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ENGAGE 2017: Celebration of Research and Teaching Excellence

Held March 23, 2017, ENGAGE 2017 was a celebration of the Faculty of Education's 75th anniversary. Part awards presentation, part community research fair, this exciting event showcased a range of community-focused collaborative research projects led or co-led by University of Alberta Faculty of Education professors.
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  1. Parents and Children: Mathematics, Autonomy, & Interest [Download]

    Title: Parents and Children: Mathematics, Autonomy, & Interest
    Creator: Daniels, Lia M.
    Description: Museums and science centres are an excellent space for science and research to intersect by providing the general public opportunities to work with scientists who conduct the research and scientists to unpack their research for the public (e.g., Andre, Durksen, & Volman, 2016).
    Subjects: Parenting, Engagement, Mathematical reasoning, Games, Science centre
    Date Created: 2017/08/09
  2. Reframing Parents' Concerns of Math Curriculum Change [Download]

    Title: Reframing Parents' Concerns of Math Curriculum Change
    Creator: McGarvey, Lynn
    Description: Our research is based on the premise that the starting place for effective communication begins with understanding parent perceptions of mathematics teaching and learning today. In this study, we asked, What are parents’ experiences with and perceptions of curriculum change? What is the nature of their concerns with today’s mathematics teaching and learning? The objectives for the study are to: • Develop rich descriptions of the range of parent experiences in school mathematics. • Develop categories of description of parent perceptions of learning, teaching and curriculum. • Begin to identify ways to engage in productive conversation with parents.
    Subjects: Mathematics education, Parent communication, Elementary education, Curriculum, Elementary school, Home-school connection, Policy matters
    Date Created: 2017/04/20
  3. Generative Unit Assessment: Re-visioning Assessment for Growth [Download]

    Title: Generative Unit Assessment: Re-visioning Assessment for Growth
    Creator: McFeetors, Janelle
    Description: • Assessment’s purpose is primarily as evidence to improve future teaching and learning in math class. • Reform in classroom-based mathematics assessment has not followed pace with reforms in teaching and learning. • Categories of assessment as formative (assessment for and as learning) and summative (assessment of learning) is limiting.
    Subjects: Mathematics education, Elementary school, Performance assessment, Action research, Geometry, Elementary education
    Date Created: 2017/04/20
  4. Developing Mathematical Processes Through Commercial Games [Download]

    Title: Developing Mathematical Processes Through Commercial Games
    Creator: McFeetors, Janelle
    Description: LEARNING THROUGH GAMES Students can develop a meaningful understanding of mathematical ideas through games before they move toward abstractions (Dienes, 1971). Ernest (1986) identified three educational uses of games: gain skill-based fluency, develop conceptual understanding, and refine problem solving. THEORY OF EXPERIENCE Theoretically, the study is grounded in Dewey’s (1938/1997) notion of educative experiences through activity and reflection. Moreover, games provide opportunities for foundational experiences, as those (inter)actions and reflections that prepare students for more formalized learning in subsequent mathematics classes. MATHEMATICAL PROCESSES Rather than content as the unifying element in curriculum, Costa and Liebmann (1997) suggest processes could be the focus of students’ learning. Mathematical processes are ways in which students are active in doing mathematics. The provincial curriculum (Alberta Education, 2007/2015) identifies the following processes: communication, connections, mental mathematics and estimation, problem solving, reasoning, technology, and visualization. Opportunities for children to develop mathematical processes are imperative if these processes are to be used to understand specific mathematics content.
    Subjects: Mathematics education, Elementary school, Reasoning, Communication, Visualization, Action research
    Date Created: 2017/04/20
  5. Response to Intervention: Schools Where All Children Learn to Read [Download]

    Title: Response to Intervention: Schools Where All Children Learn to Read
    Creator: Georgiou, George
    Description: We evaluated two experimenter-delivered, small group word reading programs among at-risk poor readers in grade 1 classes of regular elementary schools using a two-arm dual site matched control trial intervention. Readers with word reading scores below the 30th percentile (n = 201) were deemed ‘at-risk’ and allocated to either a) a Direct Mapping and Set-for-Variability program (DMSfV); or b) Current or Best-Practices (CBP) small group reading support, typically for 10-11 hours over 10 weeks. Students were matched on baseline reading and language abilities and other parent background demographic measures. Results of hierarchical modeling of data showed advantages for the DMSfV program (for word reading and spelling at post-test and word reading and sentence comprehension at 5 month delayed post-test), with discernible valued added for the DMSfV condition across all follow-up measures. Results support the use of modified versions of standard small group preventative literacy intervention models that teach both direct mapping of taught GPCs in text and set-for-variability.
    Subjects: Response to intervention, Reading, Phonological awareness, Phonics, Vocabulary
    Date Created: 2017/04/18
  6. The Deakin Review of Children's Literature: A Collaboration for Community [Download]

