and to suggest changes to human resource development professionals when producing future manuals.

iop-science 

 In harmony: Inquiry-Based Learning in a Blended Physics and Music Class (IOPScience, 2016)

Associate Professor Richard Hechter and Daniel Bergman (contributing authors)

Abstract: As music enthusiasts, and physics educators, we developed new resources for a blended music and physics class through inquiry-based learning activities. It is our intention to provide readers with an overview of the activity, a description of exemplar student-designed inquiry-based investigations, and helpful suggestions for potential for use in reader’s classrooms.

Metagogy

Tackling cultural blinders: Towards an understanding of a sexuality, adult education, and intercultural dynamic (American Scholars Press, 2016)

Assistant Professor Robert Mizzi  (author)

Abstract: The Metagogy Project offers up a process for developing and implementing methods, strategies, and techniques for educating adults.

Theatre Research-Based Theatre: An Artistic Methodology (Intellect, Limited, 2016) 

Assistant Professor Graham Lea and Prof. Sue Shore (editors)

Abstract: Research-based theater aims to present research in a way that is compelling and captivating, connecting with viewers on imaginative and intellectual levels at the same time. Research-based theatre brings together scholars and practitioners of research-based theatre to construct a theoretical analysis of the field and offer critical reflections on how the methodology can now be applied. The book shares 12 examples of contemporary research-based theatre scripts and commentaries from an international group of artists and researchers, selected with an eye toward representing different approaches that come from a variety of disciplinary areas.

Mizzi-disrupting

Disrupting Adult and Community Education: Teaching Learning, and Working in the Periphery (State University of New York Press, 2016)

Assistant Professor Robert Mizzi (editor) and Prof. Sue Shore (editor)

Abstract: This groundbreaking book critiques the boundaries of where adult education takes place through a candid examination of teaching, learning, and working practices in the social periphery.

Cranston-creative

Ethnotheatre and Creative Methods for Teacher Leadership (Palgrave Macmillan, 2016)

Associate Professor Jerome Cranston and Kristin Kusanovich (contributing authors)

This book addresses the lived challenges to teacher leadership. It illustrates an arts-based research approach that effectively highlights the broader context of relational dynamics between adults at school, using one-act plays to open up difficult conversations on complex issues.Abstract: This book addresses the lived challenges to teacher leadership. It illustrates an arts-based research approach that effectively highlights the broader context of relational dynamics between adults at school, using one-act plays to open up difficult conversations on complex issues.

Bryan-Penguin

Penny the Penguin (Peanut Butter Press, 2016)

Assistant Professor Gregory Bryan (author) and Tegwen Gwenhwyfar Bryan  (author)

This book addresses the lived challenges to teacher leadership. It illustrates an arts-based research approach that effectively highlights the broader context of relational dynamics between adults at school, using one-act plays to open up difficult conversations on complex issues.Abstract: When Prof. Bryan and daughter, Tegwen, created this story about her cherished stuffed animal, Penny the Penguin. This is a book for people who wish to persist with pursuing dreams despite doubts and opposition from others.

 Schmidt-Diversifying

Diversifying the Teaching Force in Transnational Contexts (Sense, 2016)

Associate Professor Clea Schmidt and Jens Schneider (editors)

Abstract: Diversifying the teaching force has become a priority in many migrant-receiving jurisdictions worldwide with the growing mismatch between the ethnic backgrounds, cultures, languages, and religions of teachers and those of students and families. This volume comprises original research that problematizes issues of diversifying the teaching force and identifies promising practices. This book addresses the lived challenges to teacher leadership. It illustrates an arts-based research approach that effectively highlights the broader context of relational dynamics between adults at school, using one-act plays to open up difficult conversations on complex issues.

Bryan-Goble

Paul Goble, Storyteller (South Dakota Historical Society Press, 2016)

Assistant Professor Gregory Bryan (author)

Abstract: In Paul Goble, Storyteller, author Gregory Bryan interviewed Goble, his family, friends, and those whose work he influenced to tell the artist’s story. Building on this foundation, Bryan’s narrative follows the young boy as his penchant for learning led him to a lifelong fascination with the lives and culture of American Indians on the Great Plains.

Yoon-Curriculumm-90x90

Neoliberal imaginary, school choice, and ‘new elites’ in public secondary schools (Curriculum Inquiry, 2016)

Assistant Professor Ee-Seul Yoon (author)

This book addresses the lived challenges to teacher leadership. It illustrates an arts-based research approach that effectively highlights the broader context of relational dynamics between adults at school, using one-act plays to open up difficult conversations on complex issues.TAbstract: There has been a growing concentration of high-achieving students attending selective public schools of choice as part of the neoliberal reforms of education. While this growth has had an eroding effect on the aim of inclusivity in public education, few have explored this development as a new segment of elite schooling. This paper fills this gap by drawing from an ethnographic study of school choice that focused on the phenomenology of Vancouver students.

Temtik-Oxford-90x90
 

Policy coordination challenges in government's innovation policy - The Case of Ontario Canada. (Oxford Journal of Science and Public Policy, 2016)

Assistant Professor Merli Tamtik.

Abstract: Policy coordination to support coherent approaches in innovation policy has become a major governance puzzle for most countries. This study examines the relationship between the provincial and federal government in facilitating Canada’s innovation agenda.

Yoon-research-90x90
 

Becoming an Academic: the Role of Doctoral Capital in the Field of Education  (Higher Education Research & Development, 2016)

Assistant Professor Ee-Seul Yoon and assistant professor Jude Walker (contributing authors)

This book addresses the lived challenges to teacher leadership. It illustrates an arts-based research approach that effectively highlights the broader context of relational dynamics between adults at school, using one-act plays to open up difficult conversations on complex issues.TAbstract: This paper draws on Bourdieu’s concepts of field, capital and habitus to examine the learning and enculturation of alumni of a Canadian PhD programme in the discipline of Education. This research suggests that certain existing and acquired academic practices, attributes, dispositions and behaviours collectively form a type of doctoral capital that alumni can then use in the academic marketplace.