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A Review of #BlackInSchool by Habiba Cooper Diallo
No full textA Review of #BlackInSchool by Habiba Cooper Dial
On Deriving the Least Squares Estimates in Introductory Regression Courses
No full textIntroductory regression books typically begin their derivation of the least squares matrix estimation formula by considering the simple linear regression model. We suggest beginning with the zero-intercept model which has advantages. We provide two examples of this approach, one of which is a new, non-calculus derivation using the Cauchy-Schwarz inequality.
 
Exceedance probability analysis: a practical and effective alternative to t-tests
No full textThis paper presents a practical and effective alternative to the traditional t-tests for (1) comparing a sample or sample mean against a known mean (i.e. one-sample test) and (2) comparing two samples or two sample means (i.e. two-sample test). The proposed method is referred to as exceedance probability (EP) analysis. In a one-sample test, EP is defined as the probability that a sample or sample mean is greater than a known mean. In a two-sample test, EP is defined as the probability that the difference between two samples or between two sample means is greater than a specified value (referred to as probabilistic effect size (PES)). This paper also defines a new statistic called relative mean effect size (RMES). RMES provides a true measure of the scientific significance (not the statistical significance) of the difference between two means. A case study of preference between two manufacturers is presented to demonstrate the effectiveness of the proposed EP analysis, compared with four existing methods: t-tests, common language effect size (CL) analysis, signal content index (SCI) analysis, and Bayesian analysis. Unlike these existing methods that require the assumption of normality, the proposed EP analysis can be performed with any type of distributions. The case study example is examined with a normal distribution model and a raised cosine distribution model. The former is solved with an analytical solution and the latter is solved with a numerical method known as probability domain simulation (PDS)
A Review of Teachers as Health Workers: A Critical Understanding of the Health-Education Interface by Louise McCuaig, Eimear Enright, Tony Rossi, and Doune Macdonald
No full textThis is a review of McCuaig et al. (2022)\u27s, Teachers as Health Workers: A Critical Understanding of the Health-Education Interface. The book details a research project involving 12 Australian schools that was conducted by four critical health educators. McCuaig et al. poignantly map the health work of teachers through an analysis of health policies interviews with teachers and observations in schools. They conclude that to meet both the health and academic needs of students, the silos in which health and education are constructed must be permeated through a form of boundary spanning. And as such, boundary spanning professionals must be given adequate training and recognition to adequately meet student needs and avoid a state of burnout
Practice-Based Research Policy in the Light of Indigenous Methodologies: The EU and Swedish Education
No full textAbstract
Participatory research methods in education, such as action research, have been around for some time. Recently, not only researchers but also research policy makers have highlighted the importance of participation between society and research. Citizen science, science with and for society, and practice-based educational research are examples of approaches that aim to bring society and research more closely together. In this paper, we explore underlying premises behind practice-based research policies in the EU and in Swedish educational research policy. In order to understand how participation can be understood, we have analysed them closely through a lens of Indigenous methodologies. Results reveal an underlying understanding of participation as nonreciprocal where expertise is a key concept, researchers hold this expertise, and where the main responsibilities for research lie with the researchers. However, the results also indicate a sense of respect for practice and a willingness to form relationships between research and practice.
Keywords: practice-based research, school-based research, participatory research, Indigenous methodologies, Citizen science, research polic
Overcoming the Challenges of Family Day Home Educators: A Family Ecological Theory Approach
No full textThis paper explores a framework of family ecological theory for overcoming the challenges facing family childcare educators (FCC educators), who care for small groups of children in their own home. Pathways to overcoming these barriers through an ecological approach will be outlined by critically examining current research on these challenges. In this way, I justify using ecological theory as an effective tool for conceptualizing the challenges of FCC educators. Ecological theory describes how people’s growth and change is influenced by the contexts around them (Bronfenbrenner, 1986). For isolated FCC educators working alone with young children, the limited interactions, supports, and environments they encounter offer incredible meaning and possibility. Examining how the challenges they face can be overcome with a family ecological theory approach illuminates many avenues for success in this unique population. In this paper, the four main challenges of lack of respect, low wages and funding, isolation, and lack of training currently facing FCC educators are examined with an ecological lens to highlight opportunities for positive change. Final thoughts of how this benefits others using an ecological theory framework conclude this paper.
Keywords: family day home, family childcare, early childhood education, ecological theor
Embracing Our Power: ECE Students’ Experiences Creating Spaces of Resistance in Post-Secondary Institutions
No full textIn this paper, we, four students with diverse social locations, explore the development of preservice educators’ professional identities as political resisters. Through our experiences in an Ontario college, we found commonality in our emerging need to resist “alarming discourses” (Whitty et al., 2020, p. 8). By dissecting and analyzing the neoliberal narrative perpetuated by our educational institution, we refused the notion of being the good ECE (Langford, 2007). Rejecting the universalism and totalism of Western European curricular and pedagogical inheritances, we set out to create a space to embrace alternative narratives to critically question our role and the expectations of our profession in a neoliberal world. This space was used for ECEC advocacy and brought together our student community, creating an opportunity to mentor while fostering human connections from our stories. Through collaboration, we reaffirm the importance of building community and reciprocal mentorship for nurturing and developing political agency within our field. We are motivated to sustain this critical space, to serve as a place of resistance for other students who question “universal truths.” Education comes from more than the diploma received.
Keywords: Early childhood educators, professional identity, resistance, student advocacy, post-secondary institutions, ethics of car
Editorial: Sketching Narratives of Movement in Early Childhood Education and Care
No full textEditorial for the Sketching Narratives of Movement in Early Childhood Education and Care Special Issu
The Marshall-Olkin-Type II-Topp-Leone-G Family of Distributions: Model, Properties and Applications
No full textWe develop a new family of distribution called the Marshall-Olkin-Type II-Topp-Leone-G (MO-TII-TL-G) family of distributions, which is a linear combination of the exponential-G family of distributions. The statistical properties of the new distributions are studied and its model parameters are obtainedusing the maximum likelihood method. A simulation study is carried out to determine the performance of the maximum likelihood estimates and lastly real data examples are provided to demonstrate the usefulness of the proposed model in comparison to other models
Relationship-Based, In-Service Learning for Teachers of Indigenous Students
No full textThis article is about heartfelt teacher learning in K-12 publicly funded schools with Indigenous students’ school success at the centre. As part of her dissertation research, Moon (2019), a non-Indigenous educator, asked Indigenous and non-Indigenous educators in two provinces to share stories about their meaningful and productive collegial learning relationships, including how they believed Indigenous students benefited. The diverse stories point to varying interpersonal, institutional, and political dynamics, which indicated that meaningful and productive learning relationships between Indigenous and non-Indigenous educators exist in multiple settings and with diverse starting points and outcomes. Some key findings across stories are that students were central to educators’ learning relationships, educators saw each other as genuine and open, and a time commitment—both day-to-day and often over years—was evident.
Keywords: Indigenous education, teacher development, cross-cultural learnin