    Title: The Deakin Review of Children's Literature: A Collaboration for Community
    Creator: Feisst, Debbie
    Description: The Deakin Review of Children’s Literature is an open access electronic quarterly review of contemporary materials of interest to children and young adults. The Review focuses primarily, but not exclusively, on Canadian English language children’s books. French language reviews and peer review articles are also published. Books reviewed may be electronic or print and range from picture books and nonfiction through to young adult fiction. Each issue contains approximately 25 reviews and includes an editorial and news relevant to children’s literacy. Books are selected by the reviewers, so the scope of the content is as varied as the reviewers’ interests. All books selected for review are added to the University of Alberta’s Bruce Peel Special Collection as a non-circulating research collection. The latest peer review articles include: Selecting Fiction Books for a Children’s Health Collection Building the Spanish Juvenile Fiction Collection at the University of Alberta’s HT Coutts Education Library
    Subjects: Deakin children's literature reviews
    Date Created: 2017/04/05
  7. Development and Validation of the Hope in Counselling and Psychotherapy Scale (HCPS) [Download]

    Title: Development and Validation of the Hope in Counselling and Psychotherapy Scale (HCPS)
    Creator: Arsenault, Chelsea
    Description: Hope is consistently identified in the mental heath literature as a key factor accounting for client change in counselling and psychotherapy (Grencavage & Norcross, 1990). Research on client and psychotherapist understandings of hope in psychotherapy calls into question the singular, unidimensional focus on goals that dominates hope research in psychology (e.g., Cutcliffe, 2004; Larsen & Stege, 2010a, 2010b). Specifically, Snyder et al’s unidimensional, global hope scale in psychotherapy has demonstrated equivocal relationships with psychotherapy outcome and neglects dimensions of hope established as important in psychotherapy research (Coppock et al., 2011). The goal of this study is to develop and validate a draft expert-informed multidimensional hope scale designed specifically for use in counselling and psychotherapy research and practice.
    Subjects: Hope, Hope Scale, Counselling, Psychotherapy
    Date Created: 2017/04/18
  8. Disability in the Academy and the Academic Library Profession [Download]

    Title: Disability in the Academy and the Academic Library Profession
    Creator: Anna Wilson MEd., MLIS
    Description: The United Nations (UN) guiding principles of the Convention on the Rights of Persons with Disabilities (UNCRPD) includes non-discrimination, full participation and inclusion in society (UNCRPD, 2014, para. 9). Unfortunately, many scholars with disabilities are not represented in the academic and library staff in universities. Able-ism conceptualizes the superior human condition connecting people who able bodied to images of radiant health, independence and strength (Mclean, 2011). In contrast, able-ism conceptualizes the inferior human condition connecting people who are disabled to images of poor health, incapacity, dependence and weakness. Post-secondary institutions are one context where ableist notions may persist as these understandings have become institutionalized in the beliefs, language, and practices of non-disabled people. Hegemonic ableism ability preferences related to functioning, and other culturally valued abilities intersect with other hegemonies (Hutcheon & Wolbring, 2012, p. 42). Just as race is considered a social construction of disenfranchisement, disability is considered a social construction of marginalization (Hooks, 1968, as cited in Michalko, & Titchkosky, 2009). Critical disability theory (CDT) originated from critical race theory circulating between the social model of disability and the medical model of disability. It is the spaces between the social constructions and medical constructions occupied by people with disabilities that are explored in this paper (Titchkosky, 2003). Critical disability theory represents people with disabilities on a continuum of human variation having unique voices with complex experiences requiring self-determination to overcome ableism in a commodified disability business that profits from keeping them in isolation and poverty ​(Albrecht, 1992, as cited in Rocco, 2011, pp. 7-8). The academy should integrate the principles of CDT in faculty and workplace policies to overcome hegemonic ableism that masquerades as economic efficiency. The aim of this literature review is to demonstrate disability as an authentic form of social capital that can enhance the academic workplace. First, the researcher will be contextualized as a research subject inquiring about disability in the academic workplace. Second, the theoretical framework of critical disability theory will be defined within the context of the social status of people with disabilities. Third, common myths about hiring people with disabilities will be deconstructed. Fourth, research librarians’ intersections with students with disabilities and faculty members with disabilities will be examined. Fifth, lessons from research librarians’ interactions with faculty and students with disabilities will provide a conceptual framework to help library students transform from library students with disabilities into working library professionals with disabilities.
    Subjects: ableism
    Date Created: 2016/06/02